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Agenda: Board of Education Meeting, April 21, 2022

Minutes from School District of Philadelphia Board of Education, Apr 21, 2022

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THE SCHOOL DISTRICT OF PHILADELPHIA BOARD OF EDUCATION PUBLIC MEETING AGENDA APRIL 21, 2022 Call to Order - Joyce S. Wilkerson, President Roll Call - Lynn Rauch, Esq., General Counsel Approval of Minutes - March 24, 2022 and April 7, 2022 Superintendent Remarks - William R. Hite, Jr., Ed.D., Superintendent • Superintendent - Other Staffing Update Written Testimony • Written Testimony Board of Education - Other Registered Student Speakers • Student Speakers List Board of Education - Other Registered Speaker on General Topics • General Speakers List Board of Education - Other Goals and Guardrails • Goal 3: Math - Progress Monitoring Report Board of Education - Other • Goal 3: Math - Monitoring Presentation Board of Education - Other Action Item Questions and Answers • Responses to Questions on Action Items Board of Education - Other Action Item 1. Contracts with Various Vendors - Design Services (FY23 $100,000) - AS AMENDED Superintendent - Contracts

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3. Approval of Personnel Hires - Updated 4.14.2022 Talent - Other 4. Approval of Retirements and Resignations - Updated 4.21.2022 Talent - Other 5. Approval of Personnel Terminations- Updated 4.21.2022 Talent - Other 6. Administration's Recommendation for Termination of Professional Employees (WITHDRAWN) Talent - Other 7. Amendment of Contract with Scenario Learning - SafeSchools Training System ($49,414) - Updated 4.8.2022 Talent - Amended Contracts 8. Contract with Communities in Schools of Philadelphia, Inc. DBA Launch of Philadelphia for HR and Fiscal Management of IT Apprenticeship Program - AS AMENDED Information Technology - Contracts 9. Amendment of Contract with Visual Sound for Classroom Interactive Technology and Services - AS AMENDED Information Technology - Amended Contracts 10. Amendment of Contracts with Apple, Inc. and Dell Marketing, LP for the Purchase of Computers ($117,070,800) Information Technology - Amended Contracts

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11. Capital Awards at Various Locations - TE Construction Services, LLC, McGoldrick Electric, Inc., John J Bee, Inc., CAD Electric, Inc. (WBE), Palman Electric, Inc., Magnum, Inc., Hyde Electric Corporation, Smith Construction, Inc. (WBE), Paramount Electrical Service, LLC (DBE), Robert Michaels and Associates, Five Star, Inc. ($10,620,118) Operations - Capital Programs - Capital Awards 12. Capital Award for Schoolyard Improvements at Louis H. Farrell School ($972,000) Operations - Capital Programs - Capital Awards 13. Change Orders With Various Vendors ($379,565) Operations - Capital Programs - Other 14. No Cost Action Item and Right of Entry with Noresco-Comprehensive Energy Audit at Various Schools [FAILED - 4.21.2022]] Operations - Capital Programs - Other 15. Amendment of Contract with Genuine Parts Company - Yellow Bus and Non- Bus Fleet Parts (RFP-538)($1,650,000) Operations - Transportation - Amended Contracts

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17. Contract with Municipal Emergency Services, Inc. for School Safety Uniforms Operations - School Safety - Contracts 18. Contract with Hyde Electric Corporation for security camera system installation Operations - School Safety - Contracts 19. Contract with Children’s Crisis Treatment Center Student Support Services - Other 20. Contracts with pre-approved law firms for Title IX, harassment and discrimination investigations Student Support Services - Other 21. Ratification to Authorize Additional Funds for a LCA to Investigate Title IX Claims ($25,999) Student Support Services - Other 22. Acceptance of Services from and Memorandum of Understanding (MOU) with Albert Einstein Medical Center - Pre-K Nutrition Education Program Academic Support - Memorandum of Understanding 23. Memorandum of Understanding with National Math + Science Initiative - STEM Education ($250,000) - AS AMENDED Academic Support - Memorandum of Understanding

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24. Amendment of Contract with Cornerstone OnDemand, Inc. – Professional Development and Evaluation Tool - AS AMENDED Academic Support - Amended Contracts 25. Acceptance of Donations of School-Based Programs and Services - School Partner Agreement Process - Added 3.31.2022 Superintendent - Other 26. Authorization of School Bus Purchases from Various Vendors ($8,000,000) - Added 3.31.2022 Operations - Transportation - Amended Contracts 27. Contract with Various Vendors - Alternative Education Programs ($222,690,000) - Added 4.4.2022 - AS AMENDED Schools - Other 28. Mastery Charter School - Shoemaker Campus – Application for Charter Renewal - Added 4.13.2022 (Updated 4.29.2022) Board of Education - Other 29. Settlement of Civil Action - J.O. o/b/o V.O. v. The School District of Philadelphia, et al. - Added 4.14.2022 General Counsel - Other 30. Settlement of Civil Action - L.S., et al. v. The School District of Philadelphia, et al. - Added 4.14.2022 General Counsel - Other

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School District of Philadelphia 2 Detailed Look: Teacher Staffing 84.8% (8580 Teachers for 2022-23) Highlights ● Early Hiring Concluded: 17 Schools hired over 100 teachers for the first time this year before April! ● Site Selection Officially Launched on April 5th and over 150 teachers have been selected in the first two weeks ● Teacher applications are up! In the last month, we have received 55% more completed teacher applications than we did last year in those four weeks. Upcoming: ● Begin hiring supplemental teacher pool to ensure we have additional teachers to support our schools next year. ● Ongoing recruiting efforts including online information sessions, site selection events for site selection teams and candidates, and presentations to local partners. ● Ongoing review of resignations and retirements. For the first time, teachers who notify us by the end of school year that they are leaving after the school year will be able to receive benefits over the summer.

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Remarks at School Reform Commission April 16, 2015 Revised and Shared with Board of Education April 21, 2022 Dedicated to members of the board and the public who may have missed SRC meetings 2001-2015, but believe in Goals and Guardrails: My name is Barbara McDowell Dowdall. I am a public school-trained bassoonist, child of a onetime Free Library of Philadelphia branch head (Falls of Schuylkill), and a member of the Alliance for Philadelphia Public Schools (APPS). Fifty years ago, a most fortunate generation in Philadelphia public schools was learning to sing, play, and listen to music: patriotic, religious, classical and Broadway. Every child was expected to purchase – metal or plastic – a melody flute. We all learned to read music, at least the treble clef. Every school, including elementary, had an orchestra and chorus. Every junior high and high school had both a fulltime vocal and fulltime instrumental teacher. Free lessons on free instruments, violin,

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agenda p.10 (2)

clarinet and trumpet, were offered in 4th grade. Every school had candidates for All City Band, Orchestra and Chorus. Music is still a significant presence in our public schools: two CAPA’s, the Girard Academic Music Program, all-city choral and instrumental groups, and in schools where principals juggle resources. The musical guarantee for every child, however, has vanished. The current board could return us to these halcyon days rather than rely on charity and chance. The relentless march to school library oblivion, combined with random, piecemeal proposals/grants/donations for classroom libraries should be replaced now with plan for presentation to Dr. Watlington, to model a restored school library system with Certified Teacher Librarians on award-winning Council Rock--for 219 schools instead of 3. -30-

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4/20/22, 4:31 PM School District of Philadelphia Mail - [EXTERNAL SENDER] Written testimony submitted for April 21, 2022 Action Meeting https://mail.google.com/mail/u/1/?ik=8bb8259648&view=pt&search=all&permthid=thread-f%3A1730652147406658507%7Cmsg-f%3A1730652147406658507&si… 1/1 Board of Education <schoolboard@philasd.org> [EXTERNAL SENDER] Written testimony submitted for April 21, 2022 Action Meeting 1 message Lisa Haver Wed, Apr 20, 2022 at 2:15 PM To: "schoolboard@philasd.org" <schoolboard@philasd.org> Cc: Lisa Haver Below is my written testimony for the April 21, 2022 Action Meeting. Written Testimony of Lisa Haver Board of Education Action Meeting April 21, 2022 Topic: Action Item 10, $117 million for contracts with Dell Marketing and Apple, Inc. Any one item that approves $117 million in District spending needs to be examined closely. The Board should ask for more details about what this money will be spent on than just what the sketchy description provides.

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We have seen over the past two years how important it is for students to have access to technology. But what will this technology be used for? Will it be used for standardized test prep in elementary schools? Will it be used to subject more students to be guinea pigs in the blended learning experiment? Will it be used to substitute content for learning? To reduce the amount of time that children spend with teachers? It would take just a fraction of this money to bring back certified school librarians to District schools. Every school should have a school library with a certified teacher librarian. The Board must re-examine its spending priorities. Technology is a tool to be used in learning. It must be used wisely.

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4/21/22 Written Testimony from Racial Justice Organizing Committee to The Philadelphia School Board Racial Justice Organizing Committee, as a group who strives to keep the interests of this city’s children in the forefront of our work, is lodging a vehement objection to Action Item 31: Yet MORE funds to pay outside lawyers to clean up the school district’s messes. This new allotment of money–which will bring the grand total allotted to outside legal counsel for FY 2022 to 6.6 million dollars–seems frankly absurd. It is unconscionable that a district that is cutting school-based budgets practically to the marrow, a district that simply refuses to provide all its children with smaller class size, a district that denies its students school libraries and librarians, a district that deliberately averts it’s gaze from the daily suffering of children in sick and decrepit buildings has the gall to ask for more tax dollars to

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fatten the already overflowing coffers of some of the city’s richest law firms. If the district were doing the ethical and legal thing by properly funding our schools in order to meet the needs of all our students, these outrageous fees to employ lawyers would not be necessary. We implore you to stop fattening the over-fatted calf and say NO to Action item 31. Please interrogate the reasons behind your yes votes on these issues. WHY are you comfortable telling schools, principals, teachers, students, and families that they need to make due with a pittance? And WHY do you feel perfectly comfortable always acquiescing when the over-paid lawyers come back with their hands out? Who and what do you value? Who are you obliged to serve?

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Good evening, my name is Stephanie King and I’m the parent of a 2nd and 6th grader at Gen. Philip Kearny School in Northern Liberties. I am here, once again and like I have many of the years since my children started school, to beg you not to take our teachers away from us. I know you have your spreadsheet that tells you a ratio that you use to make cuts. But what you fail to understand is that our children need more than a ratio. Our children need stability. They need teachers who don’t have to worry that they’ll be cut year after year. They need experienced teachers teaching the same grade level more than one year in a row, not being forced to switch grades constantly to fill holes left by staffing cuts. They need school days that aren’t wasted because the school had to collapse classes, because there are no subs and you’ve cut everything to the bone, so there is no one to cover. You are the ones who tell our neighborhood schools we need to climb out of a

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hole while all the while, you’re the one digging it and every time you cut a teacher, it’s another shovelful of dirt in our face. You are the ones who tell us that “choice” is supposed to improve “options” when all it does is encourage further segregation and concentration of privilege, then turn around and say we’re supposed to attract parents while you’re stabbing us in the back. You leveled our school 4 years running, all the while adding kindergartens to nearby majority-white schools who recruiting from our catchment. You’re the ones who talk about the importance of black teachers and how they increase the likelihood of Black students going to college, yet who is first on the chopping block when cuts come because of seniority rules? 4 of the 5 teachers our school is scheduled to lose are Black, including our ONLY Black male teacher. You are undoing all of the wonderful progress our principal has made in recruitment and undermining this important goal.

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daughter started, because they are constantly juggling the roster to fill holes you created. If you need more money for teachers, take it out of your consultant budget. Or take it out of the cost overruns on every construction project you mismanage. But whatever you do, stop taking it out of bodies in the front of our classrooms. In order for our kids to succeed, they need stability from the people who are supposed to be teaching them. It’s ghoulish that your solution to everything is to throw our schools and our kids further into the pit. Sincerely, Stephanie King

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Written Testimony for Action Mtg 4/21/22 By Lynda Rubin 5 Necessary School Board Positions in Every School Assistant Principal, fully-released Lead Reading Teacher, fully-released Math Lead, Climate Manager and Special Education Compliance Manager. These are 5 positions that Principals - your local school administrators – have identified as necessary in every local school in order to make consistent progress - especially schools that rely only on School District funds to operate. To this, APPS is adding #6 – certified school teacher librarians. These are priorities for schools without the support of wealthy Donor organizations, Home and School Associations with well-off parents and alumni, or University bought positions in University-linked schools like Penn Alexander and, soon, Lea. Just regular schools, in neighborhood school buildings, that have to make do regardless of whichever educational resources the District does and does not provide. These children matter too. The

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over-reliance on the shiny computer-based education models will prove educationally-limiting. Consistent support professionals do so much more to assist teachers, students and parents than you realize. But, as a 38-year counselor in one K-8 neighborhood school that flourished mostly under the radar, we were able to do so because of our in-house full-time supports staff. Full time counselor - (me), Fully-released Lead Reading Teacher, a Special Ed Compliance Manager for the mountains of federal rules, a full-time Climate Manager/Dean of Students, an NTA who many thought was the Vice-Principal, full-time English Language Learner teachers, a full time School Nurse, paid community aides and, for years, a full time certified school teacher librarian. These staff comprised, with the principal, the school’s interactive Leadership Team. Teachers and teacher leaders did not come and go. I retired 9 years ago and half of the school staff are aging out, but are still there.

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Classroom teachers today are not being supported enough, are overwhelmed with data demands, burning out and just leaving. I yearn for teaching to become a lifelong profession again. “All children can learn, just not on the same day, or in the same way” requires full time staff to support these differences in learning styles, needs and at the pace many of our most vulnerable. Students grow older and wiser, but too many put themselves down and give up. Let’s give them the confidence and skills to push on, enabled by on-going supportive attention and learning that these 6 essential positions provide.

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THE SCHOOL DISTRICT OF PHILADELPHIA BOARD OF EDUCATION ACTION MEETING STUDENT SPEAKERS LIST APRIL 21, 2022 Registered Student Speakers 1. Jemma Salisbury, Student - Gateway to College Topic: Funding for School Program 2. Shyhief Jackson, Student - Excel Academy South Topic: Life/school experiences that brought students to the Excel program, the Camelot program after AEDY 3. Gabrielle McPherson, Student - YESPhilly Topic: Prior high school experience and experience at YESPhilly 4. Desmond Farlow, Student - Bodine High School Topic: Current Condition of Bodine 5. Kianni Howell, Student - Bodine High School Topic: Current Condition of Bodine 6. Nathaniel Gordon, Student - Gateway to College Topic: Support received from the Gateway program

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THE SCHOOL DISTRICT OF PHILADELPHIA BOARD OF EDUCATION ACTION MEETING SPEAKERS LIST APRIL 21, 2022 Registered Speakers 1. Ilene Poses, Community Member Topic: Action Item 31, Authorization of Increased Outside Counsel Fees for FY22 2. Lynda Rubin, Community Member Topic: 5 Necessary Positions in Every School Cut 3. Arkadiy Yelman, District Staff Member Topic: Action Item 27, Contract with Various Vendors - Alternative Education Programs 4. Lynn Schwartz, Community Member Topic: Lead in the Drinking Water in Public Schools 5. Lisa Haver, Community Member Topic: Action Item 31, Authorization of Increased Outside Counsel Fees for FY22 6. Diane Payne, Community Member Topic: Action Item 8, Action Item 9 & Action Item 12 7. Sara Morningstar, Community Member Topic: Proposed High School Start Times 8. Gerald Chessman, Community Member Topic: Action Item 26, Authorization of School Bus Purchases from Various Vendors 9. Constance Jones, Parent/Guardian Topic: Advocating for a Special

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4/19/2022 Prepared by Evaluation, Research, & Accountability 1 School District of Philadelphia - Board of Education | Math Goal 3 | Winter 2022 | Progress Monitoring Review Cycle 3 of 18 | Page 1 Goal 3: Leading Indicator 3.1: The percentage of students in grades 3-8 who score at or above grade-level on the District's within-year math assessment in Fall, Winter, and Spring each year. The percentage of students in grades 3-8 who are proficient on the state Math assessment will grow from 21.6% in August 2019 to 52.0% by August 2026 Leading Indicator 3.2: Closing the Gap: The percentage of students, by student group, in grades 3-8 who score at or above grade-level on the District's within-year math assessment in Fall, Winter, and Spring each year. Contents Page 2 Leading Indicator Performance: Goal 3 Page 3 Leading Indicator Performance: Goal 3 (Grades 3-8) by Student Group Page 4 Leading Indicator Performance: by Grade Level

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4/19/2022 Prepared by Evaluation, Research, & Accountability 2 School District of Philadelphia - Board of Education | Math Goal 3 | Winter 2022 | Progress Monitoring Review Cycle 3 of 18 | Page 2 Goal 3 Leading Indicator 3.1 Leading Indicator: Overall Progress* Off-Track The percentage of students in grades 3-8 who are proficient on the state Math assessment will grow from 21.6% in August 2019 to 52.0% by August 2026 The percentage of students in grades 3- 8 who score at or above grade-level on the District's within-year math assessment in Fall, Winter, and Spring each year. 0.529 *In 2021-22, the cut point for scoring At/Above Grade Level on Star Math was adjusted. This change impacted both the percentage of students scoring At/Above Grade Level in 2021-22 and the Annual Targets for 2021-22 through 2025-26. Leading Indicator: District-Wide % At/Above Grade Level Grades 3-8, Star Math Assessment Period 2018-19¹ 2019-20² 2020-21³ 2021-22⁴ 2021-22 Annual Leading Indicator Target⁵

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Distance to 2021-22 Annual Leading Indicator Target Distance to 2022-23 Annual Leading Indicator Target 2025-26 Final Leading Indicator Target Fall N/A 37.7% 34.6% 11.2% 33.8% -22.6 -28.5 61.0% Winter N/A 43.3% 35.8% 15.0% 33.8% -18.8 -24.7 61.0% Spring N/A N/A 37.3% Forthcoming 33.8% - - 61.0% Leading Indicator Performance⁵ (Annual Targets were adjusted for 2021-22 through 2025-26) 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 90.6% 4.5% 88.1% 6.6% 33.8% -27.2 -33.1 61.0% Hispanic / Latinx 92.3% 5.3% 90.3% 8.2% 33.8% -25.6 -31.5 61.0% White 95.0% 24.8% 92.7% 31.7% 33.8% -2.1 -8.0 61.0% Asian 95.8% 34.4% 95.9% 41.6% 33.8% +7.8 +1.9 61.0%

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4/19/2022 Prepared by Evaluation, Research, & Accountability 3 School District of Philadelphia - Board of Education | Math Goal 3 | Winter 2022 | Progress Monitoring Review Cycle 3 of 18 | Page 3 Math Goal 3: Participation & Performance Grades 3-8, Star Math Fall 2021-22 Winter 2021-22 % Students Participating: Change From Fall 2021-22⁹ % At/Above Grade Level: Change From Fall 2021-22⁹ # Students Eligible⁸ # Students Participating⁷ % Students Participating⁷ # At/Above Grade Level⁴ % At/Above Grade Level⁴ # Students Eligible⁸ # Students Participating⁷ % Students Participating⁷ # At/Above Grade Level⁴ % At/Above Grade Level⁴ Overall 52,958 48,799 92.1% 5,477 11.2% 52,971 47,713 90.1% 7,169 15.0% -2.0 +3.8 Black / African American 24,585 22,272 90.6% 991 4.5% 24,471 21,570 88.1% 1,418 6.6% -2.5 +2.1 Hispanic / Latinx 12,914 11,923 92.3% 632 5.3% 13,062 11,790 90.3% 962 8.2% -2.0 +2.9 White 7,934 7,540 95.0% 1,871 24.8% 7,910 7,330 92.7% 2,326 31.7% -2.3 +6.9

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Asian 4,992 4,781 95.8% 1,643 34.4% 5,035 4,831 95.9% 2,009 41.6% +0.1 +7.2 Multi Racial/Other 2,352 2,115 89.9% 317 15.0% 2,318 2,031 87.6% 427 21.0% -2.3 +6.0 American Indian / Alaskan Native 110 103 93.6% 13 12.6% 103 92 89.3% 11 12.0% -4.3 -0.6 Native Hawaiian / Pacific Islander 71 65 91.5% 10 15.4% 72 69 95.8% 16 23.2% +4.3 +7.8 English Learners 8,406 7,861 93.5% 546 7.0% 8,750 8,084 92.4% 847 10.5% -1.1 +3.5 Non-English Learners 44,553 40,939 91.9% 4,931 12.1% 44,221 39,629 89.6% 6,322 16.0% -2.3 +3.9 Special Education⁶ 9,623 7,731 80.3% 180 2.3% 9,659 7,413 76.7% 235 3.2% -3.6 +0.9 Non-Special Education 43,335 41,068 94.8% 5,297 12.9% 43,312 40,300 93.0% 6,934 17.2% -1.8 +4.3 Economically Disadvantaged 38,368 35,453 92.4% 2,547 7.2% 38,640 34,546 89.4% 3,629 10.5% -3.0 +3.3 Non-Economically Disadvantaged 14,590 13,346 91.5% 2,930 22.0% 14,331 13,167 91.9% 3,540 26.9% +0.4 +4.9 Off Track (75 Schools)¹⁰ 19,134 17,196 89.9% 375 2.2% 19,087 16,500 86.4% 638 3.9% -3.5 +1.7 Near Track

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4/19/2022 Prepared by Evaluation, Research, & Accountability 4 School District of Philadelphia - Board of Education | Math Goal 3 | Winter 2022 | Progress Monitoring Review Cycle 3 of 18 | Page 4 Math Goal 3: Participation & Performance by Grade Level Grades 3-8, Star Math Fall 2021-22 Winter 2021-22 % Students Participating: Change From Fall 2021-22⁹ % At/Above Grade Level: Change From Fall 2021-22⁹ # Students Eligible⁸ # Students Participating⁷ % Students Participating⁷ # At/Above Grade Level⁴ % At/Above Grade Level⁴ # Students Eligible⁸ # Students Participating⁷ % Students Participating⁷ # At/Above Grade Level⁴ % At/Above Grade Level⁴ Math Goal 3 (Grades 3-8) 52,958 48,799 92.1% 5,477 11.2% 52,971 47,713 90.1% 7,169 15.0% -2.0 +3.8 Grades K-2 ¹¹ 25,834 23,525 91.1% 984 16.0% 26,261 22,941 87.4% 1,533 24.8% -3.7 +8.8 Kindergarten ¹¹ 8,445 7,550 89.4% N/A N/A 8,735 7,377 84.5% N/A N/A -4.9 N/A Grade 1 ¹¹ 8,489 7,741 91.2% 437 22.3% 8,609 7,684 89.3% 651 32.3% -1.9 +10.0

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Grade 2 ¹¹ 8,900 8,234 92.5% 547 13.0% 8,917 7,880 88.4% 882 21.2% -4.1 +8.2 Grade 3 9,076 8,263 91.0% 1,106 13.4% 9,120 8,325 91.3% 1,432 17.2% +0.3 +3.8 Grade 4 9,144 8,501 93.0% 877 10.3% 9,152 8,348 91.2% 1,249 15.0% -1.8 +4.7 Grade 5 8,968 8,353 93.1% 874 10.5% 8,954 8,120 90.7% 1,167 14.4% -2.4 +3.9 Grade 6 8,496 7,775 91.5% 692 8.9% 8,512 7,577 89.0% 997 13.2% -2.5 +4.3 Grade 7 8,525 7,831 91.9% 959 12.3% 8,484 7,536 88.8% 1,186 15.7% -3.1 +3.4 Grade 8 8,749 8,076 92.3% 969 12.0% 8,749 7,807 89.2% 1,138 14.6% -3.1 +2.6

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4/19/2022 Prepared by Evaluation, Research, & Accountability 5 School District of Philadelphia - Board of Education | Math Goal 3 | 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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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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4/19/2022 Prepared by Evaluation, Research, & Accountability 6 School District of Philadelphia - Board of Education | Math Goal 3 | Winter 2022 | Progress Monitoring Review Cycle 3 of 18 | Page 6 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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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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4/19/2022 Prepared by Evaluation, Research, & Accountability 7 School District of Philadelphia - Board of Education | Math Goal 3 | Winter 2022 | Progress Monitoring Review Cycle 3 of 18 | Page 7 ¹ Before 2019-20, aimswebPlus Math was available but not required, and individual schools decided on the administration. ² In 2019-20, Star Math was administered district-wide to students in grades 6-8. AimswebPlus Math was available but not required, and individual schools decided on the administration. At/Above Grade Level is the percentage of students who are at Tier 1 on aimswebPlus Math and received a composite score, as well as students who are At/Above Benchmark on Star Math. ³ In 2020-21, aimswebPlus Math was administered to students district-wide in grades K-5, and Star Math was administered to students district- wide in grades 6-8. For Special Education students in grades 6-8, some students took aimswebPlus Math instead of Star Math. At/Above Grade

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Level is the percentage of students who are at Tier 1 on aimswebPlus Math and received a composite score, as well as students who are At/Above Benchmark on Star Math. ⁴ In 2021-22, Star Math was administered district-wide to students in grades K-8. At/Above Grade Level is the percentage of students who are At/Above Benchmark on Star Math. In addition, the percentile rank associated with scoring At/Above Grade Level increased from the 40th percentile to the 70th percentile. ⁵ In 2021-22, Annual Targets for Leading Indicator 3.1 were adjusted. Annual Targets for Leading Indicator 3.1 are set based on the likelihood of a student scoring Proficient/Advanced on the PSSA Math exam when scoring At/Above Grade Level on the within-year assessments. Starting in 2021-22, the percentile rank associated with scoring At/Above Grade Level increased from the 40th percentile to the 70th percentile,

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meaning students there is greater confidence that students who score At/Above Grade Level will score Proficient/Advanced on PSSA Math. The Annual Targets for Leading Indicator 3.1 were updated as a result of this percentile change. For more information on the relationship between a student's performance on Star Math and the PSSA Math 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 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 Math 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

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agenda p.29 (4)

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 Fall 2021-22' and '% At/Above Grade Level: Change From Fall 2021-22' represent the percentage point difference between the percentage of students participating in or scoring At/Above Grade Level on Star Math (At/Above Benchmark) from the Fall 2021-22 assessment window to the Winter 2021-22 assessment window. ¹⁰ School groups are based on Winter 2020-21 performance data. Any schools that were not operational in 2020-21 are excluded from the performance metrics for On, Near, and Off Track performance groups. ¹¹ Performance data for Grades 1 and 2 only represents students who took Star Math, while participation data represents students who took either Star Math or Star Curriculum-based Measure (CBM) Math. Only participation is displayed for Kindergarten because Kindergarten

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Changes in Annual Within-Year Targets Beginning in 2021-22: ● K-12 students all take Star Math ● At/Above Benchmark group for Math changed from 40th to 70th percentile ○ At/Above Benchmark: 70th PR and above ○ On Watch: 25th to 69th PR ○ Strategic Intervention: 10th to 24th PR ○ Intensive Intervention: Below 10th PR Given these changes -- and based on existing STAR-PSSA research -- we expect that about 85% of students who score At/Above Benchmark on Star will score proficient/advanced on the PSSA Math PSSA Target 21-22 Previous LI Target 21-22 (45% Correlation) Current LI Target 21-22 (85% Correlation) Goal 3 (3-8 Math) 28.7% 63.8% 33.8%

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Math Participation Update 6 Participation has increased across each school year, and roughly remained the same within each school year. Participation for Spring 2021-22 will be of interest for any drops from Winter 1. Source: Qlik Academic Screeners Dashboard, Accessed April 18, 2022 ● SY 2019-20: ○ Star Math was administered to students in grades 6-8 ● SY 2020-21: ○ Star Math was administered to students district-wide in grades 6-8 ● SY 2021-22: ○ All students took Star Math * Vertical lines divide assessment windows by school year. * Star Math was not administered in Spring 2019-20.

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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.39 (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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11 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 Math instruction (1f). - The Math curriculum is available on OCI’s website, and 80% of Math teachers who responded to the survey reported that the website was easy to navigate and that it was easy to find available resources (1b). - 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). Why Gold?

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agenda p.40 (2)

- 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, 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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12 Why Blue? - Almost all eligible teachers and School Leaders participated in required Math PDs. - On average, 79% of eligible teachers attended the required PD sessions on the Math Framework + Curriculum. However, because of the overall lack of PD time this school year, it is unlikely that teachers were sufficiently trained (2a). - Based on survey results, 71% of eligible School Leaders attended the required PD sessions on the Math Framework + Curriculum. However, because of the overall lack of PD time this school year, it is unlikely that School Leaders were sufficiently trained (2c). Why Green? - Teachers, School Leaders, and academic support staff felt PDs prepared them to support teachers’ use of the curriculum. - The majority of teachers (92%) who attended the Math 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).

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agenda p.41 (2)

- Almost all School Leaders (97%) who attended the Math 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 (Academic Coaches, Consulting Teachers and Professional Learning Specialists) reported that they feel either very confident (31%) or somewhat confident (66%) in supporting teachers with implementing the Math curriculum (2e). - Most (91%) academic support staff reported receiving adequate PD to effectively execute their job (2e). 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 prepared them to implement strategies

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13 Why Blue? Usage of the resources is relatively high given the lack of available professional development: - 85% of 4-12 Math teachers who responded to the survey reported that they’ve used the modules as scheduled within the curriculum (4a). - 93% of 4-12 Math 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). - 84% of 4-12 Math 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). - 90% of 4-12 Math teachers who responded to the survey reported that they have used the Opening Routines suggested in the Pacing Guides (4a). Full Implementation Delivery Have stakeholders implemented key activities with fidelity? Is the approach being implemented as designed?

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How are we responding to this implementation data? 1. Developing teachers through Professional Learning Cycles including the continuation of Digging Deeper sessions 2. Targeting school-based support for MTSS and Math instruction for grades 4-9 3. Analyzing and reviewing Network data to target specific skill development using the progression of skills strategy 4. Implementing summer programs focused on standards aligned instruction and project-based learning, including self-directed resources for students and families aligned to Star 5. Using Star data to focus small group and independent learning 14

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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.45 (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 CPT Focus for Year 2 Focus for Years 3+

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17 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? - The What and Why of Common Planning Time was launched at August Leadership Convening, where Leaders engaged in a 3-part series of 60 minute sessions that illustrated the What, Why, Who, and How of Common Planning Time and introduced the Common Planning Time Toolkit (1a). - The Common Planning Time Guide was developed Summer 2021 and introduced during the August Leadership Convening. The guidance, protocols, and resources in the Toolkit are updated in response to feedback; updates are communicated to Leaders in the School Leader

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agenda p.46 (2)

Newsletter (1b). - As of March 2022, there have been 931 unique viewers of the Toolkit Access Page (1b). Why Blue? - The instructional leadership staff members who support implementation of the strategies (i.e. Professional Learning Specialists, STBLs) were needed to provide school-level coverage during the months of November through January. In addition, there are only a few vacancies for the Network PLS position. (1d). Why Gold? - 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). - There was not adequate time for Professional Learning Cycles - There was a large gap between initial Teacher PD in August and the next Teacher PD in November, which meant that the “nested”

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agenda p.46 (3)

cycle of development (in which leaders are developed prior to teachers) was not able to be implemented as designed (1e). - There was not adequate time for implementing Common Planning Time. - About one-third (32%) of School Leaders reported that 60 minutes or more are scheduled for Common Planning Time each week. An additional 39% of School Leaders scheduled 50-60 minutes per week for Common Planning Time (1f). - Teacher vacancies and absences/class coverages and school closures due to Covid-19 presented a significant barrier to implementing Common Planning time as scheduled (1f).

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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 prepared them to implement strategies 18 Why Green? - On average, 92% of support staff (Professional Learning Specialists (PLSs) and Assistant Superintendents (ASs)) attended development sessions on Common Planning Time: - Most (87%) PLSs attended development sessions on Common Planning Time and almost all (97%) Assistant Superintendents (ASs) attended development sessions on Common Planning Time (2b). - After attending the August Leader Convening, 93% of School Leaders reported that they were confident in their ability to lead the implementation of Common Planning Time at their school this year (2f).

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agenda p.47 (2)

Why Blue? - Most teachers and some School-Based Teacher Leaders (SBTLs) participated in professional development on Common Planning Time. - 90% of teachers attended the January District-Wide PD session on using the CPT protocol to inform Tier 1 instruction (2a). - About two-thirds (62%) of SBTLs attended the December SBTL PD session (2a). - Most School Leaders attended PDs on Common Planning Time. - About 87% of School Leaders attended the August Leadership Convening, which included professional development for Leaders on implementing CPT (2c). - About three-quarters (74%) of teachers agree or strongly agree that the content of the January PD on Common Planning Time will support implementation of the curriculum, CCSS, and/or PA Academic Standards (2d). - 92% of SBTLs agree or strongly agree they received adequate PD to effectively execute their job. 51% feel very confident supporting teachers to implement CPT. 40% reported feeling somewhat confident (2d).

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Initial Implementation Buy In Do stakeholders understand and believe in the approach? 3a. Teachers are bought into the approach/strategy 3b. Support staff are bought into the approach/strategy 3c. School Leaders are bought into the approach/strategy 19 Why Green? - There is strong teacher and SBTL buy-in to the efficacy of Common Planning Time as an improvement strategy: - Teacher buy-in to Common Planning time as an effective improvement strategy is relatively high: Most (86%) teachers agree or strongly agree that using CPT as a space and time to strengthen Tier 1 instruction can positively impact student learning. About three-quarters (78%) of teachers agree or strongly agree that CPT can positively impact teacher retention (3a). - 96% of SBTLs agree or strongly agree that using CPT as a space and time to strengthen Tier 1 instruction can positively impact student learning. 83% agree or strongly agree that CPT can positively impact teacher retention (3a).

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agenda p.48 (2)

- There is strong PLS buy-in to the efficacy of Common Planning Time as an improvement strategy: Almost all (96%) of PLSs agree or strongly agree that using CPT as a space and time to strengthen Tier 1 instruction can positively impact student learning (3b). Most (83%) PLSs also agree or strongly agree that CPT can positively impact teacher retention (3b). - There is strong School Leader buy-in to the efficacy of Common Planning Time as an improvement strategy: Nearly all (98%) of School Leaders agree or strongly agree that using CPT as a space and time to strengthen Tier 1 instruction is one of the most impactful strategies for improving student learning. Nearly all (95%) School Leaders also agree or strongly agree that when CPT is done well, it is one of the most impactful strategies for increasing teacher retention (3c).

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20 Why Blue? - Despite challenges with scheduling and school staffing, on average, 71% of teachers reported participating in Common Planning Time once a week or more in the past four weeks (4a). - Nearly all School Leaders (93%) reported that all or most teachers attended CPT consistently in the past four weeks on a survey in November 2021 (4a). - Most (85%) of teachers agreed or strongly agreed that they were an active participant in CPT and had opportunities to collaborate with their colleagues during CPT (4a). Full Implementation Delivery Have stakeholders implemented key activities with fidelity? Is the approach being implemented as designed? 4a. Teachers participate in key activities or use key resources 4b School Leaders participate in key activities or use key resources 4c. Support staff are providing support for implementation activities 4d. Key activities are taking place with fidelity (e.g., frequency, duration, content)

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How are we responding to this implementation data? 1. Supporting schools in identifying adequate time for common planning and developing scalable solutions to the challenges of protecting Common Planning Time. 2. Building a strong connection between the Professional Learning Cycle and Common Planning Time to support access to grade-level instruction. 3. Focusing on further developing network support and school-level leadership 4. Using a consistent method to assess the quality of Common Planning Time and identify areas for improvement across all schools. 5. Renaming Efforts CPT video: https://vimeo.com/691562053/6df6c27ab0 21

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The School District of Philadelphia Board of Education Action Item Questions and Responses April 21, 2022 Action Item Questions Submitted by: Response 2) Amendment of Contract with Renaissance Learning, Inc. for K-12 Assessments ($0) 1. How will students and families be made aware of the program? 2. Will this program be available to all students or only students who are in need of additional support? 3. Request for additional information including the following: clarification around spend amount and program effectiveness 4. How has the programming been effective? Request for data around program effectiveness and use. Student Board Representative Rebecca Allen President Wilkerson Board Member Fix-Lopez Board Member McColgan Board Member Thompson 1. Through direct contact from the central office and their schools. 2. We are still determining the implementation plan. Ideally, it will be made available to a targeted group of students in summer school based on performance and

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The School District of Philadelphia Board of Education Action Item Questions and Responses April 21, 2022 5. How is this programming different from iReady? summer and see if there is any impact on summer slide. We will also collect student usage and satisfaction feedback. 5. iReady is a personalized learning program that involves an assessment and an assigned learning path, followed by another assessment. Freckle is based on a true adaptive engine (i.e., STAR assessment places students in “learning levels” and adapts in real-time as students demonstrate mastery). 7) Amendment of Contract with Scenario Learning - SafeSchools Training System ($49,414)- Updated 4.8.2022 1. Request for information on the state approved vendor that is being used to support this work 2. Justification for increased funds Board Member Thompson 1. We are choosing to extend the District’s previous selection for another year, as this system effectively achieves the main goal

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The School District of Philadelphia Board of Education Action Item Questions and Responses April 21, 2022 8) Contract with Communities in Schools of Philadelphia, Inc. DBA Launch of Philadelphia for HR and Fiscal Management of IT Apprenticeship Program 1. Request for information around the effectiveness of the program 2. Request or information around student outcomes 3. How many students have engaged in this program? How many years has the District been engaged in this work? How are we connecting this work back to Goals & Guardrails? Vice President Egea-Hinton Board Member Fix-Lopez 1. The Urban Technology Project ( UTP) offers a pre-apprenticeship program for high school graduates and an apprenticeship program for high school graduates that have some experience with technology. This program was recognized by the President Obama administration in 2014. Then Secretary of Labor, Tom Perez, came to Philadelphia to use the UTP program as the backdrop for announcing

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agenda p.56 (2)

the President’s initiative on post High School Apprenticeships, highlighting its success in creating workforce partnerships. UTP is a PA Department of Labor/State registered I.T. Apprenticeship that provides district graduates with hands-on work experience, mentorship and industry certification. Currently, apprentices provide much needed tech support to 46 District schools and support digital literacy in 24 District schools. The effectiveness of the program has been felt across 70+ schools and offices, through chromebook repairs, technology inventory and more. | 3

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The School District of Philadelphia Board of Education Action Item Questions and Responses April 21, 2022 2. UTP prepares apprentices for a career in I.T. and members can earn a salary while they learn and provide service. During the multi-year apprenticeship, 90% earn at least one industry certification, 80% double their income after completion and 88% of alumni have successful careers in the tech field. Additionally, UTP is focused on increasing diversity in the tech industry, the current cohort of apprentices represent 7% Asian, 9% White and 84% Black & Hispanic. Apprentices are former students/district graduates. 3. Over 500 district graduates have participated in the program. This is the 20th year this UTP has been in existence. UTP is for district graduates who are eager to pursue a career in I.T. The mission of the program is to provide a clear pathway from school to careers in the technology field. For more information see the UTP presentation or visit our website.

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The School District of Philadelphia Board of Education Action Item Questions and Responses April 21, 2022 1. How are we ensuring that this work aligns with Goals and Guardrails 2. What is the schedule for replacing technology across schools 3. Where in the budget have we allocated the funds for this work? Operating budget? 4. How does this work link back to the IT training program? 5. Should the board be considering ways to update policies related to technology? 6. What procedures do we have in place in the event that technology is not returned? Board Member Fix-Lopez Board Member Streater videos and most importantly offers instructional concepts through gamification, graphic organizers, and other interactive learning activities to engage students in the learning of core instructional content. Teacher training is aligned to the instructional standards and expectations of the Goals and Guardrails. During training examples developed are directly from the ELA and Math curriculum

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agenda p.58 (2)

documents. We would be happy to provide a demo for the BOE. 2. SMART Boards: All Classrooms are to be equipped with SMART Board by FY24 in cohorts of 450 classrooms in order of highest need schools based on Goals and Guardrails score. Chromebooks: Student Chromebooks are on a 4-year refresh cycle with 25% of Chromebooks being replaced yearly. Employee laptops: Teacher and Administrator laptops were just distributed this year with a plan to refresh them in FY26. 3. ARP | 5

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The School District of Philadelphia Board of Education Action Item Questions and Responses April 21, 2022 4. SMART Boards: Visual Sound, our approved partner in this work, has hired 4 of our apprentices to support the repair of this equipment. Visual Sound is also certifying these apprentices as approved to repair and also certifying them to be approved Audio/Visual repair technicians. Student Chromebooks and Employee Laptops: All IT Apprentices are trained in repairing, troubleshooting, and supporting end-users on all district-supported computers. 5. We can provide a listing of technology policies and share which have gone through the BOE policy committee. 6. SMART Boards: Due to the size and weight of SMART Boards, they do not leave the classroom where they are installed. Chromebooks: Student Chromebooks that are not returned are locked and display the District’s logo and a message with the addresses of where the device can be returned. Students and families are not

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The School District of Philadelphia Board of Education Action Item Questions and Responses April 21, 2022 Employee Laptops: Employee devices that are not returned are locked and the employee is charged the depreciated value of the laptop. 12) Capital Award for Schoolyard Improvements at Louis H. Farrell School ($972,000) 1. How is the equity framework being applied in this type of work? 2. Request for the number of schools that don't have a playground? Vice President Egea-Hinton Board Member Fix-Lopez Board Member Streater 1. The grant to construct playground spaces was approved by the Board at the Action Meeting on 3/28/19. The grant established the selection criteria for schools prior to the creation of the Districts’ equity framework. (See here on p. 4 for more details on selection criteria.) 2. See the attached list for schools without a playground (link). 19) Contract with Children’s Crisis Treatment Center 1. How did we authorize the wrong amount of funding?

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agenda p.60 (2)

Vice President Egea-Hinton Board Member Thompson 1. The wrong amount was inadvertently entered into the action item. Once the error was realized, we are now seeking authority to accurately reflect the negotiated cost for the service. 20) Contracts with pre-approved law firms for Title IX, harassment and discrimination investigations Student Board Representative Armando Ortez 1. For the first time, beginning in August 2020, public schools across the country were required to comply with federal Title | 7

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The School District of Philadelphia Board of Education Action Item Questions and Responses April 21, 2022 1. Do we know why there has been a rise in the number of cases this school year? 2. Request for the list of pre-approved firms 3. Request for information on MWBE participation for pre-approved firms President Wilkerson IX regulations initiated during the Trump administration. Our initial experience with third-party required investigations was during COVID-19 isolation when few investigations were initiated. With the return to in-person instruction we are now establishing an annual baseline for Title IX investigations and expenditures. In short, the number of cases are more than what we experienced during student and staff isolation and, after this year, we will have more data to determine if the numbers of cases are the trend we experience in future years. 2. Please click HERE for a list of the pre-approved firms. 3. Please refer to the list of pre-approved

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The School District of Philadelphia Board of Education Action Item Questions and Responses April 21, 2022 23) Memorandum of Understanding with National Math + Science Initiative - STEM Education ($250,000) 1. Is this a pilot program? 2. How are we working to ensure that teachers who participate in this training don’t leave the district following completion of the training? Have we asked teachers to commit to staying in the District for any period of time? Board Member Thompson 1. The service is a donation from a grantor. Upon data collection and evidence of effectiveness, the District may include additional high schools in the service. If the service does not yield results evident in student outcomes and teachers’ practice and perceptions, we will not continue with the service. 2. We have not asked for a commitment of teachers; this service is like other college prep services that we provide to teachers to support students. Part of our evidence of

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agenda p.62 (2)

effectiveness is to determine if teachers remain in the same building, teaching the same courses. 27) Contract with Various Vendors - Alternative Education Programs ($222,690,000) 1. Request for additional information around the effectiveness of the vendors President Wilkerson Board Member Thompson Board Member Fix-Lopez Vice President Egea-Hinton 1. Since the launch of Project U-Turn in 2006, there have been several studies conducted by independent researchers on behalf of the Philadelphia Youth Network’s Project U-Turn and the national intermediary Jobs for the Future. The most recent was published by Research For Action in 2013. See below for link and summary. | 9

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The School District of Philadelphia Board of Education Action Item Questions and Responses April 21, 2022 2. How do these vendors support school programming in a way that the District can’t? 3. Request for the annual evaluation of each vendor 4. What is the mission of these schools? 5. Request for data student outcomes data for students who have attended these schools 6. Have many students are currently enrolled in each of these schools (please included school by school breakdown) Philadelphia’s Accelerated High Schools: An Analysis of Strategies and Outcomes Final Report by Norton, M., Gold, E. & Peralta, R. (2013). Summary: When students stay enrolled in accelerated schools for 12 months, their short- and long-term academic performance is significantly better than that of similar students who stay in neighborhood high schools. This report analyzed student outcomes based on credit accumulation, retention, and graduation rates. Additionally, each contracted program in

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The School District of Philadelphia Board of Education Action Item Questions and Responses April 21, 2022 2. These vendors provide smaller, personalized learning environments with a 22:1 maximum teacher to student ratio in core content classes and intensive social-emotional support for students with at most a 1:100 counseling staff to student ratio. Counseling staff in the programs include certified school counselors, licensed social workers, behavior therapists and psychologists. These positions provide individual and group counseling and conduct home visits to uncover barriers to student attendance and academic success. These vendors also offer academic models not available in traditional District schools, including acceleration, continuation, adult diploma, year-round enrollment options and blended learning. Schedules are reflective of adolescent development needs and responsive to the schedule demands of opportunity youth. | 11

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The School District of Philadelphia Board of Education Action Item Questions and Responses April 21, 2022 These vendors offer overage and under-credited students (defined as two or more years behind their age-appropriate grade) with developmentally appropriate school environments. For example, an 18 year-old in 9th grade would be in class with peers of similar age instead of traditional ninth grade students who are 14 or 15 years old. Additionally, the smaller, personalized learning environment prioritizes relationships leading to a greater sense of belonging and student satisfaction. In SY 2018-19 District-wide survey (pre-pandemic), 62% of Opportunity Network students responded rating Climate 7.9 and Instruction 8.3 overall compared with ratings of 6.4 for Climate and 7.4 for Instruction overall by all District Grade 6-12 students not in Opportunity Network. Programs range from 90 students | 12

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The School District of Philadelphia Board of Education Action Item Questions and Responses April 21, 2022 to 400 students, with an average of 185 students per program site. AEDY Transition programs are required by PDE for students who receive disciplinary transfers as a result of serious violations of the Code of Student Conduct - these students may only be educated in a PDE-approved AEDY program. This action item includes funding approval for the District’s only two AEDY programs - Camelot Academy and Camelot Academy East. 1. Annually, each contracted program in the Opportunity Network receives both a formal operational and instructional evaluation in addition to the AEPR.The annual evaluations of all vendors can be found on the District’s website, here. As with traditional District and charter schools, several evaluation metrics in the AEPR | 13

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The School District of Philadelphia Board of Education Action Item Questions and Responses April 21, 2022 were suppressed or suspended in reporting due to the global pandemic for SYs 2019-20 and 2020-21. However, evaluation walkthroughs (formal and informal) did occur during this time to assess programs, provide supports and determine effectiveness.Additionally, all Opportunity Network programs participate in the School District’s District Wide Survey. 2. The mission of contracted Opportunity Network programs is to provide high quality academic programming that re-engages and educates out-of-school youth or young adults, students significantly at risk of dropping out, students subject to disciplinary transfer or expulsion, students whose learning was disrupted as a result of the COVID-19 global pandemic, students not making adequate progress in traditional school | 14

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The School District of Philadelphia Board of Education Action Item Questions and Responses April 21, 2022 settings, and students returning from adjudicated placements. These programs provide students with educational experiences, social-emotional learning and other supports that prepare them for high school graduation and postsecondary success. 3. Key measures of success for the current contract (for the three year period from SYs 2017-18 to 2019-20) include: - 1,893 high school graduates - students earned a combined total of 3,049 high school credits - 71% three year average Climate Score for the Opportunity Network on the AEPR - 1,829 transferable college credits awarded by the dual enrollment program - 5,926 Philadelphia youth and adults received direct referrals and | 15

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The School District of Philadelphia Board of Education Action Item Questions and Responses April 21, 2022 counseling from the Opportunity Network’s Re-engagement Center to enroll in an Opportunity Network program 4. Program Name Program Type Enrollment as of March 31, 2022 Camelot Academy AEDY Transition 64 Camelot Academy East AEDY Transition 79 El Centro de Estudiantes (Big Picture) Accelerated 173 Excel Academy North Accelerated 201 Excel Academy South Accelerated 315 | 16

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The School District of Philadelphia Board of Education Action Item Questions and Responses April 21, 2022 Excel Middle Years Academy Continuation 42 Gateway to College - Community College of Philadelphia Dual Enrollment 51 Liguori Academy-Forti s Accelerated 127 OIC CADI Accelerated 171 Ombudsman Northwest Accelerated 61 One Bright Ray - Elmwood Accelerated 119 One Bright Ray - Fairhill Accelerated 279 One Bright Ray - Mansion Accelerated 137 One Bright Ray - Mansion Adult Diploma 150 | 17

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Action Item - 1. Title: Contracts with Various Vendors - Design Services (FY23 $100,000) - AS AMENDED Board of Education Meeting Date: 4/21/2022 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 contract, subject to funding, as follows: With: P’unk Ave Vanguard Direct, Inc. Public Consulting Group Purpose: To provide graphic design services that support communication and implementation of the identified strategies and actions to accelerate student achievement toward the goals and guardrails Start date: 7/1/2022 End date: 6/30/2023 Compensation not to exceed: $100,000 Separate Compensation by Vendor: All entities will be paid out of the aggregate amount not to exceed $100,000 annually. Location: Administrative Office(s) Renewal Options: Yes Number of Options: 1 Duration of each option to extend: Years: 1 Months:

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Description: As part of their vision for public education in Philadelphia, the Board of Education adopted five academic goals and four guardrails or non-negotiable conditions that must exist in each school. The School District of Philadelphia leadership team subsequently identified and invested in a series of strategies and actions to accelerate student achievement toward achieving the goals and guardrails. To support implementation, the three design services and strategic communications firms have been qualified to be engaged as needed to conceptualize and create engaging graphic design materials, infographics, and web-based design elements that can be used across central and school level communications to bring brand coherence to this evolving work. The goal is to ensure these complex efforts, investments, and progress to date can be made accessible and well understood across the entire District, including to school level staff, parents, and the broader Philadelphia community.

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Action Item - 2. Title: Amendment of Contract with Renaissance Learning, Inc. for K-12 Assessments ($0) - AS AMENDED Board of Education Meeting Date: 4/21/2022 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 an amendment of a contract, subject to funding, as follows: With: Renaissance Learning, Inc. Purpose: Expand contract scope to include licenses for Freckle, an online platform for skill-based Math and Language Arts lessons linked to Star screener results, in order to support continuity of leaning during the summer months. Original Start Date: 7/1/2021 Current End Date: 6/30/2024 Currently Authorized Compensation: $5,750,000 Additional Compensation: Total New Compensation: Location: All Schools Renewal Options: No Description: To facilitate continuity of learning over the summer, the District needs an online tool for students

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when students go into Freckle, the system will start them at their current level instead of having students take a new diagnostic test. The tool will be made available as part of formal summer programming, as well as for self-directed ELA and Math practice. This contract amendment supports Goals 1-5 because it directly supports students in developing Math and Reading skills. Related resolution(s)/approval(s): May 27, 2021; No. 19 Office Originating Request: Evaluation, Research and Accountability

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Action Item - 3. Title: Approval of Personnel Hires - Updated 4.14.2022 Board of Education Meeting Date: 4/21/2022 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 March 31, 2021 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 4_21_2022 Personnel Hires Supporting Document

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Item No.3 April 21, 2022 RESOLVED, that the Board of Education hereby ratifies the appointment of the following persons to the positions, on the effective dates through March 31, 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 ADEFUMI, OLANIYAN TEACHER,FULL TIME BLANKENBURG, RUDOLPH SCHOOL $50,541.00 ANNUAL SALARY ALSTON-DUPREE, DESTINEY N SPECIAL EDUCATION ASSISTANT ROXBOROUGH HIGH SCHOOL $22,073.00 ANNUAL SALARY ALUGBHE, EUPHEMIA SPECIAL EDUCATION ASSISTANT LINCOLN, ABRAHAM HIGH SCHOOL $22,073.00 ANNUAL SALARY

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agenda p.77 (2)

ANDREWS, SHALEAH TANAYA TEACHER,SPEC EDUCATION FITZPATRICK, A.L. SCHOOL $11,169.50 ANNUAL SALARY ANEKWE, TOBENNA TEACHER,FULL TIME DEBURGOS, J. ELEMENTARY $48,489.00 ANNUAL SALARY ANN, KATHERINE OCCUP THERAPIST MUNOZ-MARIN, HON LUIS SCHOOL $64,625.00 ANNUAL SALARY AYALA, OLINDA TEACHER,FULL TIME SOUTHWARK SCHOOL $48,489.00 ANNUAL SALARY BAGNALL, MIA YUAN TEACHER,FULL TIME CHIEF ACADEMIC OFFICE $48,489.00 ANNUAL SALARY BAKSH, BIBI S SPECIAL EDUCATION ASSISTANT WASHINGTON, GEORGE HIGH SCHOOL $22,073.00 ANNUAL SALARY BARNES, HOPE TRAINING SPECIALIST CHIEF EXECUTIVE OFFICE $92,606.00 ANNUAL SALARY BEARD, KEVIN SPECIAL EDUCATION ASSISTANT LINCOLN, ABRAHAM HIGH SCHOOL $22,073.00 ANNUAL SALARY BENFIELD, JASON D. TRAINING SPECIALIST CHIEF EXECUTIVE OFFICE $82,834.00 ANNUAL SALARY BONOVOLONTA, SOPHIA TEACHER,FULL TIME POWEL, SAMUEL SCHOOL $48,489.00 ANNUAL SALARY BOROS, ANIKO TEACHER,SPEC EDUCATION STANTON, EDWIN M. SCHOOL $85,517.00 ANNUAL SALARY

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Personnel Hires April 21, 2022 Page 2 of 5 CANLAS, FAJARDO E TEACHER,FULL TIME SOUTHWARK SCHOOL $69,614.00 ANNUAL SALARY CARTER, MICHAEL TEACHER,FULL TIME RHOADS, JAMES SCHOOL $48,489.00 ANNUAL SALARY CLARK, STACINA DIR,PREVENTION & INTERVENTION PREVENTION & INTERVENTION $96,500.00 ANNUAL SALARY CLARK-DUFFORD, AMBER TEACHER,SPEC EDUCATION PENROSE SCHOOL $61,773.00 ANNUAL SALARY COLLINS, CHRISTINE FOOD SVCS WORKER II EDISON, THOMAS A. HIGH SCHOOL $19,837.12 ANNUAL SALARY COLON, THALIA JOELYS ATTENDANCE COACH ATTENDANCE & TRUANCY OFFICE $50,000.00 ANNUAL SALARY CONNORS, LEIA SECRETARY I ELLWOOD SCHOOL $24,778.00 ANNUAL SALARY COPELAND, ANTHONY TEACHER,SPEC EDUCATION ZIEGLER, WILLIAM H. SCHOOL $49,381.00 ANNUAL SALARY CUTHBERT, DAVID R SPECIAL EDUCATION ASSISTANT DOBBINS, MURRELL HIGH SCHOOL $22,073.00 ANNUAL SALARY DE LA CRUZ, EMILOUR M SPECIAL EDUCATION ASSISTANT WASHINGTON, GEORGE HIGH SCHOOL $22,073.00 ANNUAL SALARY

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agenda p.78 (2)

DELCOLOMBO, LISA ANN SECRETARY I MAYFAIR SCHOOL $24,778.00 ANNUAL SALARY DOBECK, KELLY L TEACHER,FULL TIME CENTRAL HIGH SCHOOL $54,640.00 ANNUAL SALARY DOBNEY, LENIESHA G EXT ACTVTS,NON-CONTRACT EMP-HR RESEARCH & EVALUATION $14.25 HOURLY RATE DUMMY RECORD, ASH BAILEY SPECIAL EDUCATION ASSISTANT SOUTH PHILADELPHIA HIGH SCHOOL $22,073.00 ANNUAL SALARY ELLIS, EBONY Y GENERAL CLEANER, 8 HOURS PASSYUNK GARAGE $31,049.00 ANNUAL SALARY FARRELL, JAMES PATRICK INVESTIGATIVE ANALYST OFFICE OF INSPECTOR GENERAL $61,000.00 ANNUAL SALARY FERNANDEZ, NONI TEACHER,FULL TIME ELKIN, LEWIS SCHOOL $48,489.00 ANNUAL SALARY FREDERICK, ANASTASIA OPERATIONS TRAINEE RECRUITMENT & STAFFING $47,648.00 ANNUAL SALARY GAILEY, JULIANNA TEACHER,FULL TIME COOK-WISSAHICKON SCHOOL $48,489.00 ANNUAL SALARY GAMBREL, MARK ANTHONY DATA ANALYST FAMILY & COMMUNITY ENGAGEMENT $53,834.00 ANNUAL SALARY GOODSON, TIFFANY OPERATIONS TRAINEE RECRUITMENT & STAFFING $54,062.00 ANNUAL SALARY GRIERSON, DEBBIE MORICIA TEACHER,FULL TIME

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Personnel Hires April 21, 2022 Page 3 of 5 HARRISON, SHAQUILLE R. CLIMATE AND CULTURE COACH CLIMATE & SAFETY $67,725.00 ANNUAL SALARY IRWIN, SANFORD TEACHER,SPEC EDUCATION ACADEMY AT PALUMBO $85,460.00 ANNUAL SALARY JOHNSON, LATAE TEACHER,FULL TIME LINCOLN, ABRAHAM HIGH SCHOOL $48,489.00 ANNUAL SALARY JONES, ROSHONDA C SPECIAL EDUCATION ASSISTANT HOUSTON, HENRY H. SCHOOL $22,073.00 ANNUAL SALARY KORITARI, DENIS SPECIAL EDUCATION ASSISTANT SPRUANCE, GILBERT SCHOOL $22,073.00 ANNUAL SALARY KOSKEY, EMILY JEAN TEACHER,FULL TIME CREATIVE AND PERFORMING ARTS $50,541.00 ANNUAL SALARY LAVENDER, JACQUELINE M SPECIAL EDUCATION ASSISTANT STEARNE, ALLEN M. SCHOOL $22,073.00 ANNUAL SALARY LEVEILLEE, DEVA TEACHER,FULL TIME AMY 5 AT JAMES MARTIN $81,206.00 ANNUAL SALARY LOPER, LEONARD FOOD SVCS FIELD OPS SUPV FOOD SERVICES ADMIN & SUPPORT $61,715.00 ANNUAL SALARY LUTZ, HEATHER TEACHER,SPEC EDUCATION BACHE-MARTIN SCHOOL $49,381.00 ANNUAL SALARY

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agenda p.79 (2)

MANSARAY, MONTENAE A SPECIAL EDUCATION ASSISTANT WIDENER MEMORIAL SCHOOL $22,073.00 ANNUAL SALARY MAURIELLO, BROOKE A EXT ACTVTS,NON-CONTRACT EMP-HR RESEARCH & EVALUATION $14.25 HOURLY RATE MCLAUGHLIN, LESLIE TEACHER,FULL TIME MCCLOSKEY, JOHN F. SCHOOL $69,614.00 ANNUAL SALARY MILLER, ERICA R BEHAVIORAL HEALTH COUNSELOR FRANKFORD HIGH SCHOOL $66,671.00 ANNUAL SALARY MITCHELL, CHARLES TEACHER,FULL TIME BLAINE, JAMES G. SCHOOL $69,744.00 ANNUAL SALARY MOJICA, ANDREW TEACHER,FULL TIME SOUTHWARK SCHOOL $48,489.00 ANNUAL SALARY NELSON, KEITH ANTONIO PREVENTION & INTERVENTION LIAI PREVENTION & INTERVENTION $65,343.00 ANNUAL SALARY ONYEJEKWE, EBELE TEACHER,SPEC EDUCATION DEBURGOS, J. ELEMENTARY $50,808.00 ANNUAL SALARY ORTIZ, APRIL SUPPORTIVE SERVICES ASST, 4 HR ACADEMY AT PALUMBO $13,080.00 ANNUAL SALARY PACHECO, TYLENE M SPECIAL EDUCATION ASSISTANT HIGH SCHOOL OF THE FUTURE $22,073.00 ANNUAL SALARY POWELL, CEDRICK TEACHER,FULL TIME BLAINE, JAMES G. SCHOOL $48,489.00 ANNUAL SALARY

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Personnel Hires April 21, 2022 Page 4 of 5 RAMOS, MELISSA TEACHER,SPEC EDUCATION SHERIDAN, PHILIP H. SCHOOL $78,559.00 ANNUAL SALARY RAVENELL, KAMIA QUALITY ASSURANCE SPECIALIST PAYROLL $55,000.00 ANNUAL SALARY RAY, KHADIRA JUANITA OPERATIONS TRAINEE RECRUITMENT & STAFFING $50,100.00 ANNUAL SALARY REEL, AYANA SPECIAL EDUCATION ASSISTANT PRINCE HALL SCHOOL $33,006.00 ANNUAL SALARY ROBINSON, HANNAH TEACHER,FULL TIME PENROSE SCHOOL $48,489.00 ANNUAL SALARY ROME, KERRI E SCHOOL NURSE MC MICHAEL, MORTON SCHOOL $85,079.00 ANNUAL SALARY ROSADO, FRANCISCO SUPPORTIVE SERVICES ASST, 4 HR COMEGYS, BENJAMIN B. SCHOOL $13,080.00 ANNUAL SALARY ROSEN, ANGIE COORD,TELECOMMUNICATIONS OPS TECHNOLOGY SERVICES $77,500.00 ANNUAL SALARY SHAW, CIERRA M SPECIAL EDUCATION ASSISTANT MCDANIEL, DELAPLAINE SCHOOL $22,073.00 ANNUAL SALARY SHIVERY, ANDREW BUSINESS ANALYST INFORMATION SYSTEMS $85,000.00 ANNUAL SALARY SIMPKINS, JACQUELINE SPECIAL EDUCATION ADVISOR OFFICE OF SPECIALIZED

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agenda p.80 (2)

SERVICES $90,713.00 ANNUAL SALARY SOKOLIC, MATTHEW TEACHER,SPEC EDUCATION BARRY, JOHN ELEMENTARY SCHOOL $49,381.00 ANNUAL SALARY SPEAKS, NIMROD TEACHER,FULL TIME SOUTHWARK SCHOOL $63,640.00 ANNUAL SALARY STRULOEFF, KATRINA L EXT ACTVTS,NON-CONTRACT EMP-HR RESEARCH & EVALUATION $17.00 HOURLY RATE SUTTON, ANDREA TEACHER,FULL TIME BRYANT, WILLIAM C. SCHOOL $70,949.00 ANNUAL SALARY VARGAS, LIZ SECRETARY I KENSINGTON HEALTH SCIENCES $24,778.00 ANNUAL SALARY VILLANUEVA, RYAN CALVIN TRAINING SPECIALIST CHIEF EXECUTIVE OFFICE $85,340.00 ANNUAL SALARY VIRGILLO, MITCHEL TEACHER,FULL TIME HILL-FREEDMAN WORLD ACADEMY $66,671.00 ANNUAL SALARY WADE, SHARON TEACHER ASST,PKHS BARRY, JOHN HEAD START $22,073.00 ANNUAL SALARY WARNKE, ALLYSON MARIE SPECIAL EDUCATION ASSISTANT PENN TREATY HIGH SCHOOL $22,073.00 ANNUAL SALARY WHITE, CRYSTINA SECRETARY I DOBBINS, MURRELL HIGH SCHOOL $24,778.00 ANNUAL SALARY WHITE, JOHN SECRETARY I HARRINGTON, AVERY D. SCHOOL $24,778.00 ANNUAL SALARY

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Personnel Hires April 21, 2022 Page 5 of 5 WILLIAMS- TUCKER, FAHTIMA CEONNI SPECIAL EDUCATION ASSISTANT GREENFIELD, ALBERT M. SCHOOL $22,073.00 ANNUAL SALARY WILLIS, NATALIE TEACHER,FULL TIME HARTRANFT, JOHN F. SCHOOL $48,489.00 ANNUAL SALARY WRIGHT, ELIZABETH JEANE TEACHER,SPEC EDUCATION FITZPATRICK, A.L. SCHOOL $85,460.00 ANNUAL SALARY YODER, HEATHER L TEACHER,FULL TIME MOORE, J. HAMPTON SCHOOL $69,614.00 ANNUAL SALARY YOUNG, JORDAN TEACHER,FULL TIME KENDERTON ELEMENTARY $48,489.00 ANNUAL SALARY ZACCARIO, JAMES OPERATIONS TRAINEE GRANTS COMPLIANCE $56,000.00 ANNUAL SALARY

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Action Item - 4. Title: Approval of Retirements and Resignations - Updated 4.21.2022 Board of Education Meeting Date: 4/21/2022 Action under consideration RESOLVED, by the Board of Education that the resignations and retirements of the *following individuals* are accepted effective April 21, 2022. *Names to be provided for public view immediately prior to the Board of Education Action Meeting on April 21, 2022. Office Originating Request: Talent ATTACHMENTS: Description Type 4_21_2022 Retirements and Resignations Supporting Document

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Item No. 4 4/21/2022 RESOLVED, by the Board of Education that the resignations and retirements of the following individuals are accepted effective April 21, 2022 ID Number Name Location Position Effective Date Reason 85971 Acosta Pizarro, Carlos Hunter, William H. School Student Climate Staff,6 Hours 04/22/2022 Resignation 83445 Adegbola, Bukun Juniata Park Academy Student Climate Staff,4 Hours 06/15/2022 Retirement 91824 Akintaju, Taiwo Hartranft, John F. School Supportive Services Asst, 3 Hr 03/21/2022 Resignation 35057 Ali, Amjad Motivation High School Teacher,Full Time 06/15/2022 Retirement 79842 Allen, Clifton Wagner, Gen. Louis Middle Sch. Food Svcs Utility Worker 04/01/2022 Resignation 57673 Alsbrooks, Saeeda Duckrey Head Start Early Child Food Sv Wk 4.5Hrs 02/08/2022 Resignation 95352 Alugbhe, Euphemia Lincoln, Abraham High School Special Education Assistant 04/01/2022 Resignation 8303 Attaway, Vernita Widener Memorial School Bus Attendant,Six Hours 06/15/2022 Retirement

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48102 Baylor, Henrietta Overbrook Educational Center General Cleaner, 8 Hours 04/29/2022 Retirement 94759 Benayad, Zahra Jackson Head Start Teacher Assistant 03/18/2022 Resignation 27262 Bilto, Riel Hamilton, Andrew School Teacher,Full Time 06/15/2022 Resignation 87663 Bjerring, Patricia Mckinley, William School Teacher,Full Time 04/07/2022 Resignation 8696 Blanchard, Cynthia Mitchell Elementary School Student Climate Staff,3 Hours 02/15/2022 Retirement 47169 Blumenthal, Christine Mifflin, Thomas School Teacher,Full Time 05/16/2022 Resignation 58759 Boddy, Miriam Pennypacker, Samuel School Bus Attendant,Six Hours 01/03/2022 Resignation 84473 Bokunewicz, Julia Houston, Henry H. School Teacher,Full Time 6/15/2022 Resignation 73373 Bonilla, Frankie Northeast High School Asst Principal 06/22/2022 Resignation 86334 Brewington, Julius Anderson, Add B. School Teacher,Full Time 06/15/2022 Resignation 69603 Broady, Nicole Cooke, Jay Elementary School Special Education

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agenda p.84 (2)

Assistant 04/04/2022 Resignation 35908 Brown, William Office Of School Safety School Safety Officer, 8Hrs 07/01/2022 Retirement 77960 Bullock, Lynell Morris, Robert School General Cleaner, 8 Hours 04/22/2022 Resignation 95452 Campbell, Zion Frankford High School Bus Attendant 04/01/2022 Resignation 24647 Cardwell, La Teati Roxborough High School Special Education Assistant 06/15/2022 Retirement 19636 Chandler, Gregory Mcdaniel, Delaplaine School Teacher,Full Time 06/15/2022 Retirement 89500 Chavez, Sarah Penn Alexander School Teacher,Full Time 05/25/2022 Resignation

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92923 Clark, Lois Fell, D. Newlin School Student Climate Staff,6 Hours 03/25/2022 Resignation 91785 Clemens, Aimee Motivation High School Student Climate Staff,6 Hours 04/06/2022 Resignation 87887 Copeland, Camden The Workshop School Teacher,Full Time 6/15/2022 Resignation 90394 Cox-Pretti, Amber Blaine, James G. School Teacher,Full Time 06/15/2022 Resignation 84469 Crossen, Patricia Fels, Samuel High School Special Education Assistant 02/23/2022 Resignation 80935 Cruz, Margaret Disston, Hamilton School Special Education Assistant 04/07/2022 Resignation 88199 Davila, Corey Kensington Capa Teacher,Full Time 04/08/2022 Resignation 69145 Davis, Alberta Jackson, Andrew School Student Climate Staff,3 Hours 04/27/2022 Resignation 82535 Dean, Kailey Finletter, thomas K. School Special Education Assistant 04/01/2022 Resignation 26543 Dean, Sherry Catharine, Joseph W. School Food Svcs Worker Senior 12/20/2022 Retirement 85140 Derbesy, Thomas Roxborough High

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agenda p.85 (2)

School Teacher,Full Time 05/24/2022 Resignation 86811 Deshields, Jacquelene Comegys, Benjamin B. School Teacher,Full Time 03/18/2022 Resignation 87886 Dittman, Kelly Science Ldshp Academy @ Beeber Teacher,Spec Education 06/15/2022 Resignation 92962 Douglas, Chelsea Fels, Samuel High School Teacher,Full Time 03/25/2022 Resignation 58026 Dowling, Megan Sheridan, Philip H. School Teacher,Full Time 06/15/2022 Resignation 93270 Drenttel, Fiona Patterson, John M. School Secretary I 06/15/2022 Resignation 1593 Duffey Bernt, Eileen Academy At Palumbo School Nurse 07/29/2022 Retirement 46389 Dukes, Mila Shallcross Garage Custodial Assistant 05/02/2022 Resignation

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94890 Dupriest, Dennis Broad Street Garage Bus Chau Trainee,Part- Time 03/29/2022 Resignation 84552 Earp, Romona Carnell, Laura H. School Custodial Assistant 03/30/2022 Resignation 89056 Echols, Ruby Deburgos, J. Elementary Special Education Assistant 03/24/2022 Resignation 17957 Edmonds, Larry Bache-Martin School Custodial Assistant 06/03/2022 Retirement 95275 Edwards, Marlene Kelly, John B. School Student Climate Staff,5 Hours 02/28/2022 Resignation 62091 Ellis, Peter High School Of The Future Teacher,Full Time 06/15/2022 Retirement 77517 Elnicki-Varela, Theresa Key, Francis Scott School Special Education Assistant 04/11/2022 Retirement 3688 Feldscher, Cheryl Kearny, Gen. Philip School Teacher,Full Time 10/11/2022 Retirement 72848 Fields, Iyeisha Hunter, William H. School Bus Attendant 04/22/2022 Resignation 87277 Flanagan, James Wright, Richard R. School Teacher,Full Time 06/15/2022 Resignation 93993 Frost, John Finletter, Thomas K. School Teacher,Full Time 06/15/2022 Resignation

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agenda p.86 (2)

92460 Fry, Celeste Finletter, Thomas K. School Supportive Services Asst, 4 Hr 04/18/2022 Resignation 79466 Galli, Elana Sheppard, Isaac A. School Principal 06/17/2022 Resignation 90126 Garcia, Silvia Munoz-Marin, Hon Luis School Student Climate Staff,6 Hours 04/01/2022 Resignation 83631 Garofolo, Amanda Hancock Demonstration School Special Education Assistant 03/14/2022 Resignation 61416 Gaudiello, Daniel Phila Learning Academy-South Teacher,Full Time 03/16/2022 Resignation 2007 German, Christopher Girls, Phila High School For Teacher,Full Time 04/13/2022 Retirement

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95191 Gibbs, Brian Gompers, Samuel School General Cleaner, 8 Hours 03/01/2022 Resignation 56421 Gleason, Colleen Baldi Middle School Teacher,Spec Education 6/15/2022 Resignation 74032 Gove, Michelle Northeast High School Teacher,Full Time 06/15/2022 Resignation 95490 Granger, Markera Broad Street Garage Bus Chau Trainee,Part- Time 03/29/2022 Resignation 94374 Griffin, Shane Mccloskey, John F. School Teacher,Full Time 03/18/2022 Resignation 90781 Haig, Melanie Mifflin, Thomas School Teacher,Full Time 06/15/2022 Resignation 92729 Haines, Dariah Office Of School Safety School Safety Officer 03/31/2022 Resignation 79461 Hall, William Comegys, Benjamin B. School General Cleaner, 8 Hours 03/08/2022 Resignation 19452 Halloran, Nancy Sheridan, Philip H. School Special Education Assistant 06/15/2022 Retirement 95192 Hammond, Kyra Shallcross Garage Bus Chauffeur Part Time Prob 04/08/2022 Resignation 54307 Hancock, Susan Employee Support Services Deputy,Employee Support Srvs 11/04/2022 Retirement

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agenda p.87 (2)

22213 Harper, Georgiann Fels, Samuel High School Special Education Assistant 05/06/2022 Retirement 91494 Headrick, Hailey Fell, D. Newlin School Teacher,Full Time 06/15/2022 Resignation 93558 Heath, Frederica Juniata Park Academy Food Svcs Utility Worker 02/18/2022 Resignation 93553 Hershey, Dillon Ziegler, William H. School Teacher Resident 4/8/2022 Resignation 92976 Hilberts, Elizabeth Anderson, Add B. School Teacher,Full Time 06/15/2022 Resignation 73371 Hite, William Chief Executive Office Superintendent Of Schools 06/15/2022 Resignation

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89347 Holden, Elizabeth Roosevelt Elementary School Bus Attendant 03/04/2020 Resignation 86168 Holmes, Drew Mckinley, William School Teacher,Full Time 03/17/2022 Resignation 85441 Hopkins, Ami Cook-Wissahickon School Teacher,Full Time 06/15/2022 Resignation 93846 Hurlock, Shakia Brown, Joseph H. School School Psychologist 06/15/2022 Resignation 92914 Hutton, Alicia Potter-Thomas School Teacher,Full Time 06/15/2022 Resignation 78877 Hylton, Tiffany Hamilton, Andrew School Teacher,Full Time 06/15/2022 Resignation 94627 Jardine, Mikal Strawberry Mansion High School Special Education Assistant 03/21/2022 Resignation 87635 Johnson, Sarine Lamberton,Robert E. Elementary Teacher,Full Time 03/18/2022 Resignation 93700 Justice, Safiyyah Finletter, Thomas K. School Special Education Assistant 03/28/2022 Resignation 94226 Kaplan, Jessica Family & Student Services Orientation And Mobility Specl 06/15/2022 Resignation 68958 Keegan, Andrew Finletter, Thomas

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agenda p.88 (2)

K. School Teacher,Full Time 03/18/2022 Resignation 24891 Keller, Faith Holme, Thomas School Food Svcs Worker Ii 06/15/2022 Retirement 82367 Kennedy, Lynn Loesche, William H. School Special Education Assistant 04/29/2022 Resignation 76575 Koritari, Denis Spruance, Gilbert School Special Education Assistant 03/28/2022 Resignation 26224 Laribo, Audrey Catharine, Joseph W. School Food Svcs Assistant 06/15/2022 Retirement 94593 Lawimore, Jamil Dick, William School Supportive Services Asst, 4 Hr 03/28/2022 Resignation 13428 Leslie, Joan Lingelbach, Anna L. School Supportive Services Asst, 4 Hr 10/31/2022 Retirement

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93217 Lewis, Morgan Baldi Middle School Teacher,Full Time 06/15/2022 Resignation 14308 Leysath, Sandra Baldi Middle School Teacher,Spec Education 07/29/2022 Retirement 80865 Leysath, Brittanie Baldi Middle School Special Education Assistant 04/22/2022 Resignation 88373 Luppino, Molly Taylor, Bayard School Teacher,Spec Education 6/10/2022 Resignation 17192 Mc Allister, Deborah South Philadelphia High School Special Education Assistant 06/15/2022 Retirement 68010 Mcgill, Bobby Passyunk Garage Bus Chauffeur 5.25- 7.75 Hrs,Pt 06/15/2022 Retirement 22211 Mcgill, Carolyn Furness, Horace High School Student Climate Staff,4 Hours 06/15/2022 Retirement 91052 Mcginnis, Beth Lincoln, Abraham High School Teacher,Spec Education 06/15/2022 Resignation 87655 Mcmillian, Shelby Office Of General Counsel Contract Facilitator 03/22/2022 Resignation 35898 Merriweather, Royce Office Of School Safety School Safety Officer 06/15/2022 Retirement 56354 Metz, G. Franklin, Benjamin

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agenda p.89 (2)

High School Teacher,Full Time 06/15/2022 Retirement 8197 Misina, Patricia Mayfair School Student Climate Staff,5 Hours 06/15/2022 Retirement 8365 Mitchell, Ernest Kearny, Gen. Philip School General Cleaner, 8 Hours 06/30/2022 Retirement 94143 Moore, Michaela King, Martin Luther High Sch. Food Svcs Worker Iii 03/01/2022 Resignation 80350 Mosher, Katherine Evaluation, Research & Acct. Senior Project Manager 04/22/2022 Resignation 88607 Muhammad, Maryam Lea, Henry C. Teacher,Full Time 03/30/2022 Resignation 75725 Mullen, Leah Lowell, James R. School Teacher,Spec Education 06/15/2022 Resignation 85696 Murrell, Unity Finletter, Thomas K. School Special Education Assistant 03/25/2022 Resignation

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82060 Nally, Alexandra Kirkbride, Eliza B. School Teacher,Spec Education 04/19/2022 Resignation 16471 Nelson, Renee Mcdaniel, Delaplaine School Bus Attendant,Six Hours 05/31/2022 Retirement 94888 Ney, Nicole Adaire, Alexander School Student Climate Staff,3 Hours 04/08/2022 Resignation 60931 Nutini, Michelle Office Of Specialized Services Coord,Specialized Svcs 06/01/2022 Resignation 71647 Nuxoll, Lisa Taggart, John H. School Teacher,Full Time 06/15/2022 Retirement 46717 Odonnell, Cynthia Comly, Watson School Teacher,Full Time 06/15/2022 Retirement 90062 Palko, Cheri Disston, Hamilton School Special Education Assistant 04/08/2022 Resignation 87664 Palmer, C'Essence Facilities Mgmt. & Services Ext Actvts,Non- Contract Emp-Hr 01/03/2022 Resignation 83441 Palmer, Kayla Kensington Health Sciences Student Climate Staff,6 Hours 3/28/2022 Resignation 23 Palumbo, Harry Franklin, Benjamin High School Teacher,Full Time 06/15/2022 Retirement 8394 Pasley, Linda Meredith, William M. School

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agenda p.90 (2)

Special Education Assistant 04/01/2022 Resignation 88243 Paul, Gladimir Feltonville Arts & Sciences Teacher,Full Time 06/15/2022 Resignation 8325 Payne, Stacey Forrest, Edwin School Teacher,Full Time 04/12/2022 Retirement 93509 Pizzo, Anthony Grants Fiscal Services Financial Management Trainee 02/28/2022 Resignation 90826 Qeisi, Ali Mayfair School Student Climate Staff,6 Hours 04/04/2022 Resignation 87332 Queen, Shaunda Office Of General Counsel Paralegal Ii 03/25/2022 Resignation 52503 Rainier, Joyce Farrell, Louis H. School Food Svcs Assistant 06/15/2022 Retirement

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90388 Ramacciotti, Cristina Finletter, Thomas K. School Teacher,Full Time 04/08/2022 Resignation 76294 Ramirez, Claryne Lawton, Henry W. School Special Education Assistant 04/21/2022 Resignation 77661 Reedy, Nikisha Harding, Warren G. Middle Sch General Cleaner, 8 Hours 03/17/2022 Resignation 14722 Rhodes, Carol Northeast High School Asst Principal 02/04/2022 Retirement 84339 Rivera, Tania Munoz-Marin, Hon Luis School Teacher,Full Time 06/15/2022 Resignation 87263 Rivera, Natalie Munoz-Marin, Hon Luis School Teacher,Spec Education 04/08/2022 Resignation 94920 Rivera-Suarez, Vianca Finletter, Thomas K. School Student Climate Staff,6 Hours 04/08/2022 Resignation 27505 Rodriguez, Maria Sheridan, Philip H. School Secretary I 05/13/2022 Retirement 94504 Rojas, Hector Finletter, Thomas K. School Student Climate Staff,4 Hours 04/08/2022 Resignation 90751 Rolseth, Rebecca Feltonville Intermediate Teacher,Spec Education 03/25/2022 Resignation 70587 Romano, Kelsey Saul, Walter B.

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agenda p.91 (2)

High School Teacher,Spec Education 06/15/2022 Resignation 12932 Rosetti, William Transportation Services Program Manager, Oper&Grt 07/01/2022 Retirement 66315 Rue, Chanice Office Of School Safety School Safety Officer 04/04/2022 Resignation 88061 Sassi, Robert Roxborough High School Teacher,Spec Education 04/18/2022 Resignation 65243 Sessoms, Michael Creative And Performing Arts Food Svcs Assistant 06/15/2022 Retirement 69080 Shillingford, Gale Bache-Martin School Food Svcs Worker Senior 04/22/2022 Resignation 95055 Simms, Vernal Office Of School Safety School Safety Officer 03/04/2022 Resignation

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86621 Singletary, Doris Washington, G. Bright Futures Early Child Food Sv Wk 4.5Hrs 06/15/2022 Retirement 89091 Small, Stephanie Bethune, Mary Mcleod School General Cleaner, 8 Hours 03/25/2022 Resignation 94363 Smith, Renee Broad Street Garage Bus Chau Trainee,Part- Time 03/29/2022 Resignation 83994 Smith, Brittney West Philadelphia High School Teacher,Full Time 06/15/2022 Resignation 63742 Solomon, Jordan Teaching And Learning Senior Project Manager 04/08/2022 Resignation 72281 Soulas, Chris Cook-Wissahickon School Building Engineer- Group Iii 04/26/2022 Retirement 89688 Stewart, Monique Fels, Samuel High School Bus Attendant 02/25/2022 Resignation 40533 Stroman, Tyrone Broad Street Garage Bus Chauffeur 04/15/2022 Retirement 51265 Tith, Randal Key, Francis Scott School Supportive Services Asst, 4 Hr 06/15/2022 Retirement 68160 Todd, Linda Frankford High School Student Climate Staff,5 Hours 04/01/2022 Retirement 50283 Tokley, Octavia Washington, George

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agenda p.92 (2)

High School Asst Principal 04/08/2022 Resignation 46003 Torres, Anthony Juniata Park Academy Student Climate Staff,6 Hours 03/08/2022 Resignation 94837 Tresilus, Isaac Broad Street Garage Bus Chau Trainee,Part- Time 03/29/2022 Resignation 94882 Turner, Meghan Northeast Community Propel Acd Teacher,Full Time 04/18/2022 Resignation 86574 Vargas, Miguel Division Of College Readiness Prog Coord,Career/College Awar 11/09/2021 Resignation 84070 Vito, Collin Creative And Performing Arts Teacher,Full Time 04/08/2022 Resignation 80548 Waites, Eric Roxborough High School Food Svcs Utility Worker 04/22/2022 Resignation

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64552 Walker, Tamika Phila Learning Academy-South Food Svcs Worker Iii 02/28/2022 Resignation 83471 Wallace, Waldyn Baldi Middle School Student Climate Staff,4 Hours 03/25/2022 Resignation 78326 Warr, Robert Marshall, Thurgood School Teacher,Full Time 04/26/2022 Retirement 81005 Warren, Candace Mayfair School Teacher,Full Time 06/15/2022 Resignation 95628 Watts, Lakeisha Logan, James School Special Education Assistant 03/29/2022 Resignation 91566 Welton, Tierheejah Kenderton Elementary Special Education Assistant 04/29/2022 Resignation 90944 Wenger- Schulman, Annie Constitution High School Teacher,Full Time 06/15/2022 Resignation 80222 Wharton, Kimberly Webster, John H. School Food Svcs Worker Iii 06/15/2022 Resignation 80890 White, Jevon Office Of School Safety School Safety Officer 03/25/2022 Resignation 90069 White, Yamalia Holme, Thomas School Special Education Assistant 03/28/2022 Resignation 71884 Wiley, Gwendolyn Dunbar, Paul L. School Special Education

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Action Item - 5. Title: Approval of Personnel Terminations- Updated 4.21.2022 Board of Education Meeting Date: 4/21/2022 Action under consideration RESOLVED, by the Board of Education that the employment of the *following individuals* are terminated effective April 21, 2022, as recommended by the Superintendent. *Names to be provided for public view immediately prior to the Board of Education Action Meeting* Office Originating Request: Talent ATTACHMENTS: Description Type 4_21_2022 Personnel Terminations FINAL Supporting Document

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Item No. 6 4/21/2022 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 April 21, 2022: Dominque Boddy Bus Attendant Marlene Edwards School Climate Staff Sam Silverman TPE – Teacher Kimberly Girini Teacher Diane Tomoney Student Climate Staff Nancy Halloran Special Education Assistant Korey Grice Climate Manager

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Action Item - 6. Title: Administration's Recommendation for Termination of Professional Employees (WITHDRAWN) Board of Education Meeting Date: 4/21/2022 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 to be provided for public view immediately prior to the Board of Education Action Meeting* 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

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Action Item - 7. Title: Amendment of Contract with Scenario Learning - SafeSchools Training System ($49,414) - Updated 4.8.2022 Board of Education Meeting Date: 4/21/2022 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 an amendment of a contract, subject to funding, as follows: With: Scenario Learning, LLC Purpose: System to provide mandatory online compliance training for employees and volunteers Original Start Date: 7/1/2018 Current End Date: 6/30/2022 Amended End Date: 6/30/2023 Currently Authorized Compensation: $240,246 Additional Compensation: $49,414 Total New Compensation: $289,660 Location: All Schools; Administrative Office(s) Renewal Options: No Description: The District seeks to continue to use the vendor's platform to provide locally, state and

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Action Item - 8. Title: Contract with Communities in Schools of Philadelphia, Inc. DBA Launch of Philadelphia for HR and Fiscal Management of IT Apprenticeship Program - AS AMENDED Board of Education Meeting Date: 4/21/2022 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 contract, subject to funding, as follows: With: Communities in Schools of Philadelphia, Inc. DBA Launch of Philadelphia Purpose: To provide Human Resources and fiscal services for the District's IT Apprenticeship program, the Urban Technology Project Start date: 7/1/2022 End date: 6/30/2027 Compensation not to exceed: $15,000,000 Location: All Schools Renewal Options: Yes Number of Options: 3 Duration of each option to extend: Years: 1 Months: Maximum compensation authorized per option period: $3,000,000 Description:

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Computer Support Specialists (CSS) and Software Development Apprentices (SDA) as well as their precursor, the Digital Service Fellow (DSF) pre-apprenticeship Americorps program. Launch of Philadelphia will continue to provide end-to-end Human Resources and Fiscal management of the program including recruitment, onboarding, and compensation as well as fiscal management of all operational and Grant funds. The pre-apprentice program, established in 2002, offers recent District high school graduates the opportunity to apprentice for one year within District schools that offer the Digital Literacy and Coding course and a pathway to an Apprenticeship in the District or with an employee partner as a Computer Support Specialist or Software Developer. Related resolution(s)/approval(s): April 30, 2020; No. 21 August 20, 2015; A-5 Funding Source(s): Various Office Originating Request: Information Technology

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Action Item - 9. Title: Amendment of Contract with Visual Sound for Classroom Interactive Technology and Services - AS AMENDED Board of Education Meeting Date: 4/21/2022 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 an amendment of a contract, subject to funding, as follows: With: Visual Sound, Inc. Purpose: Source for the purchase, installation, training and ongoing maintenance of classroom interactive panels and audio-visual systems and related classroom technology, to support hybrid and digital instruction Original Start Date: 7/1/2017 Current End Date: 7/30/2022 Amended End Date: 7/30/2024 Currently Authorized Compensation: $67,100,000 Additional Compensation: $16,900,000 Total New Compensation: $84,000,000 Location: All schools Renewal Options: No Description:

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agenda p.101 (2)

As the result of a competitive solicitation conducted in 2017, the School District has standardized certain interactive classroom technology, allowing schools to purchase, upgrade and modernize classroom display panels and software tools, as well as to receive the professional development and support needed to effectively use this technology to integrate with existing lesson plans and classroom instruction. The Board previously authorized award of a contract for a five-year period, from July 1, 2017 through June 30, 2022. The Request for Proposals leading to that contract provided for two one-year renewals, but that specific authorization was not previously requested. The District is seeking authority to exercise the renewal options with Visual Sound, Inc., along with the additional spending authorization. This approval will allow for the supply and installation of SMARTBoard interactive classroom display panels,

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agenda p.101 (3)

audio-visual equipment including, teleconference phones, and wireless audio amplification systems, as well as related software, instructional resources, and technical support for FY23 and FY24. The additional spending authority will also permit the District to complete updating all instructional classrooms in every school with a SMARTBoard, ensure that all teachers receiving these SMARTBoards receive coaching, a dedicated Help Desk to provide tech support for all SMARTBoards, and to provide audio and visual equipment for all school-based graduations hosted at District buildings. This authorization additionally includes all purchases made by the Office of Non-Public Programs, as well as purchases made by the Office of Capital Programs for classroom modernizations, school renovations, and new school construction. Related resolution(s)/approval(s): May 18, 2017; A-27 April 25, 2019; No. 21 December 10, 2020; No. 18

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Action Item - 10. Title: Amendment of Contracts with Apple, Inc. and Dell Marketing, LP for the Purchase of Computers ($117,070,800) Board of Education Meeting Date: 4/21/2022 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 an amendment of a contract, subject to funding, as follows: With: Apple, Inc. Dell Marketing, LP Purpose: For the purchase of computers, tablets, Chromebooks, management software, Internet filtering, classroom management software, and related services, to maintain the District's 1:1 computer environment for students and staff Original Start Date: 7/1/2018 Current End Date: 12/31/2022 Amended End Date: 6/30/2023 Currently Authorized Compensation: $97,070,800 Additional Compensation: All entities will be paid out of the aggregate amount not to exceed $20,000,000, consisting of

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All Schools Renewal Options: No Description: This contract amendment will extend the spending authorization with the School District’s two computer technology suppliers for Apple and Dell-branded computers, laptops, Chromebooks, computer carts, management software, Internet filtering, and classroom management software, and accessories, including services such as etching, asset tagging, configuration, and technical support, to maintain the District's 1:1 technology environment for all students and staff. The School District conducted a competitive solicitation in 2018, and as a result, selected product lines from both Apple and Dell as the District’s standard computer and technology platforms. To maintain the District’s 1:1 computing initiative for students inclusive of purchasing new Chromebooks for incoming Kindergartners, this Action Item seeks to request an additional $20,000,000 in spending authority for FY22 and FY23.

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agenda p.104 (2)

The authorized amount that is being requested under this Action Item is a “maximum amount not to exceed” and will only be used as needed and aligned to available funding sources such as federal Covid-19 CARES/ESSER funding. Spending authority will also provide a purchasing vehicle for use by the Office of Non-Public Programs that has an ongoing need to purchase such equipment for non-District schools using managed categorical funds, as well as purchases made by the Office of Capital Programs for classroom modernizations, school renovations, and new school construction. Related resolution(s)/approval(s): June 24, 2021; No. 25 April 30, 2020; No. 21 August 20, 2015; A-5 May 28, 2020; No. 43 Funding Source(s): FY22 Operating, Categorical, Capital FY23 Operating, Categorical, Capital

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Action Item - 11. Title: Capital Awards at Various Locations - TE Construction Services, LLC, McGoldrick Electric, Inc., John J Bee, Inc., CAD Electric, Inc. (WBE), Palman Electric, Inc., Magnum, Inc., Hyde Electric Corporation, Smith Construction, Inc. (WBE), Paramount Electrical Service, LLC (DBE), Robert Michaels and Associates, Five Star, Inc. ($10,620,118) Board of Education Meeting Date: 4/21/2022 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 separate contracts with the lowest responsible bidders, subject to funding, as follows: With: TE Construction Services, LLC McGoldrick Electric, Inc. John J Bee, Inc. CAD Electric, Inc. (WBE) Palman Electric, Inc. Magnum, Inc. Hyde Electric Corporation The Bedwell Company Smith Construction, Inc. (WBE) Paramount Electrical Service, LLC (DBE) Robert Michaels and Associates Five Star, Inc.

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agenda p.106 (2)

Purpose: General, Mechanical, Plumbing, and Electrical Contracts Start date: 4/22/2022 End date: 10/28/2023 Compensation not to exceed: $10,620,118 Separate Compensation by Vendor: TE Construction Services, LLC – General Contract – Classroom Improvements at Lawton; $935,000 McGoldrick Electric, Inc. – Electrical Contract - Classroom Improvements at Lawton; $486,988 John J Bee, Inc. – Plumbing Contract - Classroom Improvements at Lawton; $146,750 TE Construction Services, LLC – General Contract - Classroom Improvements at Hopkinson; $905,000 CAD Electric, Inc. (WBE) – Electrical Contract - Classroom Improvements at Hopkinson; $394,425 John J Bee, Inc. – Plumbing Contract - Classroom Improvements at Hopkinson; $249,825

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TE Construction Services, LLC - General Contract - Classroom Improvements at Benjamin Franklin; $580,000 Palman Electric, Inc. - Electrical Contract - Classroom Improvements at Benjamin Franklin; $191,525 Magnum, Inc. - General Contract - Classroom Improvements at Martha Washington; $619,000 Hyde Electric Corporation - Electrical Contract - Classroom Improvements at Martha Washington; $219,900 Magnum, Inc. – General Contract - Classroom Improvements at Kelley; $730,000 Hyde Electric Corporation - Electrical Contract - Classroom Improvements at Kelley; $139,900 TE Construction Services, LLC – General Contract - Classroom Improvements at Kearny; $700,100 Palman Electric, Inc – Electrical Contract - Classroom Improvements at Kearny; $219,920 The Bedwell Company – General Contract - Classroom Improvements at Patterson; $1,595,000 Five Star, Inc. – Plumbing Contract - Classroom Improvements at Patterson; $193,800

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agenda p.107 (2)

CAD Electric, Inc. (WBE) – Electrical Contract - Classroom Improvements at Patterson; $275,425 Robert Michaels and Associates – General Contract - Classroom Improvements at McDaniel; $427,770 Palman Electric, Inc – Electrical Contract - Classroom Improvements at McDaniel; $160,290 Smith Construction, Inc. (WBE) – General Contract - Classroom Improvements at Catharine; $888,000 Five Star, Inc. – Plumbing Contract - Classroom Improvements at Catharine; $126,500 Paramount Electrical Service, LLC (DBE) – Electrical Contract - Classroom Improvements at Catharine; $435,000 Location: Kearny, General Philip School; Kelley, William D. School; Lawton, Henry W. School; Hopkinson, Francis School; Franklin, Benjamin Elementary School; Washington, Martha School; Catharine, Joseph W. School; McDaniel, Delaplaine School; Patterson, John M. School Renewal Options: No Description: The Office of Capital Programs has identified various capital projects at multiple school

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agenda p.107 (3)

locations based on the capital budget call and the facilities assessment report. The projects recommended for contract award were identified in the approved FY22 capital budget. The classroom renovations include: paint, replacement of acoustical ceiling tiles, LED lighting, data and electrical receptacles to accommodate new technology and window air conditioners, Interactive Panel Boards, new or refurbished cabinets and cubbies, renovation of bathrooms inside the classroom when applicable, and new or refinished flooring. The projects were publicly advertised and the lowest responsible bidders are recommended for contract award. The District design, construction, and project management teams have developed a site specific construction phasing plan in collaboration with principals and

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contractors for the site improvements. This plan ensures adequate time and sufficient swing space has been identified for the safety of students and staff. The work will be monitored daily by an inspector, project manager and construction manager to ensure the contractors meet the established budget and schedule. This work is in support of the Operations Division goal of providing a safe and healthy learning environment for all students. Guardrail 1: Welcoming and Supportive Schools - Every school will be a safe, welcoming and healthy place where our students, staff and community want to be and learn each day. Funding Source(s): FY 22-23 Capital Budget Office Originating Request: Operations - Capital Programs ATTACHMENTS: Description Type

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Action Item - 12. Title: Capital Award for Schoolyard Improvements at Louis H. Farrell School ($972,000) Board of Education Meeting Date: 4/21/2022 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 separate contracts with the lowest responsible bidders, subject to funding, as follows: With: TE Construction Services, LLC. Purpose: To construct playground improvements in the schoolyard of The Louis H. Farrell School Start date: 4/22/2022 End date: 10/28/2022 Compensation not to exceed: $972,000 Location: Farrell, Louis H. School Renewal Options: No Description: The William Penn Foundation has given a grant to The Fund for The School District of Philadelphia for the purpose of developing three schoolyards at District schools into playful learning landscapes that will support early literacy. The acceptance of the grant in the amount

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agenda p.109 (2)

of $2,500,000 was approved by the Board at the March 28, 2019 meeting. The Office of Capital Programs in coordination with The Fund has worked to develop design and construction documents for the three schoolyards (Farrell, Pennell, and Hunter Elementary Schools) identified by the grant. The Louis Farrell Elementary School is the first of the three schools to reach design completion. The project includes asphalt pavement repair/replacement, installation of new play structures with concrete footings and rubber safety surface, new planting beds with trees and shrubs installed, and installation of new site furnishings including benches, bike racks, and trash receptacles. The District design, construction, and project management teams have developed a site specific construction phasing plan in collaboration with the principal and contractor for the site improvements. The plan provides for adequate time and has been identified for the safety of

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schedule. This work is in support of the Operations Division goal of providing a safe and healthy environment for all students. Guardrail 1: Welcoming and Supportive Schools - Every school will be a safe, welcoming and healthy place where our students, staff and community want to be and learn each day. Related resolution(s)/approval(s): March 28, 2019; No. 20 Funding Source(s): Capital Budget 22 -23 Great Learning Grant Office Originating Request: Operations - Capital Programs ATTACHMENTS: Description Type

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Action Item - 13. Title: Change Orders With Various Vendors ($379,565) Board of Education Meeting Date: 4/21/2022 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 amendments of contracts to account for change order modifications to on-going construction projects at various locations, as follows: With: Ernest Bock & Sons, Inc. McGoldrick Electric Inc. Dolan Mechanical, Inc. Smith Construction, Inc. Mulhern Electric Company, Inc. Murphy Quigley Company, Inc. TE Construction Services, LLC Allstates Mechanical, Ltd. BSI Construction, LLC Eagle I Electric, Inc. Edward J. Meloney, Inc. John J. Bee Mechanical Contractor, Inc. Hyde Electric Corporation The Bedwell Company C.A.D. Electric, Inc. Purpose: To pay additional amounts necessitated by change orders for ongoing construction projects Start Date: 4/22/22

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agenda p.111 (2)

End Date: Through completion dates for previously approved contracts Compensation not to exceed: $379,565 Separate Compensation by Vendor and Locations: Ernest Bock & Sons, Inc. - General Contract - Building Addition and Classroom Modification at Allen, Ethan Elementary School; $39,429 McGoldrick Electric Inc. - Electrical Contract - Major Renovation and Addition at Allen, Ethan Elementary School; $13,339 Dolan Mechanical, Inc. - Plumbing Contract - Science Lab Renovations at Beeber, Dimner Middle School; $6,845 Smith Construction, Inc. - General Contract - ADA Modifications at Beeber, Dimner Middle School; $19,183 Mulhern Electric Company, Inc. - Electrical Contract - Classroom Modernization at Blankenburg, Rudolph Elementary School; $6,971

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Murphy Quigley Company, Inc. - General Contract - New Cafeteria at Blankenburg, Rudolph Elementary School; $63,818 Mulhern Electric Company, Inc. - Electrical Contract - Fire Alarm Replacement at Conwell, Russell A. Middle Magnet School Annex; $1,881 TE Construction Services, LLC - General Contract - Classroom Modernization at Cramp, William Elementary School; $23,878 Allstates Mechanical, Ltd. - Mechanical Contract - Chiller Plant Replacement at Feltonville Intermediate School; $8,035 BSI Construction, LLC - General Contract - Addition and Major Renovations at Frank, Anne Elementary School; $2,716 Eagle I Electric, Inc. - Electrical Contract - Addition and Major Renovations at Frank, Anne Elementary School; $98,484 Edward J. Meloney, Inc. - Mechanical Contract - Automatic Temperature Control System Replacement at High School for the Creative and Performing Arts (CAPA); $2,591 John J. Bee Mechanical Contractor, Inc. - Plumbing Contract - Athletic Field and Stadium

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agenda p.112 (2)

Renovations at Lincoln, Abraham High School; $17,750 Smith Construction, Inc. - General Contract - Plumbing Renovation Work (Bathroom) at Morrison, Andrew J. Elementary School; $16,582 Allstates Mechanical, Ltd. - Mechanical Contract - HVAC Renovation at Morton, Thomas G. Elementary School; $38,363 Allstates Mechanical, Ltd. - Mechanical Contract - ATC Replacement at Pennypacker, Samuel W. Elementary School; $8,951 Hyde Electric Corporation - Electrical Contract - Major Renovation Phase 2 at Pratt, Anna B. Elementary School; $14,283 The Bedwell Company - General Contract - Major Renovation Phase 2 at Pratt, Anna B. Elementary School; $1,001 Ernest Bock & Sons, Inc. - General Contract - New Construction at Solis-Cohen, Solomon Elementary School; $5,153 C.A.D. Electric, Inc. - Electrical Contract - Culinary Arts Suite Renovations at Wagner, General Louis Middle School; $2,562 TE Construction Services, LLC - General Contract - Elevator Replacement at Webster, John

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agenda p.112 (3)

H. Elementary School; ($12,250) Description: This action item is to approve modifications to active construction contracts for new construction, major renovations, and life cycle replacement projects approved in the Capital Budget. The change order process addresses modifications to contracts for work that is added, deleted, or otherwise modified from the original project design and scope of work. Change orders occur due to design errors, design omissions, unforeseen conditions, and requests from the District to ensure completeness of the project. The Office of Capital Programs reviews, negotiates, and approves change orders subject to Board approval so that construction work is not interrupted due to change orders. Goals and Guardrails: Guardrail 1: Welcoming and Supportive Schools - Every school will be a safe, welcoming, and healthy place where our students, staff and community want to be and learn each day. Funding Source: FY 22 Capital Budget

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Related resolutions(s)/approval(s): August 20, 2020; No. 10 January 28, 2021; No. 11 June 24, 2021; No. 26 April 22, 2021; No. 18 April 22, 2021; No. 16 December 10, 2020; No. 19 April 22, 2021; No. 16 January 28, 2021; No. 11 January 28, 2021; No. 11 April 22, 2021; No. 17 May 27, 2021; No. 32 December 10, 2020; No. 19 March 25, 2021; No. 20 April 30, 2020; No. 22 October 18, 2018; No. 7 April 22, 2021; No. 17 Office Originating Request: Operations - Capital Programs ATTACHMENTS: Description Type Change Order Analysis 4.21.22 Supporting Document

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OFFICE OF CAPITAL PROGRAMS-CONTRACT COMPLIANCE Analysis of the Change Orders Approved from April 24, 2022 Reason for Change Order Amount # of CO's Design Error $59,480 10 Design Omission $29,899 5 Revisions or additions in scope requested by the School District $32,572 10 Unforeseen Conditions $153,991 11 Abatement/Environmental Requirement $23,878 1 Total Code Compliance Requirement $75,311 4 Total Leed Requirement $4,434 1 Total $379,565 42 (Details Below)

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CO Number Contractor Location Type Of Work Description of Change Explanation Reason Board Date Requested Negotiated Savings 18 Ernest Bock & Sons, Inc. Allen, Ethan Elementary School General Contract - Building Addition and Classroom Modefication Provide labor, material and equipment necessary to furnish and install sixty (60) square feet of cermic wall tile, at exposed cafe ramp walls. School District Request. Tile was added to match the other finishes, and provide a washable surface in the cafeteria. Requested by School District 4/21/2022 Thursday $1,624.00 $1,624.00 $0.00 19 Ernest Bock & Sons, Inc. Allen, Ethan Elementary School General Contract - Building Addition and Classroom Modefication Provide labor, material and equipment necessary to furnish and install an additional two hundred forty nine (249) square feet of ceramic wall tile to the new gypsum wallboard (GWB) walls in the kitchen. Then demolish the existing screen enclosure.

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