[5:04] Good evening, everyone. Before we begin, I'd like to ask Ms. Evelyn Sample-Oats to provide information to our guests about the proceedings of this meeting. Thank you, Madam Chair. Good evening, ladies and gentlemen.

[5:20] At every school reform commission meeting, a representative from the Deaf Hearing Communication Center is here to provide sign language interpretation of these proceedings. Representatives from the office, family and community engagement are stationed in the lobby.

[5:35] to help with interpretation services as well.

[5:38] The proceedings of this SRC meeting tonight

[5:41] are being streamed live on the internet at www.phillaSD.org

[5:49] backslash live.

[5:51] It can be seen on PSTB's Comcast channel 52

[5:56] and Verizon Fios channel 20.

[5:59] The proceedings are also being recorded

[6:02] by the school district of Philadelphia.

[6:04] The school district recordings are protected by the copyright laws of the United States and may not be used in any manner without the express written consent of the school district.

[6:16] By participating in tonight's meeting, members of the public acknowledge that the school district may use its recordings for any purpose without obtaining permission or paying any compensation.

[6:29] Thank you for your attention, and thank you for attending tonight's SRC meeting.

[6:34] Madam Chair.

[6:40] Ms. Rauch, would you please make an announcement about the executive session held today and then call the roll?

[6:46] Yes, thank you Chair Richmond.

[6:48] I would like to announce that the school reform commission met an executive session on May 7th and this afternoon to discuss the following.

[6:57] Purchase or lease of real property, information or strategy in connection with litigation, and I'll go back to that.

[7:04] Yeah, quasi-judicial proceedings and privileged or confidential matters.

[7:09] And the litigation discussed in executive session includes the following.

[7:13] LR versus School District of Philadelphia, United States District Court for the District

[7:18] District of Pennsylvania, number 14, 71787, civil rights issues following release of a child

[7:26] to an unidentified individual.

[7:29] The next is Brewington versus School District of Philadelphia.

[7:32] Pennsylvania Supreme Court, 23EP, 2017.

[7:37] This case regards immunity under the Torts Claims Act for a personal injury claim.

[7:44] Pagan versus School District of Philadelphia, Philadelphia Court of Common, please.

[7:48] April term 2018, number 2104, involving lead poisoning in a school at personal injury claim.

[7:56] The next are three cases, Schulman, Jones, and Perkins versus School District of Philadelphia.

[8:01] Philadelphia, Court of Common, please.

[8:04] Docket numbers 1, 6, 1, 1, 0, 0, 0, 8, 7, same numbers ending in 2, 4, 1, and 2, 4, 2.

[8:12] These were three actions claiming detrimental reliance based on employees who had retired

[8:18] coming back to work and impact on their pension benefits.

[8:21] The last is excellent schools versus school district of Philadelphia.

[8:25] Philadelphia Court of Common, please. April term 2018. Number 01579. This case challenges portions of policy 406, which is the Charter School Amendment policy.

[8:38] Now for the roll call. Commissioner Burns. Here. Commissioner Neff. Here. Chair Richmond. Here. Thank you. Mr. Green is absent. Thank you.

[8:53] I would like to make a few announcements before we move to the next part of our agenda.

[8:59] In honor of Teacher Appreciation Month, I would like to recognize the hard work and dedication

[9:06] of all the teachers in our schools in Philadelphia.

[9:09] Each day, you bring new ideas and ways to engage your students in meaningful learning opportunities

[9:16] that differentiate for the needs of students of each child and lesson.

[9:22] You work with your colleagues and school leadership to build relationships with students,

[9:27] their families and communities to provide a cohesive and safe school environment.

[9:33] Please join me in taking a moment to recognize each and every one of our teachers and the

[9:40] work they do.

[9:48] Thank you.

[9:49] Next, I'd like to bring to your attention to resolution A24, which has been added to the agenda in the last 48 hours.

[9:59] At this time, I would like to ask Danielle Floyd, chief operating officer to please come forward and share information on this resolution.

[10:21] Good evening, Danielle Floyd, chief operating officer for the school district.

[10:25] Resolution 824 is a capital award resolution that we are asking for the SRC to approve this evening.

[10:33] You may remember that the school district last year started an effort to modernize classrooms and grades pre-K through two.

[10:40] This year we did seven classrooms and wanted to see how the improvements were being

[10:49] and have an opportunity to evaluate them.

[10:52] The improvements were well received and in January as a team, we decided to expand the program to 13 schools.

[10:59] Our goal with this resolution is to have those improvements begin at the conclusion of the school year and

[11:05] have them completed prior to when students come back in August.

[11:10] The reason that it's a welcome resolution is that our planning work on this begin in January after we had an opportunity

[11:17] We need to evaluate how these improvements were working in the first seven schools.

[11:21] We significantly truncated our design schedule in order to allow for the improvements instruction to start the summer and be ready when teachers return to their classrooms in August.

[11:32] We are looking, we have started planning for the next two years of improvement so that we would not be introducing walk on resolutions moving forward.

[11:41] We're meeting as a leadership team to identify the next set of schools over the next two years and go back to our regular design schedule.

[11:49] And just for the purposes of the public, the value of the award tonight is $12.9 million to do improvements at 13 schools.

[12:02] Madam Chair, Maya.

[12:04] Danielle, so let me be clear about this.

[12:07] The period from September to January was a period of evaluating what impact the

[12:15] The renovations had on classroom practice, is that correct?

[12:21] Yes, that is correct.

[12:21] And typically, if you wanted to have this resolution not be a walk on resolution,

[12:27] can you say when you would have had to have started the process?

[12:30] We would have wanted to start, we would have had to start this in October.

[12:34] Okay, all right.

[12:35] Thank you, thank you.

[12:36] So it's clearly that you wanted to expand plus expedite.

[12:41] Correct, where it's the walk on.

[12:43] That's correct.

[12:43] We're doing 13 schools, 160 plus classrooms to have, and we expanded to pre K to grace three in wanting to get this done for the start of school.

[12:53] Just an additional kind of question comment in terms of public betting with the your development of the capital program and bringing that before the school reform commission.

[13:05] Was this project part of the capital program that was approved publicly and planned?

[13:10] Yes, one of the things that we did as part of the approved FY 2018 capital budget was to put money aside

[13:16] It was referred to as early it was a academic improvement investments

[13:21] So we put a placeholder aside in the capital budget to support

[13:26] Whether was this work or our work with SGS we did set aside money to make these investments

[13:31] Other questions. Thank you

[13:34] Thank you

[13:35] Thank you.

[13:37] If you wish to speak on the topic of resolution 824, please register with our staff person sitting in the way of your hand, please.

[13:46] Who is standing in the back of the room?

[13:49] As a reminder, pursuant to policy 006 and 903, speakers will be limited to four speakers for each side, four, and against of the resolution, and will be added to the end of the speakers list.

[14:03] Finally, we were scheduled for two presentations from the charter school office this evening.

[14:10] Those presentations were scheduled for resolutions SRC-5, which is the revised application for Philadelphia Hebrew Public Charter School and SRC-6, which is an application for renewal for charter laboratory charter school.

[14:25] The SRC requested and was approved an extension to continue its review of the revised application for a Philadelphia Hebrew charter school until May 24th, 2018.

[14:40] We have decided to withdraw resolutions SRC 5 and SRC 6 from tonight's agenda and will consider them at our next meeting on May 24th.

[14:51] Both related staff presentations will also be pushed to our meeting next week.

[15:00] The minutes of the March 15, 2018 and March 22, 2018 meetings were provided to all commissioners in advance of tonight's meeting. Commissioners, are there any corrections to these meetings minutes? No.

[15:18] Hearing none, the minutes for March 15 and March 22, 2018 meeting stand approved. Dr. Hyde, please give your opening remarks. Thank you, Madam Chair.

[15:31] and good afternoon everyone. May is, as we have already heard, National Teacher Appreciation Month,

[15:38] and as you can see by the slide on the screen behind me, we are proud to celebrate and honor all

[15:43] of the outstanding teachers we have throughout our public schools. Teachers work ethic, commitment,

[15:49] and care go above and beyond to ensure our students receive the learning experiences they deserve.

[15:55] They are our students, biggest fans, always encouraging and supporting students as they work to

[16:01] to achieve more than anyone ever thought possible.

[16:05] They were required to gain students trust

[16:07] and serve as role models both inside

[16:09] and outside of the classrooms.

[16:11] I'm proud to work alongside our teachers

[16:13] as they prepare our students to be confident,

[16:16] we'll round it, thoughtful citizens.

[16:19] Thank you again to all of our teachers for your commitment

[16:22] and I encourage everyone to take the time

[16:24] to hashtag thank a teacher.

[16:27] Earlier this month, the school district of Philadelphia also hosted its 2018 National College

[16:35] signing day.

[16:36] It was an event with our keynote speaker, former first lady, or who I refer to as forever

[16:43] first lady, Michelle Obama.

[16:45] This annual event celebrates high school seniors choosing to pursue higher education at a professional

[16:51] training program, a community college, a four-year college, or university, or the military.

[16:58] The Energy at the Leacora Center at Temple University was electric as we all celebrated

[17:03] the limitless potential of the 8,000 students in attendance.

[17:08] These students had a rare experience of having Mrs. Obama challenge them to work hard, dream

[17:14] big, and ignore anyone who told them they weren't good enough.

[17:18] She also brought along several celebrity friends to help celebrate, including Nick Cannon,

[17:25] Robert De Niro, Bradley Cooper, Zendaya, Kelly Rowlan, Janelle Monet, and numbers of professional

[17:32] athletes and other entertainers.

[17:34] This event was the perfect way to welcome graduation season as we get ready to cheer on our seniors

[17:40] as they enter this next exciting phase of their lives.

[17:44] I'd like to thank our Office of College Inquiry Readiness and in particular Tia Radow for

[17:51] making this day so memorable for all of our students.

[17:55] This month we also celebrated kindergarten open house week where schools across the city

[18:00] opened their doors so that prospective students and families could visit and get acquainted

[18:05] with the neighborhood schools.

[18:07] Parents and caregivers were also able to register their children for school.

[18:12] Enrollment in kindergarten ensures the students are able to grow socially, emotionally,

[18:16] academically, and when students are registered by the end of May, teachers can better prepare

[18:21] to welcome students on the first day of school.

[18:24] Please remember that any child who is 5 years old by September 1, 2018 is eligible for kindergarten.

[18:31] And this year, kindergarteners will start school the same day as all of the other students

[18:36] on August 27, 2018.

[18:38] For more information about kindergarten registration, please visit our website at fillerst.org-kregistration.

[18:52] Madam Chair, this evening, you and the fellow commissioners will vote on an amendment to

[18:57] a policy around student suspensions.

[19:00] Under policy 233, kindergarten, first, and second grade students will not be suspended from school,

[19:08] beginning in the 2018-2019 school year,

[19:11] unless their actions result in serious bodily injury.

[19:15] We know how detrimental out of school suspensions can be,

[19:18] taking away valuable instructional time

[19:20] and learning opportunities from students who need them.

[19:23] Over the last several years,

[19:24] we have focused on improving climates

[19:26] and implementing restorative practices,

[19:28] and this is part of that work.

[19:30] Changing culture around suspensions in our schools

[19:33] takes time, supports, and training,

[19:35] and we are proud to be able to take this important step today.

[19:39] So this is a continuation, as you know,

[19:41] with discontinued suspensions of kindergartners,

[19:44] now we're expanding it to first and second graders

[19:48] for next year.

[19:49] Dr. Hype, they're waving at me that while we want to do that,

[19:52] it's been postponed the next week for the next year.

[19:55] It's a review, so it's not.

[19:57] So tonight is just the review.

[19:59] Let me correct that for the record.

[20:00] And we will vote on that at the next public meeting, right?

[20:05] Great.

[20:06] Last week I also had the opportunity to address members of City Council doing our annual budget hearing as we discussed the need for sufficient funding for our schools.

[20:15] We're seeing what happens when we do not give our schools or our students the resources they need.

[20:20] A building's age, we have to lay off teachers, we don't have money for new materials and supplies.

[20:27] And we know we cannot go back to this way of under supporting education.

[20:31] That is why we are making significant investments in our schools, including working with 32BJ to clearly communicate standards for cleaning, of our school buildings, to all employees, school administrators, staff and stakeholders.

[20:45] The plan we are unveiling will provide clear expectations and guidelines around classrooms, restrooms, offices, cafeterias, and other spaces, in order to provide all of our students with a safe, healthy and welcoming school environment.

[20:58] We've also worked hard and made significant progress around academic achievement.

[21:03] We've set clear goals around college and career readiness, early literacy and fiscal stability.

[21:08] And we're seeing the positive outcomes of these efforts.

[21:12] And we have plans to expand our work so more students across the city are able to achieve.

[21:19] We know this work comes at a price, but we also know the investment is worth it.

[21:23] We look forward to working with the Mayor and City Council to ensure our students and

[21:28] their schools get the funding that they deserve.

[21:31] Madam Chair, this concludes my remarks, this afternoon.

[21:39] Thank you, Dr. Height.

[21:41] We're excited to recognize this month's student and teacher of the month.

[21:45] Dr. Height, would you please introduce this month's seniors followed by our teacher of the month?

[21:50] Madam Chair, it is my pleasure to announce the office, depot, seniors and teacher of the month.

[21:55] And our first senior of the month is Dante Diggs.

[22:00] He's a student at William Bodine High School for International Affairs.

[22:06] Dante attends Bodine High School for International Affairs and was nominated by his counselor, Sidney Bassman.

[22:14] Dante is enrolled in the most challenging program at Bodine as a full diploma candidate in the international baccalaureate program.

[22:22] He is also part of the school's first place debate team that is headed to a national competition

[22:28] in Washington, D.C. at the end of the month.

[22:32] Dante is an excellent bo-deen ambassador, hosting groups of prospective students, families,

[22:37] and other guests to promote his school.

[22:40] He was nominated as a sophomore to participate in the Hugh O'Brien Youth Leadership Program,

[22:46] and also serves as president of the Philadelphia Regions Youth Volunteer Corps.

[22:52] Next year, Dante plans to study business with the ultimate goal of giving back to his community.

[22:59] Dante, could you please come forward to receive your award?

[23:13] Oh, you did it right now. You did not today.

[23:15] What's your name?

[23:17] Dante will be attending the University of Pennsylvania in the fall.

[23:22] So, Dante, congratulations.

[23:23] Please

[23:42] have a Dante's teacher here, the principal or his family members are here if you

[23:47] could come forward so we can take a picture with our superintendent and commissioners.

[24:02] Let's give Dante another round of applause and a very good chance to be there.

[24:08] Congratulations.

[24:21] Our next senior of the year is Victor Ginsburg who is a senior at the workshop school and

[24:27] was nominated by teacher Michael Clapper.

[24:29] Victor thrives in his project-based school and never backs away from a challenge.

[24:34] And he stays busy doing his junior year victimated video for the C-SPAN student

[24:40] contest on climate change, won a regional playwriting competition,

[24:45] and completed a unit plan for teachers at project-based schools

[24:49] throughout the city to help them integrate math into the curriculum.

[24:52] As a senior, he won third prize for C-SPAN's national video contest, developed a tutoring

[25:00] business, and helped design an escape room.

[25:06] Victor has also completed five math courses at Drexel University this year, and has taken

[25:12] English, Psychology, and Economic courses at the University of Pennsylvania.

[25:16] He is headed to Schreier Honors College at Penn State University this fall.

[25:22] Victor, could you please come forward?

[25:34] We can have Victor's teachers here and his family members and commissioners in our superintendent.

[25:43] Come forward for a picture.

[26:12] Good Victor, on the round of applause.

[26:18] Congratulations.

[26:27] And finally, it is my pleasure to introduce our office depot, Teacher of the Month.

[26:31] A teacher of the month is Deborah Matthews, who is a teacher at the workshop school and was nominated by principal Simon Hogger.

[26:39] Mrs. Matthews is in her fourth year at the workshop school and is in her 30th and final year teaching in the district.

[26:48] Principal Hogger says that as a math teacher, Mrs. Matthews took an exciting risk near the end of her career to teach at a school focused on project-based learning.

[26:58] Ms. Matthews, driving worth ethic and unwavering commitment to her students, enable her to create

[27:05] strong and lasting relationships, and push students beyond what they thought they could achieve.

[27:12] Victor is proof of that. She is driven by passion and dedication. She's a lifelong learner, and she puts

[27:19] young people first. So we know that Ms. Matthews was unable to join us this evening, but accepting

[27:25] on her behalf is her colleague, Michael Klaffer.

[27:40] Thank you.

[27:41] Give her a congratulations.

[27:44] Thank you.

[27:52] Congratulations, Dante and Victor and additionally congratulations to Miss Matthews.

[27:59] Given the changes to our agenda, we now only have one scheduled staff presentation this evening.

[28:05] As a reminder, we have rescheduled a charter presentations for tonight to the agenda of our meeting next week.

[28:13] I'd like to invite again, Danielle Florida to come forward and make a presentation on the energy performance contract with Norezka.

[28:25] Before Danielle begins her presentation, I'd like to point out that there's no action this evening on this matter.

[28:31] This is an informational presentation.

[28:34] The matter will be before us for a vote next week's SRC meeting.

[28:44] Good evening again, I just wanted to make sure I correct a record.

[28:47] It's 11 schools for A24, I said 13 earlier.

[28:50] It's 11, I apologize, I wanted to make sure for the record we accounted for the right number of schools.

[28:55] That's what's on the resolution.

[28:56] Thank you, we'll make sure that correction is added to our minutes.

[29:00] Thank you.

[29:01] So good afternoon, members of the School Reform Commission, Dr. Hyatt, and members of the public.

[29:07] I said before I'm Daniel Floyd, I'm the Chief Operating Officer for the School District.

[29:11] And I'm here this evening to provide information about a resolution that will be presented to the SRC at the May 24th public action meeting.

[29:20] Tonight, I wanted to provide an update for you on the School District's energy performance pilot program.

[29:27] What I want is a cover tonight will be a little bit of information about what the Guaranteed Energy Savings Act is, what our project timeline is, the duration of the construction for this project, if it's approved, the total project cost, what our Guaranteed Savings have been modeled on the work that we plan to do this summer, and also what our next steps will be.

[29:50] So, just as background, the Guaranteed Energy Savings Act also referred to as a Giza is

[29:56] a program that allows public institutions to reduce-

[30:00] This is the state's energy cost by you cost in usage by completing building renovations and replacing building systems with more energy, efficient systems. The savings from these projects will be reinvested to address the district's growing deferred maintenance backlog.

[30:20] In the spring of 2016, the school district adopted its five-year sustainability plan called Green Futures. The plan listed over 60 action items, one of which was to launch an

[30:31] energy performance pilot program.

[30:33] So why did we decide to do this?

[30:35] One of our outcomes was to use the information

[30:38] and lessons learned from this pilot program to work to a larger,

[30:42] to work to expand this project to a larger group of schools.

[30:45] It was also to apply the savings from the project

[30:48] to make native repairs in other schools in our portfolio.

[30:51] If you will remember a year, two years ago,

[30:54] we provided information from our Facilities Condition Assessment Report

[30:58] in 2016 that outlined our growing deferred maintenance backlog of over $4 billion.

[31:05] It was for us to install new energy, efficient equipment and systems in our buildings that will use less energy.

[31:12] And finally, and most importantly, to improve the quality of the classroom environment for our students and for our staff.

[31:19] We've been working on the development of this pilot for over a year.

[31:23] This work began when we selected the ECG group, a woman on consulting firm, to serve as consultants with us as we developed our pilot program.

[31:34] ECG assisted us with the review of data, recommendations on the school sites included in the pilot program, and assisted us with the request for proposal process.

[31:44] In October, we released our request for proposal and to identify an ESCO firm to implement our energy savings pilot program.

[31:54] After a rigorous review process, Noresco was selected, and in March, the SRC approved a no-cost contract with Noresco that allowed us to begin work on a comprehensive energy audit.

[32:06] As part of that work, Noresco assign professional architects and engineers to survey building systems, and they also install data loggers to monitor energy usage in the three schools that have been selected for this program.

[32:20] As a result of that audit, we are ready to now submit a resolution for the SRC's consideration to approve a contract with Noresco for our energy pilot program.

[32:30] If the SRC approves a resolution on March 24, Neuresco will begin construction immediately after school

[32:38] businesses in June.

[32:41] Currently, our project assumes 18th duration of construction of 18 months.

[32:47] Most of this work will actually be done on second shift when the buildings are unoccupied.

[32:52] Neuresco and district staff will be on site daily to coordinate with principals as well as to supervise the contractors.

[33:00] And the construction schedule does assume using the summer months to get a majority of the

[33:05] improvements that are planned for the building's time.

[33:10] So we selected three schools for our pilot program, Northeast High School,

[33:17] Sal High School, and Strawberry Mansion High School.

[33:20] And the icons that I'm providing on this for the purposes of the public represent some of the improvements that we are planning to do in each one of the schools.

[33:29] We looked at a number of different criteria to identify the conservation measures that we

[33:35] would construct.

[33:36] One of the ones that was most important was energy measures that would improve the building

[33:41] appearance.

[33:43] And so as a result, all three of these schools will be getting all new LED lighting in the

[33:47] main offices and their classrooms and also in the hallways, really excited about getting

[33:52] rid of T-12 lighting and moving to LED lighting.

[33:55] We're also addressing some of the major capital needs that were identified in our condition

[34:01] assessment.

[34:02] Specifically, at Northeast High School, we will be replacing the windows which was identified

[34:07] in our condition assessment report as a high need and priority for replacement.

[34:14] And then one of our last guiding principles for criteria, selection criteria of improvements

[34:21] was providing comfort.

[34:22] And so all the schools where we're receiving improvements to their heating systems that will allow for the flow or fresh air and temperature controls and classrooms.

[34:34] The resolution that will be considered by the school reform commission next week would be to approve a contract with Noresco valued at $24.4 million.

[34:44] Noresco has presented an annual guaranteed savings of 467,000 each year, which represents approximately 2% of the project costs.

[34:54] Our project is being self-financed and paid for out of the capital budget.

[34:59] The approved FY 2018 capital budget set aside funds to account for the pilot program.

[35:05] And the proposed FY 2019 capital budget, which will also be up for your consideration next week, will represent the project cost.

[35:14] The duration of the contract is four years.

[35:17] And the goal, we established a goal, an MWB minority in women owned business participation goal of 35% for this project.

[35:27] And Noresco has exceeded that participation goal and will be providing at a minimum 41% women in minority owned business participation on the project.

[35:37] Upon completion of our construction, the next step as part of this work is to start what's called a measurement and verification phase.

[35:44] This will allow the district to track the Guaranteed Savings presented by Noresco.

[35:50] It will also provide valuable information to us on the performance of the improvements as we look to expand this program to other school buildings.

[35:59] Thank you, commissioners, for the opportunity to present on this exciting pilot program and

[36:03] happy to answer questions that you may have.

[36:06] Thank you.

[36:07] Questions, Mark?

[36:09] I just have two questions.

[36:11] One, can you explain what educational enhancement behavior modification is?

[36:17] Yes, that's a fun way of saying.

[36:20] In addition to the improvements that we're making in the building, there's also work that we're doing with school staff and students to change behaviors.

[36:29] So things like not opening the window and it's too hot, which is also why we're putting in, we're doing improvements around temperature control.

[36:37] And so this spring, we held focus groups,

[36:41] NERESCO held focus groups with principals, the leadership teams,

[36:45] students, and staff to understand what do they know about energy,

[36:50] how do they think about energy in each one of their school buildings.

[36:53] And the goal is once these improvements are done to say, hey,

[36:56] we've put these improvements in place in your building.

[36:58] Now we need your help to make sure that we're conserving.

[37:01] So it's a long way of saying we need you to change your behavior in order for

[37:04] rest of the teeth, some of the savings that we've identified in the project.

[37:09] Then my other question has to do with, and I'm sure everybody wants to know, everybody

[37:17] and we have $4 billion worth of capital improvements that need to happen in our district.

[37:23] So can you explain a little bit about how the three schools were chosen?

[37:26] Absolutely.

[37:27] We looked at data, we looked at a number along with the ECG group.

[37:32] We looked at our utility data usage.

[37:33] We also looked at the building condition, facility condition index score for each one of the schools which was derived from our condition assessment reports.

[37:43] We looked at the building square footage for us larger buildings and being able to implement these energy improvements in larger buildings allows us to achieve savings in a shorter period of time.

[37:56] We identified about 25 schools that sort of met that initial criteria, and it made sense for us as a district, given that a lot of our investments are going towards CTE and early literacy, though we wanted to make sure we were making investments in some of the large high school buildings as well, and this was a way to be able to do that.

[38:16] Thank you.

[38:17] Given that this is a pilot, I assume you're going to take that information from verification and

[38:23] expand, are you looking at doing high schools first or a mixture of schools?

[38:29] I would tell you on school visitations, the first thing you recognize in going in to visit a school is the extreme and teacher.

[38:35] Stream and temperature on different floors or in different classrooms.

[38:39] We are looking at, we are going to look at a mix of schools next year.

[38:43] One of the things that we are fortunate and lucky in Philadelphia is that we have many school buildings that were built the same way in different parts of the city.

[38:51] So there's some efficiency in terms of design that we can achieve as part of that work.

[38:58] We're looking, so we want to kind of get through this, see what we've learned, we've already learned a lot just through the RFP process and going through the selection process.

[39:06] And our plan is over the summer, actually, to start looking again at our data and begin to identify another set of schools that we would propose for this project.

[39:17] Thank you. Any other questions, Fran?

[39:21] Thank you very much, Daniel.

[39:22] Thank you very much.

[39:24] Next on our agenda is hearing from our registered speakers.

[39:28] As a reminder, pursuant to policy 006 and 903,

[39:33] Speakers will be limited to four speakers on each side, four, and against of each topic.

[39:40] In order to prioritize new voices, the topics of speakers who did not speak at our last

[39:46] regular meeting had been prioritized.

[39:49] To respect every speaker's time, we will be strictly enforcing the three minute speakers

[39:55] time limit.

[39:56] Before we hear from our first speaker, Ms. Roush, would you please share our speaker's policy?

[40:03] Thank you.

[40:04] The school reform commission thanks the public for input on school district matters and

[40:08] issues, including the proposed actions being discussed this evening.

[40:14] We ask individuals to register using their own names and to identify any organization they

[40:19] represent as a speaker.

[40:22] Individuals may speak for no more than three minutes.

[40:24] There is an electronic time prompt on the table.

[40:27] When the yellow light comes on, you will have 30 seconds to wrap up your comments.

[40:31] When the red light comes on, your time is finished.

[40:34] Written testimony submitted to the commission prior to the start of this meeting has been shared with commissioners and will be included as part of the record of tonight's meeting.

[40:43] Thank you.

[40:44] Thank you, Ms. Ruff.

[40:45] Thank

[40:48] you Madam Chair. Our first two speakers this evening are Ms. Nia Peterson, student from the youth school on sexual health education.

[40:56] If you could come forward Ms. Peterson and can I also have John Rosenberg, community member and support of the application for Philadelphia Heat Brew Charter School, please come forward.

[41:07] Ms. Peterson? Mr. Rosenberg, you're up? Yes,

[41:27] you may begin, sir.

[41:28] Hi, I'm John Rosenberg, good evening, commissioners.

[41:32] On behalf of the whole Philadelphia Hebrew public team, I'd like to thank the SRC for your consideration next week of our application to open a new school in 2019.

[41:42] We were pleased and grateful to have received such a positive evaluation report from the Charter Schools Office.

[41:48] We took feedback from the office and the SRC adjudication earlier this year very seriously.

[41:53] And we strongly believe that the revised application addressing each note from evaluators demonstrates our commitment to Philadelphia.

[42:00] We're confident that we've met the requirements of the charter school law relating to new school proposals.

[42:05] Further, we have met each of the criteria put forth in the charter school application guidelines.

[42:11] Including complying with the charter school law, demonstrating our capacity and

[42:15] capabilities to provide a comprehensive learning experience to all students,

[42:18] students, demonstrating sustainable community support, and serving as a model of innovation

[42:23] for what would be Philadelphia's first diverse by design charter school.

[42:28] We appreciate the charter school's office's prompt revision of the evaluation report so

[42:34] that it now acknowledges that our application fully meets state curriculum standards.

[42:39] The report noted some concern about the appeal of modern Hebrew to families in Philadelphia.

[42:44] We think this concern is unwarranted, given the overwhelming demonstrated interest from parents,

[42:50] including more intent to enroll forms than there are spots for eligible families in our opening years.

[42:56] Further, we continue to receive intent to enroll forms each day, including a dozen more from eligible families since our revised application submission.

[43:05] These families, I should note, represent diverse communities throughout the city, and are all interested in our model of modern Hebrew and global citizenship.

[43:14] 25 elected officials, community organizations, churches, program partners, and preschool programs submitted letters detailing their support of our model.

[43:23] Their intent to partner with us and their request for the SRC to approve our school.

[43:27] Among this group are representatives Donna Bullock and Jared Solomon, both of whose nearby and diverse communities we would serve.

[43:34] teachers, parents, and center directors at Kencrest Early Childhood Education Centers express

[43:40] deep support for the school, particularly given the diverse cross-section of families

[43:44] enrolled in their head start and pre-K counts programs.

[43:48] I come from New York City, which is one of the most segregated cities in the United States.

[43:53] Despite that segregation, Hebrew public has created three schools in the city that are among

[43:58] the most racially and economically integrated in the city.

[44:01] Philadelphia is a great city that nonetheless suffers from its own severe segregation.

[44:06] We urge you to approve our creation of a diverse and integrated school here.

[44:11] This map shows both the extreme segregation in the city's neighborhoods and

[44:16] the diversity of communities from which Philadelphia Hebrew Public would draw students.

[44:20] If approved to open, we will create a school to make Philadelphia proud.

[44:24] One that will bring together teachers, students, and families from a wide array of backgrounds,

[44:29] and that will forge a community of shared values of empathy, cross-cultural communication,

[44:34] caring, and excellence.

[44:36] Thank you for your time.

[44:37] Thank you, Mr. Rosenberg.

[44:39] Thank you.

[44:40] Our next two speakers are Fernando Tadino, community member on the support of the Hebrew Charter School application,

[44:46] and delete the Thompson community member on kindergarten choices.

[44:50] Please come forward.

[44:57] You may begin, sir.

[44:58] Thank you.

[44:58] Good evening.

[45:00] My name is Fernando Trevinio, and I'm here to speak in support of Philadelphia Hebrew Public. Recently, I was honored to be one of the 45 individuals that the nominating committee presented to Mayor Kenny as candidate to become a member of the new Philadelphia Board of Education. Not as an expert on public schools or even as an expert on finance, but as an expert on language access, immigrant integration, and global citizenship. As a product of public education, I am proud to say that I am a big supporter of public education.

[45:30] public schools.

[45:31] Currently, my two kids, our students at Andrew Jackson,

[45:34] are neighborhood school in South Philadelphia.

[45:37] For the past year, I have also had the pleasure of serving

[45:40] of the Philadelphia Hebrew Public Founding Coalition

[45:43] to create Philadelphia's first diverse by design,

[45:46] public charter school, focus on global citizenship.

[45:51] As a former assistant diplomat from Mexico,

[45:53] and former deputy executive director

[45:55] of the mayor's office of immigrant

[45:57] and multicultural affairs on their major micro-nord.

[46:01] I am relentlessly committed to providing our children

[46:04] with a more comprehensive approach to basic education,

[46:07] and education that champions equal access for immigrants,

[46:10] and education that celebrates multiculturalism,

[46:13] and yes, an education that promotes global citizenship

[46:16] as a tool to open our children's future to the world.

[46:20] This is the kind of education that Philadelphia Hebrew public

[46:23] is planning to bring to our children.

[46:25] Its priority is to educate our kids in a diverse and multicultural environment as bilingual

[46:31] global citizens who actively engage in solving problems in the local, national and global

[46:37] communities.

[46:39] Philadelphia is the first American city to earn the designation of World Heritage City.

[46:44] Every day we become a more international and globally connected city and we're not educating

[46:50] our children in that fashion.

[46:52] It should be an imperative for us to provide our kids with every tool they need to succeed in a global community.

[46:59] Philadelphia Hebrew Public has identified this as a priority and has developed a curriculum and the expertise to allocate our children.

[47:07] This is why I'm here respectfully, and I urge you respectfully to approve this application.

[47:12] Thank you.

[47:13] Thank you.

[47:14] Thank you, Mr. Tadino.

[47:15] Our next speaker, Ms. Thompson, come forward, please.

[47:17] Can I also have Monica Marcellis, parent from May Fair School on switching schools?

[47:23] If you could come forward and Ms. Marcellis,

[47:28] you may begin Ms. Thompson.

[47:30] Being the grandmother of a pre-K is a wonderful and exciting time.

[47:34] Getting ready to enter kindergarten became one of the main topics around our dinner table.

[47:38] But that excitement, student-subsided memories replaced by uncertainty.

[47:43] Since I didn't have a school-aged child, I did not know how to maneuver the Philadelphia public school system.

[47:48] I did some research and found that had to enter my granddaughter Madison into the lottery system.

[47:54] It took off work so I could be present at my first lottery.

[47:57] I was excited because my friends stated that it was like being drafted into pro sports.

[48:02] There are 200 new vacancies for kindergarteners, 200 vacancies for just one school and one neighborhood.

[48:08] Surely we would be selected, but there were over 36 hundred applicants.

[48:13] We were selected 267, my hood faded.

[48:17] I thought I was being proactive when I applied for other charter schools, but our lotteries

[48:22] results were just as abysmal.

[48:25] My mantra has been to do whatever we can just to get Madison through kindergarten and

[48:29] then off to Hebrew public charter for first grade until I learned that they were rejected

[48:34] further bid for new school.

[48:36] It was hard to hear folks fighting against this great school when they were not sitting

[48:41] in my seat panicked about what the future holds for my granddaughter.

[48:44] I was devastated.

[48:46] Our neighborhood elementary school has the lowest possible ratings for academic standings.

[48:52] This year the school prepared only 11% of students to be proficient in reading.

[48:57] None advanced and only 2% to be proficient in math.

[49:00] Again, none were advanced.

[49:02] In contrast, Hebrew Public has a proven track record of providing rigorous academics that consistently

[49:08] outperforms peer schools in the city and state.

[49:11] I'm excited that she'll learn modern Hebrew, aligners that even though we have no cultural affiliation with will benefit her growth and exposure her to new parts of the world.

[49:22] Just as importantly, I would like my granddaughter to be a part of a community of people who celebrate her collectively, no matter her socio-economic standing, her race and her gender, and who believe that everyone should be given an even playing field.

[49:36] Their mission statement is to lead a national movement of exceptional, diverse public charters to teach children of all backgrounds and prepare them to be successful global citizen.

[49:46] We choose Hebrew public.

[49:48] If Philadelphia, Hebrew public charter school doesn't come to fruition, I don't know what we'll do.

[49:53] I urge you to vote yes for Madison.

[49:55] Thank you.

[49:56] Thank you, Ms. Thompson.

[49:58] Our next speaker, Ms. Judith Robinson.

[50:00] Do you come forward, Ms. Robinson, Orlando Acosta, Mr. Acosta?

[50:07] Ms. Linda Clare-Wayman, community member on phasing out strawberry mansion, please come forward.

[50:12] And Maria Roman, parent from John F. Hartran, a discrimination against Spanish speaking families, please come forward.

[50:32] Let me begin.

[50:33] Let me breathe.

[50:37] How do you sacrifice the education and the well-being of 200 children in hopes of getting 2000?

[50:45] In March of 17, our retired from a school where children were loved and programming was in place.

[50:51] April, new leadership started.

[50:54] June of 17, the teachers grew very concerned about the new administration because of the changes being made.

[51:00] They wanted the new leadership to get support.

[51:04] They wrote an open letter to the assistant superintendent and the PFT.

[51:09] There was no inquiry into the letter and no support was given to the new principal.

[51:14] July of 17, August of 17, was their oversight of the new principal, was the school opening check list submitted.

[51:22] Roaster scheduled for the upcoming school year.

[51:25] Here's where you would have noticed all the programming was removed from the schedule.

[51:28] The assistant superintendent is supposed to oversee this process.

[51:32] In September, because no investigation was done about the teachers concerns, many transferred.

[51:38] Those teachers were replaced with par teachers.

[51:40] teachers, part teachers are unsatisfactory teachers, and you can check that in the effective

[51:45] system.

[51:46] Every teacher was replaced with an unsatisfactory teacher.

[51:49] Students arrived, programming was not there, familiar teachers were not there, and there

[51:54] were a lot out of their school every day after 9 o'clock, then 830, locked out of their own

[52:00] school every day.

[52:01] Can you imagine coming back to your high school and everything is gone?

[52:05] And then on top of everything else, you're locked out after you leave when you're late.

[52:10] October to January, students had no familiar programming, all different roles to follow.

[52:16] Many unsatisfactory teachers, no off-site experiences, sadness set in and frustration grew.

[52:23] So many students transferred, they were taught that they deserve better.

[52:27] On January 23rd, the SRC was sent to see the destruction that was allowed to happen on the day the principal was absent.

[52:35] I could only imagine what they saw, I knew what they saw.

[52:38] March 18th, March of 2018, one year after I left, closing,

[52:44] phasing out, repurposing was first mentioned, one year after.

[52:48] And the Assistant Superintendent said it was a school-based decision to eliminate everything in the school that the students were used to having.

[52:57] May, now it's May, there's no principal, a new Assistant Superintendent because the other one was gone.

[53:04] And the students, especially the seniors, have suffered through it all.

[53:07] And to put salt in the womb, the building is now being used as a district professional development center during the instructional school day.

[53:16] How could you be so cruel to already traumatize children?

[53:20] Why do you think it is logical to sacrifice 200 children in hopes of getting 2000?

[53:26] While with 2,000 children come after witnessing the treatment and the destruction of 200.

[53:34] Thank you Miss Lane, man.

[53:36] Thank you, thank you for your testimony.

[53:39] Ms. Alicia Walker, Ms. Walker, are you here?

[53:44] Yes, Ms. Parent from John Hancock on Student Academics and can I also have Randy Morgan,

[53:50] Parent from Add Prema Charter School on Relocation of Add Prema, please come forward.

[53:59] Maria Roman's not here, is that correct?

[54:02] She here?

[54:03] Yes, thank you, I did call her name earlier, thank you.

[54:06] All right, Miss Walker, you may begin.

[54:08] All right, good afternoon, everyone.

[54:10] My name is Alicia Walker, and I'm here to discuss student

[54:12] academics.

[54:14] My son Jordan Boyard attends the Giant Hancock

[54:16] Demonstration School located in the Northeast.

[54:18] My son was transferred from Inquiry Charter School

[54:21] last April to Hancock due to us relocating to a new home.

[54:25] Although he was only in the first grade at that time,

[54:27] I definitely saw the progression in his work

[54:29] after only three months of attending Hancock.

[54:31] I was so pleased with the staff.

[54:33] If my son grades were great, his teacher Ms. Belts was a sweetheart.

[54:36] Fast forward to me on Jordan B and in the second grade with the new teacher Mrs. Montgomery.

[54:41] There's no communication whatsoever between the two of us.

[54:45] I have x for conferences, second and third report, second report period, the conference went okay.

[54:50] Although I have requested not only Jordan's report card, but also all of his test scores,

[54:54] class participation grades, homework assignments, et cetera.

[54:58] I wanted to see how my son reading grade went from an A to a B.

[55:01] I told her I wanted to make sure I kept Jordan on the right path with his grades and that

[55:06] I didn't want him slacking.

[55:08] She replied by saying she would follow up with me in a week via email which never happened.

[55:13] Here we are a third report and yet I've requested a second time, this time to the office.

[55:17] Still nothing.

[55:18] I've tried setting up a conference this period which Mrs. Montgomery apparently has no recollection

[55:23] of.

[55:24] My son received second honors and cried because he didn't understand why he keeps

[55:28] receiving this one B, stopping him from first honors.

[55:32] I love the school.

[55:33] I'm just not sure of his teacher.

[55:35] I'm starting to feel like we're being treated unfairly.

[55:37] My son's ill.

[55:38] Like every time he does something good in class,

[55:40] he gets no recognition.

[55:42] But when a few of his classmates, I'm sorry,

[55:44] does something good and Mrs. Montgomery congratulate them.

[55:47] I really don't want to take my son out of the school.

[55:50] But if we're going to continue to be ignored,

[55:52] what's left for me to do at this point?

[55:54] I've even met with one of the deans at the school

[55:56] who happened to be a substitute their day.

[55:58] And she stated that she would pass my message along,

[56:00] and that someone from the school should be calling me by Wednesday.

[56:03] Well, that was yesterday.

[56:05] No call, no email, no nothing.

[56:07] I'm not sure if there's any personal issues the teacher has with me,

[56:10] but please don't take it out on my child.

[56:12] He's an A average student coming from a family like mine's that's major,

[56:16] and I just want to keep it their way.

[56:17] Thank you all for your time.

[56:19] Ms. Walker, have you spoken to the principal at the school?

[56:22] I'm so waiting on the call, Ben.

[56:23] Okay, so I'm going to have Dr. Burd also talk with you as well, okay?

[56:27] He's responsible for all schools.

[56:29] Okay.

[56:29] Yeah, thank you.

[56:30] Thank you.

[56:31] Thank you, Ms. Walker.

[56:32] Ms. Morgan, can I also have Donna Bell, community member?

[56:37] Are we location of the ad creamer?

[56:39] Please come forward.

[56:41] You may begin, Ms. Morgan.

[56:43] Okay.

[56:44] I truly believe our teachers have the most important job ever.

[56:47] They are teaching our students to be productive members of society and our future leaders.

[56:52] And Prima believes students should tackle academic curriculum in ways that are engaging,

[56:57] meaningful, and adaptable through a variety of learning styles.

[57:01] Yet, our teachers and Prima are not being given the most important tools to accomplish

[57:06] this.

[57:08] Our teachers are not being given the opportunity to teach in a way that is relevant to today's

[57:14] world.

[57:15] So our children can reach their fullest potential.

[57:18] Currently, our children are being robbed of a versatile, enjoyable school experience,

[57:24] because the current school building on Frankfurt Ave is hindering their opportunities.

[57:31] Why isn't the Frankfurt Ave building enough?

[57:34] Because we need to dig deeper and reach the hearts of our students.

[57:38] We need to give our children access to amenities that will allow each child to be reached within.

[57:45] So they can show up the gifts that they have been given.

[57:47] The Frankfurt location has limitations on our child's progress

[57:52] and everyday routine because the building simply is not large enough for our growing school.

[58:00] Right now, the cafeteria is also their auditorium and their makeshift gym.

[58:05] The art teacher has to travel to each classroom just to have class and

[58:09] Spanish is being taught on the stage in the cafeteria.

[58:12] I believe the larger, more modern building at Theronab,

[58:16] We have will accompany our school needs so we can give our teachers and our students a place to excel and reach their highest potential.

[58:23] Thuron Ab will provide a healthy school experience and support the learning goals Ab Prima has in place.

[58:29] Because of the ability to incorporate more technology, offer science and computer labs,

[58:35] have access to a separate gym and auditorium as well as additional classrooms for art, music, and Spanish class.

[58:41] Our children will be able to show off all of their talents and become well-rounded students who can shine in many lights.

[58:49] Thuron Ab also gives our students and staff access to a full cafeteria, lockers, and they'll be able to teach and learn in a comfortable setting due to central heat and air conditioning.

[59:00] Morale throughout the school will be higher than it is now because our children will be proud to call the Thuron Ab Building home.

[59:07] If we are not allowed to move and we remain stagnant, we will not see the heights our future leaders can reach.

[59:12] If we say at Frankfurt Ave, low morale amongst our students is inevitable and my fear is our teachers will not remain dedicated because they don't have the tools they need to be the best version of themselves.

[59:24] If we remain stagnant, we are setting ourselves up for failure to avoid that, I'm asking for your help.

[59:32] I want the SRC and the Charter Office to walk this journey beside us.

[59:36] We are asking for you to watch us grow and become a positive example for the community and schools around us.

[59:41] We are asking you to continue to believe in us.

[59:44] We have shown our strength when we were down.

[59:47] Thank you, Ms. Morgan, for your testimony tonight.

[59:50] Thank you.

[59:51] Can I have Ms. Bell?

[59:52] You can come forward, please.

[59:53] Can I also have Teresa Edmunds, Pairing from Ed Prima.

[59:56] You can please come forward.

[1:00:03] You may begin Ms. Bell. Good afternoon. Hi, my name is Donna Bell, and I'm a teacher at I premium charter school. Thank you for letting me address the committee about the positive impact that the premium charter school has on the education of filled-up students. I joined the I premium family in 2005, and for one year taught in a rigorous environment that set in motion students who strive to do their best both academically and as a person. After a year, I made a decision to pursue other educational opportunities, but I never forgot my

[1:00:47] I'm sorry, I was extremely pleased that it was still a part of a group that is striving

[1:00:52] for excellence in education.

[1:00:55] The school took an initiative to ensure that the curriculum was rigorous and relevant

[1:00:59] and our building was safe and welcoming.

[1:01:03] At Prima did these things by making changes to the curriculum,

[1:01:07] not getting new materials and even new building

[1:01:09] for the overbroker campus.

[1:01:11] I'm looking forward to seeing these changes

[1:01:14] for our Franklin campus.

[1:01:16] The current Franklin campus lacks the technology

[1:01:18] and learning environment to provide the kind of program

[1:01:21] that we offer our students.

[1:01:24] Therefore, it is absolutely imperative

[1:01:25] that the Franklin campus be relocated to so students can achieve their fullest potential.

[1:01:32] The move to a newer and larger building that is much more technologically advanced would help the teachers fulfill their mission.

[1:01:42] The move to a new location will provide a clean slate for our new students who deserve the best environment that we can provide.

[1:01:49] Please consider all these factors when you're making your decisions to help the teachers at Ed Prima try to school.

[1:01:56] Thank you.

[1:01:58] Thank you Miss Bell.

[1:02:00] Miss Edmonds, you can come forward, please.

[1:02:12] You may begin Miss Edmonds.

[1:02:15] Good evening, everyone.

[1:02:17] With respect to the panel and everyone else in the room.

[1:02:21] My name is Teresa Edmonds, and I am the proud mother of two seven three Ed Prima students.

[1:02:26] It's an honor to represent the parents of ad-premise that are pleased about the move to the new location and the opportunity for a better educational environment for all of our children.

[1:02:39] I'm specifically here to ask that you grant the approval for ad-premise charter schools frame for the avenue site to relocate to 8034 through around Avenue.

[1:02:49] My children and I have been members of the Ed Prima family since the first day that the

[1:02:54] Frankfurt site opened. I have had the opportunity to see the school open on an extremely high

[1:02:59] level, struggle through hard times, and fight to make it to where it is today, on the right path back

[1:03:05] to the top. I believe that your approval for us to move to the new location would allow what

[1:03:10] only enhanced the school administration's plans for our children's future endeavors. The new location

[1:03:17] has much more space, sensual air and heating, an in-account system, personal lockers,

[1:03:23] newer technological resources, a lunch room and gym that are two separate entities, and

[1:03:29] it also has more modern capabilities that would allow the faculty and the children to

[1:03:33] better respond to today's unfortunate need of being able to shelter in place.

[1:03:39] Most, more importantly, for me personally, it's located in a safe-renable hood in general.

[1:03:44] This makes me feel more at ease when thinking about my children walking to the nearby track and field that added community resource alone will provide increased opportunities for the children to experience even more physical exercise as well as the chance for added extracurricular and team building activities.

[1:04:05] Finally, I would like to reiterate that we, the family of Add Primer Charter Schools,

[1:04:09] Frankfurt Avenue site, would like for your immediate approval to relocate to its future

[1:04:14] location.

[1:04:15] There's nothing but positive thoughts as to why the school could and should move to this

[1:04:20] new location.

[1:04:21] This would allow our present children and faculty to move out and move on to a new ability

[1:04:27] with more space and opportunities.

[1:04:29] It would also allow our present and future students to reap the benefits of the present administration's plan to move forward by providing enhanced skill building and curriculums so that our children can continue to move up and grow into productive and successful individuals.

[1:04:46] Please do not stop our children from moving out, moving on to move forward and move up in this sometimes irrational world which we presently live in.

[1:04:55] Thank you.

[1:04:56] Thank you, Ms. Evans.

[1:04:58] Our next speaker is Mama Gail, community member on Sarah Recreation Center.

[1:05:16] You may begin, Mama Gail.

[1:05:17] Thank you.

[1:05:18] Greetings.

[1:05:21] I came to speak about Sarah Recreation Center swimming pool.

[1:05:28] But before I do that, I took some, these are older pictures, but those are pictures of work

[1:05:34] that my husband and I did.

[1:05:36] that he did win his case for everybody that's here against the school district to get his pay for the year he was out sick.

[1:05:45] And the money that he got, we put into fair, we put money from that money into fair recreation center.

[1:05:54] With the help of the school district, members of the school district and

[1:05:59] people from the community, as I keep saying, the talk is always money, money, money.

[1:06:04] It's not always money that's the need.

[1:06:07] Often times it's people and their expectations and their heart and their will to make a difference.

[1:06:15] In the computer room, we got computers from the school district added to computers that were given to the district by the comedian.

[1:06:24] We had two printers that were donated to us by the school district for my program.

[1:06:32] The program never took place because people that worked there didn't see what I could see or what we could see.

[1:06:41] And I used to talk all the time about gatekeepers, road blockers,

[1:06:45] opportunists and neutralizers, and that's what I found in place.

[1:06:49] We have a director, I think they call him recreation leader,

[1:06:54] who has taken the computer room and made an office out of that when there's an office on the first floor.

[1:07:00] We got desks from the school district for the first floor, for them the new desk that's in the front that went from that old metal desk came from the school district that's in the front, as you see.

[1:07:14] Thanks to Fran and other people at the district who helped while Fran was in that position.

[1:07:21] We got a new kitchen put in, friends of mine donated money for the stove.

[1:07:25] and friends that work for the police force donated money for the refrigerator that we took from Huey's school and put over there since Huey was closed.

[1:07:37] I'm asking for folks to intervene, I spoke to Janie Blackwell this earlier today, and she said in two weeks there will be work done on the pool.

[1:07:48] This building had been neglected for a long time, just as Huey had been neglected, and I'm asking you,

[1:07:54] I don't want to pull my folks away from the program because we invested a lot of time, energy, and love in it, but even meeting with the Commissioner about a week and a half ago, the Deputy Commissioner and others from the Recreation Department, Matt was there for the school district, I was told I could only come, nobody else could come with me, I bought my daughter, I'm saying to you, we need an intervention, you-

[1:08:21] Yeah,

[1:08:51] Monica, thank you, and thank you for the work that you put into that center.

[1:08:57] In addition, I've been in contact constantly with the Councilman Blackwell on this, and

[1:09:04] we're working through some of the issues you described in terms of who's using the space

[1:09:09] and how they're using it.

[1:09:11] We can help you with that.

[1:09:13] And we will pull a team together to make sure we're working with Parks and Recreation Department

[1:09:19] So that they're clear guidelines about who uses what and then how do we take care of the rest of those spaces the council

[1:09:26] Women is also made a commitment to help us with the pool as well and so talk to her earlier today

[1:09:32] I think after she spoke to you. Yes

[1:09:35] Thank you mom again. All right. All right next speaker is Leah Cloud and community member on

[1:09:42] Sarah Recreation Center. Can I also have I lean poses community member on funding priorities come forward please?

[1:09:49] this cloud you may begin. Greetings excuse my voice. My mother pretty much said

[1:09:55] everything that I was going to say too. I just want to know how can we make it a

[1:10:00] fully functioning recreation center where both even a school district and parts

[1:10:05] and recreation can actually benefit from.

[1:10:10] I mean we've we've sat down like my

[1:10:12] mom said with the commissioners spoke you know talk to them about everything but it's

[1:10:17] It's still, I'm happy that you say you'll make a commitment to make sure that the partnership is better, or function, and better.

[1:10:26] In addition, I guess I'll just add there are five day care that visit that center every day.

[1:10:32] They walk the children over, they use the center.

[1:10:35] Whether it's the bathroom or the outside, like the playground that's right there, you have SLA at one time was using a swimming pool.

[1:10:42] You know, you have potential to do actually teach children in the school district of swim.

[1:10:48] Sarah High School is right there, where everybody can just walk to the back.

[1:10:53] It doesn't make sense that there is not a true partnership in this unique design of sharing space,

[1:11:00] especially with the taxes on both sides, whether taxes from education and

[1:11:05] the taxes from parts and rights, so, thank you.

[1:11:09] Thank you, Ms. Clouton.

[1:11:10] Ms. Postes, you can come forward.

[1:11:12] Please, can I also have Jason Tucker,

[1:11:14] a community member on Deep Roots Charter School.

[1:11:16] Please come forward.

[1:11:18] As a retired teacher who worked in the school district

[1:11:21] for many, many years,

[1:11:22] I read with interest the inquire articles

[1:11:25] about the state of our schools.

[1:11:27] Of course, I lived that.

[1:11:29] And I also looked at the resolutions

[1:11:31] and what we're spending money on,

[1:11:32] and it made me think of this song.

[1:11:34] What good is spending our public money?

[1:11:39] It helps all the vendors play.

[1:11:43] Watch how the S.R.C. spends funds

[1:11:46] till we are truly stunned.

[1:11:50] Give some to charters to TNTP,

[1:11:55] outsource to one right way.

[1:11:58] Watch how the S.R.C. spends funds

[1:12:02] Till we are truly stunned.

[1:12:05] Come pay for Giants, give to relay

[1:12:08] How about the Chester Virtual School?

[1:12:13] Write this way, it's for the taking.

[1:12:16] No use permitting repairs for our schools

[1:12:20] To take all the lead away.

[1:12:24] Just watch the neighborhood schools decay.

[1:12:28] Just watch the neighborhood schools delay.

[1:12:31] we decay because that is the SRC way thank you miss houses thank you thank you

[1:12:42] our next speaker Jason Tucker please come forward and can I also have Doug

[1:12:47] Black community member from the Roots Charter please come forward as well thank

[1:12:51] you Mr. Tucker you can begin sir good afternoon my name is Jason Tucker and I have

[1:12:58] been given the honor of speaking on behalf of the Board of Deep Roots Charter School

[1:13:01] I presently serve as board secretary and professionally I serve as vice-president of acquisitions

[1:13:06] and development for a local commercial real estate development company.

[1:13:09] Given the nature of the issue before the spotting, I feel uniquely qualified to speak on behalf

[1:13:13] of deep roots with respect to our request to locate our school in the building currently

[1:13:17] occupied by ad-premise charter school located at 3556 Frankfurt Avenue.

[1:13:22] Last year, the charter school office denied ad-premise requests to relocate to a different facility.

[1:13:27] In their 2017 relocation request, at premissated concerns about the condition of 3556 Frankfurt.

[1:13:34] Specifically, at premissited two examples of costly repairs, the heating system in the commercial kitchen.

[1:13:39] After hearing these concerns, the charter school office recommended that the school reform commission deny, at premiss relocation requests, thereby ensuring students would remain in the building during the 2017-18 school year.

[1:13:50] Last year, the charter school office made the determination that 3556 Frankfurt was safe for

[1:13:55] Ed Prima students to occupy during the 2017-18 school year.

[1:13:59] Despite the CSOs determination that the facility was safe, Ed Prima proactively made substantive

[1:14:04] updates to both the heating system and the kitchen during the school year.

[1:14:08] As a result of Ed Prima's facility updates, 3556 Frankfurt is in substantially better condition

[1:14:13] today that it was in June 2017 when the CSO determined that the building was already safe for

[1:14:18] occupancy.

[1:14:19] I want to be clear.

[1:14:20] In the year following a CSO determination that the building condition was fine for students,

[1:14:24] add prematurely improved their building.

[1:14:27] Deep roots is confident that 3556 Frankfurt will be an appropriate facility for students.

[1:14:32] Deep roots in conjunction with construction partners building hope and shift capital will upgrade the HVAC equipment,

[1:14:38] test and repair all life safety and electrical systems, and make non-structural changes such as new windows and paint starting June and finishing in July.

[1:14:45] If deep roots occupy 3556 Frankfurt in the 2018-19 school year, students will enter a building

[1:14:52] with significant and substantial safety and sanitary upgrades compared to the two prior

[1:14:56] school years.

[1:14:57] I have personally inspected the facility with our operations-

[1:15:00] And the building has tremendous potential to satisfy short-term operational needs, as well as longer-term facility requirements. Deep Roots has even begun talks to acquire neighboring properties to accommodate the school operations and growth beyond the 2020-21 school year. To specifically address concerns with the present condition of the building, deep roots, working in juxtaposition with its construction partners, has set aside an additional $200,000 in its budget for immediately facility requirements, excuse me, improvements.

[1:15:27] We, the Board of Deepers Charter School, agree with the CSOs 2017 determination that the building is adequate for

[1:15:33] operation in as is condition, but we strive to perform at a level far surpassing adequacy.

[1:15:39] That is why we have committed funds in our budget for the immediate short term and long term facility upgrades necessary for our educational program.

[1:15:46] The building can't simply go from being okay for use, undergo simple significant improvements, and then be determined unfit for occupancy.

[1:15:54] Such a determination would call into question the judgment of all parties involved.

[1:16:00] Thank you, Mr. Tucker, for your testimony tonight.

[1:16:04] Mr. Doug Black, if you can come forward, can I also have Denise Marie-Ramos Rivera come forward,

[1:16:09] community member, or deep-rooched charter school?

[1:16:13] You may begin, Mr. Black.

[1:16:15] As the members of the SRC, thank you for your time today.

[1:16:18] My name is Doug Black.

[1:16:19] My wife, children and I have lived at the corner of East Clearfield Street and

[1:16:23] tool of street for the past seven years.

[1:16:25] We believe this to be a critical juncture for our family, friends, and

[1:16:28] neighbors in the Port Richmond and Kensington neighborhoods, which we call home.

[1:16:33] One of the most powerful ways to build a strong community is through education.

[1:16:37] Education inspires children to become leaders, parents to engage with their communities,

[1:16:42] and communities to seek growth and prosperity.

[1:16:44] And quality education in struggling neighborhoods such as those we live in,

[1:16:49] help individuals and families gain the skills and the strength to break barriers.

[1:16:53] Deep Roots Charter School opening fall of 2018 is a new charter school with a new model that we,

[1:16:59] as a community, believe can bring about new opportunity for students and families.

[1:17:04] My wife and I have met with staff members and have explored their core values of practice,

[1:17:08] service, and purpose at great length.

[1:17:11] These are not just corporate values that have no bearing on the day-to-day operations.

[1:17:15] We have talked at length about plans for family engagement, high frequency teacher coaching,

[1:17:21] and a high level of student behavioral accountability.

[1:17:24] They are focused on helping individual students, along with their families, own their education

[1:17:29] for their long-term growth and sustainability of the community.

[1:17:33] Deep Roots is pursuing occupation of the property at 3556 Frankfurt Avenue.

[1:17:38] I speak for myself, my family, and a number of parents in the catchment covered by Deep Roots,

[1:17:43] allowing deep roots to have this property would serve our neighborhood well for the duration of the school's existence.

[1:17:51] Doing so as quickly as possible would allow deep roots to prepare adequately and

[1:17:55] expertly for the upcoming 2018-2019 school year.

[1:18:00] I ask the SRC to approve deep roots occupation of 3556 Frankfurt Avenue as quickly and

[1:18:08] expeditiously as possible, so that deep roots can be part of building a strong neighborhood

[1:18:12] for our current generation and the generations to come in the coming school year.

[1:18:16] Thank you.

[1:18:17] Thank you, Mr. Black.

[1:18:20] Ms. Ramos for there, please come forward, and Coleman poses, community member on teacher-least policies.

[1:18:27] Teacher-leaf policies, please come forward.

[1:18:33] You may begin, ma'am.

[1:18:35] Hello, my name is Denise Marie-Ramos.

[1:18:37] I've been here in Philadelphia for four years.

[1:18:40] For five years I've been applying for all the charter schools for my son, Abraham.

[1:18:46] He is in first grade now.

[1:18:48] I have been denied all those charter schools because of the lottery process.

[1:18:53] So I am very happy and excited that he is finally accepted in a charter school like Deep Roots is.

[1:19:00] I'll sell the location for the Frankfurt Avenue.

[1:19:03] For me, it would be great, it's only 11 minutes away from my house.

[1:19:09] Also, one of the positive things that I see here, they do have a full-time nurse.

[1:19:16] My son is type one diabetic, so he would need a school with a full-time nurse.

[1:19:21] I also try to get him into a private school and that the nutwork out either is lottery too,

[1:19:28] even if I was paying.

[1:19:29] So I am very happy that now he will be able to get a better education and

[1:19:34] and a better learning opportunity for him.

[1:19:38] Thank you.

[1:19:39] Thank you, Mr. Rivera.

[1:19:41] Mr. Postes, if you can come forward.

[1:19:43] Can I also have Barbara Dowdall come forward, community member?

[1:20:03] Good afternoon.

[1:20:06] Before the minstitude, a conservative education think tank,

[1:20:10] published a report in September making two claims.

[1:20:14] One, the teacher absence affects student achievement and two,

[1:20:18] that teachers and charters used fewer sick days than teachers in regular public schools.

[1:20:24] Although the report was not peer reviewed, it was evaluated by the National Education

[1:20:28] Policy Center at the University of Colorado and found serious methodological flaws in

[1:20:35] the study.

[1:20:36] More recently, in closer to home, the organization Excellence Schools, Pennsylvania conducted

[1:20:41] a study entitled The High Cost of Teacher Absenteism in Philadelphia, which claims that daily teacher

[1:20:47] The other absentee is and runs about 6% in Philadelphia schools as opposed to the national average of 2.8%.

[1:20:54] While the 6% figure comes from school district AIDO and teacher absences, the 2.8% figure comes from a category in the labor force statistics from current population survey entitled education training and library occupations, which obviously covers many more professions than just elementary and high school teachers.

[1:21:18] Furthermore, the school district number correlates with the National Epsom T-Rate of 6% provided in the 2014 study by the National Council on Teacher Equality.

[1:21:29] It appears the teacher illness is the latest fad for study by organizations interested in the privatization of education.

[1:21:37] The idea being that a single dubious study does not carry the same weight as an entire body of questionable work.

[1:21:45] These organizations believe that somehow two or more wrongs make a right, yet their research oddly neglects to address two issues closely related to teacher absenteeism.

[1:21:58] The first is teacher turnover, which often occurs in the middle of a school year and affects charter schools at a rate much higher than a public school.

[1:22:07] Don't such disruptions affect students, at least as profoundly as teacher absenteeism.

[1:22:13] The second is achievement.

[1:22:15] The Fordham study does to great lengths to explain the connection between absenteeism

[1:22:19] and student achievement, yet offers none of its own data to support this claim, possibly

[1:22:24] because the respected study, that possibly because respected studies, will for very little

[1:22:29] support to show the charters outperform public schools.

[1:22:32] Under graduates have failed Research 101 for using the methods these organizations have adopted for their respective studies.

[1:22:40] I hope to you agree with this assessment.

[1:22:43] Thank you, Mr. Poesies, and let's try this again.

[1:22:47] Barbara Dowdall, can I say it right, is Dowdall?

[1:22:54] Dowdall Dowdall is my name, teaching English was my game.

[1:22:58] Okay, it's actually my husband's name.

[1:23:04] A recent filly.com article addressed the widespread lack of information that Philadelphia

[1:23:10] public school students often have in regard to the names of their schools.

[1:23:16] I will need a consultant to consult a certified school librarian for assistance in locating

[1:23:20] the article on the internet.

[1:23:23] Though a Philip Randolph 20th century labor union and civil rights giant is unknown to the

[1:23:28] general public, students at his namesake school generally are both knowledgeable and proud.

[1:23:32] They deserve nevertheless to have a fully functioning school library where a corner could

[1:23:38] be devoted to the substantial number of volumes devoted to his life.

[1:23:43] 1975, a Phil Randolph skills center opens on Henry Avenue in a repurposed factory.

[1:23:49] Randolph himself attended the opening ceremonies.

[1:23:53] Randolph skills had a library and a certified teacher librarian.

[1:23:57] Books stamped Randolph skills still appear mysteriously around the city.

[1:24:02] 1993 Randolph was linked administratively to Merrill Dobbins.

[1:24:06] Dobbins ran off area vocational technical school, one grade school, two campuses, one

[1:24:12] certified teacher librarian and one library assistant shared between the two buildings.

[1:24:18] 2004, Dobbins and Randolph are separated, except for the football team.

[1:24:24] Dobbins retains the CTL, Randolph retains our Lima.

[1:24:28] 2005 Randolph library resources are severely curtailed and library assistant faces transfer.

[1:24:35] SRC is presented with petition signed by 140 students and staff in appeal for retention

[1:24:42] of LIMA, our library assistant.

[1:24:45] She transfers to John B. Kelly.

[1:24:48] 2006, SRC under Paul Vales provides funds for a certified teacher librarian, support eliminated

[1:24:55] after two years.

[1:24:57] 2008, Randolph Library got in.

[1:25:01] No professional staff, books replaced with computers,

[1:25:05] and the room was renamed Success Center.

[1:25:10] Ten years without a library, and ten years of receiving students

[1:25:14] whose elementary and middle schools were also more and more likely

[1:25:17] to lack this essential resource, SRC Legacy.

[1:25:23] And there are three books that I did lend to the SRC for the future Randolph Library.

[1:25:28] And so those three books, I think I should get back because I don't see it happening before the end of the SRC.

[1:25:37] And I think Dr. Hight, you have the buyer rusting that will go into that collection as well.

[1:25:41] Thank you.

[1:25:42] Thank you.

[1:25:44] Ms. Carol Kalimnik, if you could come forward.

[1:25:46] All right, community member against any new charter schools and Ms. Linda Rubin, community member on SRC's responsibility to school student and Linda's not here.

[1:25:56] Thank you.

[1:25:57] School and Nick.

[1:25:59] Sorry.

[1:26:06] Okay.

[1:26:07] Hopefully tonight you take my comments on Philadelphia Hebrew charter school and the consideration.

[1:26:13] When you vote next week, I'm hoping that next week I can commend you for doing the right thing.

[1:26:20] Some of you proclaim yourselves to be all about the children and others to be advocates for our children, as Parkland Survivor Emma Gonzalez said bullshit.

[1:26:30] You have a chance next week to step up and shed your hypocrisy and cowardice by denying Philadelphia Hebrew Charter School and tonight by voting known Resolution B15,

[1:26:42] pouring money into a vendor instead of into Strawberry Mansion Heights School.

[1:26:47] We cannot afford any more chargers.

[1:26:50] Every time you take this cowardly action of approving charter schools,

[1:26:55] using your excuse of fearing expensive lawsuits filed by charter management companies denied a contract,

[1:27:02] you rub district classrooms of the resources they need.

[1:27:06] Our schools still operate under Dr. Heights' doomsday budget.

[1:27:09] But the recent series on toxic schools shows how devastating some buildings are to our children's health.

[1:27:16] You continue to drain money by approving charters.

[1:27:20] There are the SRC as no problem spending millions on outside legal counsel.

[1:27:24] You dragged out settling the app sunshine lawsuit by hiring one of the most expensive law firms in the city.

[1:27:31] Step up to the plate of courage and deny this carpet bagging New York City charter management organization.

[1:27:37] This charter school spends four classroom hours a week teaching Hebrew, a language spoken in Israel.

[1:27:45] They also promote the study of Israel, a country whose government just murdered 62 unarmed

[1:27:51] Palestinians.

[1:27:52] Is this something you really want to support?

[1:27:55] Dr. Hyde is closing, strawberry mentioned high school despite denying it.

[1:27:59] He continues attempting, well, we can discuss it.

[1:28:02] We keep continues attempting to diffuse the strong resistance to his plans for

[1:28:07] a strawberry mansion complex.

[1:28:09] He has systematically stripped mansion of resources, staffing, and programs.

[1:28:13] They have over nine teacher vacancies in a school of under 300 students.

[1:28:18] No music teacher despite drake, gifting them with a music studio, no culinary arts teacher despite

[1:28:24] that having been a point of pride.

[1:28:26] Resolution B15 sends $13 million into a vendor's pocket for

[1:28:31] an accelerated program at mansion proving that there is money available.

[1:28:36] District lip surface of pretending to listen to students in the community supporting them has failed to stem the protests.

[1:28:43] Dr. Hight used similar tactics on the six priority schools earlier this year,

[1:28:48] ignoring the needs and demands put forth by school stakeholders and inserting outside vendors

[1:28:53] that no one asked for as he continues to privatize as much of our district as he can.

[1:28:58] Shame on all of you for allowing this to happen.

[1:29:03] Thank you, Ms. Kalimnik.

[1:29:05] Our next speaker, Lisa Haver, community member.

[1:29:08] SRC's responsibility to school students and Ms. Allison McDowell, please come forward.

[1:29:14] Community member and public private partnerships.

[1:29:20] Good evening, my name is Lisa Haver.

[1:29:23] Last week, absent an email to all SRC commissioners asking for

[1:29:28] explanation of the SRC's vote to approve Franklin Town Charter Middle School.

[1:29:33] Government officials have an obligation to explain to the public why they make the decisions they do and

[1:29:38] how and why they spend taxpayer funds.

[1:29:41] The SRC did not read the resolution in full and did not explain their reasons at the April 26 meeting.

[1:29:47] Nor did the SRC respond to our letter, despite the detailed news reports of the pyramid scheme that Franklin Town is perpetrating.

[1:29:54] despite the company's precarious financial situation,

[1:29:58] despite the fact that they should.

[1:30:00] With no community support, one letter came from six flights amusement park, and others from businesses in New Jersey, despite the fact that Franklin Town basically blew off the charter school office over 30 instances, which we detailed in our letter and addendum to the letter 30 instances, in which Franklin Town failed to address concerns in the second application that were raised in the first one, the SRC voted to approve another school for Franklin Town Charter. I'd like to use

[1:30:29] It's a rest of my time so that the SRC can fulfill its obligation to the taxpayers and the stakeholders to explain its vote, to approve another school for Franklin Town shorter.

[1:31:14] Hi, I just want to be responsive to your request.

[1:31:17] Okay, I appreciate it.

[1:31:18] And my commitment is that next week at our public meeting that I will explain my vote for Franklin Town.

[1:31:29] I've got 55 seconds left so you can start now.

[1:31:32] No, that's not commitment in response.

[1:31:41] There must have been a reason if that's why the SRC voted that way.

[1:31:45] Last week, there must have been a reason at that time.

[1:31:49] And I'll just remind everybody that the SRC did not read the resolution in full.

[1:31:54] That is a violation of the Sunshine Act.

[1:31:55] You have to tell people what you're voting on before you vote on it, not after you vote on it.

[1:32:04] And we've communicated with the SRC several times about that.

[1:32:17] I voted no.

[1:32:17] I know, and I thank you and thank you Ms. Haver your time is up.

[1:32:23] Thank you, ma'am, for your testimony.

[1:32:24] Possibly that other guy could have explained, but Ms. McDowell, Ms. McDowell, thank you.

[1:32:40] You may begin Ms. McDowell.

[1:32:42] Yes.

[1:32:43] Rich Lane Limited Partners is a merchant bank, co-founded by former Governor Tom Ridge in Arbred Lane.

[1:32:50] The firm specializes in corporate strategy and venture development for private growth stage technology companies.

[1:32:56] Its website claims it is at the apex for public and private sectors with over 50 well-connected

[1:33:04] advisors to broker corporate government deals and information technology, sustainability,

[1:33:09] real estate, and education.

[1:33:11] Ridge Lane has extensive ties to the military and to the Department of Homeland Security.

[1:33:17] Their team includes a dozen former governors, both Democrats and Republicans.

[1:33:21] It includes thought leaders who seek to channel education into competency-based workforce-aligned pipelines.

[1:33:27] There can be little doubt that Ridge Lane and predatory firms of this type aim to redesign government as a public-private partnership that serves the interest of social-impact investors.

[1:33:38] In education, this will happen through pay-for-success provisions embedded in the Everage Student Secrets Act.

[1:33:44] Dr. Hyte, I was disbade to see you listed as a senior education advisor on Ridge Lane's website.

[1:33:52] How can you, in good conscience, serve as an advisor to a consulting firm that views

[1:33:55] public education?

[1:33:58] Our system is far from perfect and was never intended to serve all children well, particularly

[1:34:02] black and brown children.

[1:34:04] But you actually believe partnerships with defense interests and hedge fund managers will create

[1:34:09] authentic and powering learning experiences for Philadelphia students.

[1:34:12] Clearly, your motives align with those of the elite.

[1:34:15] Should we not be suspicious of plans to create an energy pilot program at Strawberry Mansion High School when Ridge Lane has its hands in sustainability ventures?

[1:34:23] Shouldn't Ridge Lane's ties to real estate development give Strawberry Mansion residents pause?

[1:34:28] They have legitimate concerns that proposed school transformation could result in them eventually being gentrified out of their homes.

[1:34:34] If information technology should end up being proposed as workforce training at the school,

[1:34:39] would parents have to second guess if you're prioritizing

[1:34:42] the interests of students or investors?

[1:34:44] Will the 21st century workforce programs you offer

[1:34:46] end up weaving their children's futures

[1:34:48] into Tom Ridges' war and security state machine?

[1:34:52] As Philadelphia schools transfer to mayoral control,

[1:34:55] it is our obligation to ensure that they are not being handed

[1:34:57] over as points of extraction for private profit.

[1:35:00] We demand public money for public schools

[1:35:02] that serve the will of the people,

[1:35:04] not the war machine, not private capital, not big data.

[1:35:08] Yeah, tonight I stand with WAB Du Bois on the side of peace and justice and truth.

[1:35:13] And I wish to confirm, if you are, in fact, serving as an education advisor to Ridge Lane,

[1:35:18] and if the answer is yes, do we have a right to know what services you render and how you

[1:35:23] are compensated?

[1:35:28] Thank you for the question.

[1:35:30] And yes, I am an advisor for Ridge Lane, and just in advisory role.

[1:35:36] So, I serve, I'm on a call every other month to talk about educational issues.

[1:35:43] I don't participate in any businesses associated with Ridge Lane, or anything else associated

[1:35:48] with the School District of Philadelphia.

[1:35:50] And I will ask that General Counsel also talk about the process we use to actually get

[1:35:57] that approved and vetted so that there are absolutely no conflicts with respect to how we

[1:36:04] do business and what vendors we use.

[1:36:06] But it is an investment vehicle, correct?

[1:36:10] I mean, I'm not advising on investment, or-

[1:36:13] Well, not the nature, but just by participation.

[1:36:15] That education is a legitimate business investment interest as opposed to a public.

[1:36:22] Rich Lane, we're actually talking to-

[1:36:25] We're actually-

[1:36:26] So there are other superintendents on the advisory board as you recalled and

[1:36:31] several college presidents who are there.

[1:36:33] And we talk about education.

[1:36:34] We talk about issues affecting education.

[1:36:37] Public education.

[1:36:38] We talk about education just in general.

[1:36:41] As an investment.

[1:36:43] I mean, it's not as an investment, no, not as an investment.

[1:36:45] But it's an investing company, it's a merchant banking company.

[1:36:48] This was carefully vetted, it was approved by the School Reform Commission.

[1:36:53] Dr. Heitzer's in a limited role on an advisory board, one among many.

[1:36:58] It's a very limited, it's not a nonprofit company, it's not a nonprofit board.

[1:37:02] He has not compensated, he receives nothing in return, he spends very minimal time on this.

[1:37:09] And it's a learning opportunity for us, it commits us to nothing.

[1:37:13] And it is purely advisory, there's nothing else.

[1:37:16] So if I were to request materials about that, I believe your time is up, Ms.

[1:37:20] Nick, yeah, Madam Chair.

[1:37:22] Thank you.

[1:37:22] Yeah, thank you.

[1:37:25] Thank you for your test.

[1:37:26] Sure, if you submit an open request, the law department will respond.

[1:37:34] That I don't know, you would have to deal with all.

[1:37:37] Thank you for your testimony.

[1:37:39] Madam Chair, that concludes all our registered testimony for tonight.

[1:37:48] Thank you.

[1:37:49] It is now time to discuss any votes on this month's first set of resolutions, the school reform resolutions.

[1:37:55] We will begin with resolutions two, SRC two through SRC four, SRC reminder, resolution SRC one is on the agenda for review only and resolutions SRC five and SRC six had been withdrawn.

[1:38:13] May I have a motion and a second to consider SRC two through four?

[1:38:19] The motion?

[1:38:21] Second.

[1:38:23] Any questions?

[1:38:25] Okay.

[1:38:26] Ms. Rauch, please call the roll.

[1:38:28] Yes, thank you. Ms. Burns?

[1:38:31] Yes.

[1:38:32] Ms. Nath?

[1:38:32] Yes. Chair Richmond?

[1:38:34] Yes.

[1:38:34] Thank you.

[1:38:35] Our next set of resolutions is for education support services.

[1:38:39] Now I have a motion and a second to consider resolutions 1A1 through A24.

[1:38:46] Motion.

[1:38:53] Thank you, Ms. Rauch, please call the roll for resolutions A1 through A24.

[1:38:59] Yes, Commissioner Burns?

[1:39:01] Yes.

[1:39:02] Commissioner Neff?

[1:39:03] Yes.

[1:39:04] Chair Richmond?

[1:39:05] Yes.

[1:39:06] Thank you.

[1:39:07] Our next set of resolutions is for education services resolutions.

[1:39:11] I have a motion and a second to consider resolutions B1 through B23 with the exception of B7 and B8, which have been withdrawn by staff.

[1:39:25] Motion.

[1:39:27] Second.

[1:39:28] Thank you. Any other questions or discussions?

[1:39:32] Yes. I have questions about B11, B12, and B13, which were all ratification.

[1:39:43] questions. And Dr. Height, could we have the chief of schools come up to address them?

[1:39:49] Sure, Dr. Barrett, can you come up?

[1:39:57] Good evening, Commissioner Sean, very chief of schools.

[1:39:59] Thank you. Let me ask my question, I know you're ready, I know we had some correspondence

[1:40:05] with you about it. I just want to, I understand that you're

[1:40:10] new at handling these, but I just want to restate our concern that making a ratification

[1:40:15] in May for services that have already been provided puts us in a difficult position as a district because there is no way to ensure that the services were appropriate to the school in the process.

[1:40:32] So I just want to make sure that there are processes in place for next year to ensure that if there's training needed, if there's a timeline needed for staff.

[1:40:42] I know for many principles, it's a new process, they're not very comfortable with it.

[1:40:47] You want to talk about what you all have put in place?

[1:40:49] Sure, so yeah, we don't like to present ratification resolutions either.

[1:40:55] So we have streamlined the process a little bit.

[1:40:59] Some of these come through and they have incorrect information or

[1:41:02] we've scrutinized them pretty carefully, especially as title funds or whatever.

[1:41:06] So sometimes we have to send them back to schools that they actually have sent them before but

[1:41:10] we have to send them back because they're not correct.

[1:41:11] Most of the schools do this right, but we have noticed, especially with newer principles,

[1:41:16] it's sometimes an issue.

[1:41:17] So we have in place my executive assistant will be working with the network executive

[1:41:23] assistants to do some training with them to make sure they look at them carefully before

[1:41:26] they forward them to us for approval.

[1:41:29] And then we'll also be working in the summer with our new principal academy to train the new

[1:41:33] people, and then also some follow up training through network meetings to make sure that they're

[1:41:37] submitting them in a timely manner.

[1:41:38] Thank you.

[1:41:39] And might I suggest that perhaps there could be a working session for new principles or

[1:41:44] principles that are not comfortable with this process because it's something you don't

[1:41:48] do that often.

[1:41:49] Perhaps there could be a working session in August where people could get their LCA's moving so

[1:41:55] that if they need to start something in September or October, they're ready to roll.

[1:41:59] Right.

[1:42:00] We will do that.

[1:42:00] Thank you.

[1:42:00] And it's our primary review of this at the end of the year, so it's coming now, or do you

[1:42:05] catch it earlier?

[1:42:06] I'm sorry.

[1:42:06] Can you repeat the question?

[1:42:07] Are you catching these errors late in the year, like now, or have they been caught earlier and just moving to us now?

[1:42:14] So part of this is that my office just started just winning the approval queue a few months ago.

[1:42:19] So somebody else was doing them before so we have just instituted another level of review.

[1:42:25] So this, for example, be the one for Jones, be 13, that has actually been in the works for a few months.

[1:42:34] We've sent it back for correction, they sent it back.

[1:42:36] So it's just taken a little while to get through the corrections and then to be affordable.

[1:42:42] I'm going to be kind of a pain about this though, when did the service take place?

[1:42:45] Oh, it's, I don't know the exact base on that one, but it is after the fact.

[1:42:51] Okay, all right, but you're going to correct that for next year.

[1:42:53] We will correct it for next year.

[1:42:54] Thank you.

[1:42:55] Thank you.

[1:42:57] Before we move forward, I would like to ask Christina Grant, Assistant Superintendent, to come forward and

[1:43:02] And talk about resolution B-15, which is a contract amendment for alternative education programs.

[1:43:12] Is it on?

[1:43:15] Okay.

[1:43:15] Is this on?

[1:43:16] Good evening commissioners and Dr. Height.

[1:43:18] Christine Agrant, again assistance superintendent for opportunity and innovation.

[1:43:23] The resolution before you seeks for us to grant permission to amend the existing contract with one bright ray, which currently serves over 600 students through their alternative education program.

[1:43:35] to consider extending that contract so that they would be able to serve an additional 200 day students and 200 night students that would be seeking high school diplomas from the system.

[1:43:48] Do you have a waiting list for this program?

[1:43:50] We do. Currently we have over 150 students who are sitting on a wait list by day and at night we have over 300 students who are awaiting access to our evening programs, which are over subscribed at Ben Franklin.

[1:44:04] And so we're trying to add a fifth option for students next year.

[1:44:09] And is this replacing, is this part of the programming for strawberry mansion high school, or are you co-locating in the building?

[1:44:17] This is not a replacement, this would be a co-location.

[1:44:21] Thank you.

[1:44:21] You're welcome.

[1:44:23] What is, can you have any data on outcomes from one bright right?

[1:44:28] Sure, and I will follow-

[1:44:29] I need like heavy numbers, but I'll follow up with all of you with respect to their

[1:44:33] Our current evaluation that took place this year, they remain one of our strongest providers in the system.

[1:44:38] With the graduation rate that often exceeds the district average for the cohort students that they serve.

[1:44:44] Again, they're serving over age under credit at high school students who are seeking to re-engage and

[1:44:50] earn their high school diploma within two years of starting the program.

[1:44:54] Thank you.

[1:44:55] Thank you.

[1:44:56] Sorry, any other questions?

[1:44:57] Yes, I'm sorry.

[1:44:58] I'm sorry.

[1:44:58] Could you?

[1:45:00] The comment, even though you don't have the data, I know you've had student testimony before the SRC through the years. And could you just describe the impact that this has on the lives? Even- Oh yeah, I mean, it's pretty transformational and we will be inviting community members to go visit into the one bright ray sites throughout the city in the coming weeks. Students re-engage for all sorts of reasons. And they have, again, the ability to earn a high school diploma from the school district.

[1:45:29] within two years of starting the program.

[1:45:32] It will be remarkable because we'll be able to offer a high school setting both by day and by evening.

[1:45:38] Students have the complete high school experience, they have prom, they have yearbook.

[1:45:42] And one bright ray has an interesting partnership with Harkham College.

[1:45:46] And so dual enrollment options will be available for all the day and evening students.

[1:45:51] Right now, Harkham built out their school inside of one of the run bright ray campuses.

[1:45:56] So students don't have to travel to another site to engage in dual enrollment credits.

[1:46:02] So some students are also graduating with their path to an associate's degree already defined for them.

[1:46:09] Thank you.

[1:46:10] Thank you, Christina.

[1:46:12] Commissioners, are there any other questions?

[1:46:15] Ms. Rush, please call the roll.

[1:46:17] Oh, do you have another question?

[1:46:20] Questions?

[1:46:20] Okay. Thank you, Madam Chair.

[1:46:24] As a reminder, you're voting on resolutions B1 through B6 and B9 through B23.

[1:46:31] Commissioner Burns?

[1:46:33] Yes.

[1:46:34] Commissioner Neff?

[1:46:35] Yes.

[1:46:36] Chair Richmond?

[1:46:37] Yes.

[1:46:37] Thank you.

[1:46:39] We have several items on the agenda for the intermediate unit this evening.

[1:46:43] Commissioners, is there any other SRC business we need to take care of tonight?

[1:46:47] All right.

[1:46:50] Hearing none, we will adjourn the meeting of the school reform commission and convene the meeting of the Intermediate Unit. Ms. Roush, please call the roll.

[1:46:58] Commissioner Burns.

[1:47:00] Yes, here. Commissioner Neff, here. Chair Richmond.

[1:47:04] Here. Thank you.

[1:47:05] May I have a motion and a second to consider resolutions? I.U. 1 to I.U. 4.

[1:47:11] Motion.

[1:47:13] Second.

[1:47:14] Any discussion?

[1:47:15] questions. Mr. Rush, please call the roll.

[1:47:18] Commissioner Burns.

[1:47:20] Yes.

[1:47:21] Commissioner Neff.

[1:47:22] Yes.

[1:47:22] Chair Richmond.

[1:47:23] Yes. Thank you.

[1:47:25] Thank you.

[1:47:26] Commissioners, is there any other business for this evening?

[1:47:29] Hearing none, the meeting of the intermediate unit is now adjourned.

[1:47:33] Our next meeting will be on Thursday, May 24th for our budget adoption.

[1:47:38] Thank you, everyone.

20180517 SRC Meeting

Transcript