001Well, welcome back everyone. We will now reconvene into our open session. May I have a motion to consider the consent agenda? >> I motion we consider the consent agenda. >> I second that motion. I would like to say under the retirement to congratulations to Mr. Oans. Um both of my daughters uh said how nice he was and uh empathetic and understanding you know even when they got one out of fives on their exams you know he comfort comforted them with their tears. Um so congratulations to him. Is there any other discussion? >> I just want to mention I had Mr. Odin's as well. It was in his class that um I experienced September 11th actually which was uh a wild. So at at any rate he was a lovely teacher and a welldeserved retirement. >>
002Yes, he will truly be missed I'm sure. Um, I would like to wish Rebecca Sharp uh all the luck in her new endeavor. Rebecca will be a real loss. Um she is a tiger herself and um we were thrilled to get her um as the Roxid principal and by all accounts she um I always say it the same being a principal isn't about being necessarily great or horrible. It's about the fit of the the person with the building. And boy was she the right fit at Rocks. Um and um I think that um Beachwood will be glad to have her as their high school principal. Um, I always say that when people leave Tiger Nation to go play on a larger stage, that is a celebration of us as much as it is of them
003because we specifically Liz Kirby and our HR crew um saw somebody uh who was going to be great and in her case they were spot on and so I just celebr celebrate her and wish her the best of luck. And to Beachwood, um, good for you for spotting a good one. >> Yes, good luck to her in her future endeavors. >> Yes. >> Handful of odds and ends from me. Uh, one, it's great to see all of the coaches and such on spring supplementals. A lot of excitement I'm sure with uh students getting ready for spring despite what Punksatani Phil has told us. Um and also great to see a couple of student lifeguards on the list uh including swim cadet Clara Walker uh there. Um the in the changes of s no it wasn't
004changes of salary it was the um change of status uh we have somebody which is actually I think pretty great. We have someone moving from cleaner to skilled laborer >> um uh although I'm assuming that puts us down another cleaner. Sean's I'm getting the nod from Sean. um which which um celebrating uh the staff member who's making that move cuz that's that is a a really great move uh for them. Uh but uh if anyone knows anyone looking for for a job uh we still I think have those banners up around town uh that we're looking for looking for folks. Um and I think is we we have some finance stuff that's also in uh consent agenda. I just had a question, Angel, on financial assumptions. As I was looking through those um some of
005the um some of the percentages um for inflation to me as a non uh finance person seemed a little low. uh like just in terms of of what I would expect like some of the 2% stuff is that just kind of a standard carryover that we've been doing and and do we feel the need to be a little more conservative or have you thought about that at all or is that just kind of standard procedure that we've that we do on these? >> Yes, thanks for the question. So, as you know, House Bill 96 requires that we um submit our um second forecast in February now versus May. May would have given me a a better estimate um not knowing what that will look like in February. Um and I do plan to file a
006subsequent um forecast around May. Um but that's just kind of the trend that we've used. Um I suspect that our May forecast um would look different and um yes, there are several things being considered. Yeah. It was like it was less on the on the you know the employment and and all that. It was it was on like the the stuff that Yeah. It was the stuff towards the end purchase. >> Yeah. Exactly. That I was like like oo wishish wish my stuff grew at that inflationary rate. >> Yes. I think it's also important to note with the financial forecast that our cash balance for fiscal year 29 um is uh significantly um in the red literally. Um and so that is just something to take note of um as we discuss district finances moving
007forward. And one final thing or unless others have other things is I did notice that um there is a recommendation related to um approval of um amendments to the appropriations for fiscal year 26 related to IDA which is the individual's disability education act which the secretary of education did not know what that was. Um, but also just to as a use it as an opportunity to remind folks that IDA is a critical and valuable and important piece of federal legislation that ensures that some of our neediest kids get the supports that they need. And though it has been around for 50 years, it is still not fully funded. I go to Washington every year and it is uh in order to lobby on behalf of Tiger Nation to our federal legislators and this is always
008something that I bring up with them because um these kids deserve it and um and we need help with it. We we need it to be fully funded. Um, sorry, last just little bits and pieces as I got down to the very very bottom there. Um, on and I know Sam's not here, but professional roofing services. It didn't list what those were, but the amount seemed really low. >> Just there were some saw repairs that we had to make because of the snow um at some of the buildings. So, there were some emergency repairs. Got it. So, that is probably what that bill is. >> Okay. Yeah. I was just like, man, four grand for a roof roof stuff. I'm like, that's >> yes, >> I can't get anybody on my roof for four grand.
009That's >> think of a truck in the driveway. Four grand. >> So, okay. Thank you. >> Any other discussion? >> Miss Leam, will you please call the role? >> Mr. Trimble, >> yes. >> Mrs. Howard Crimes, >> yes. >> Mr. Hanks, >> yes. >> Mr. Hodgekus Lily, >> yes. >> Mrs. Grenaw, >> yes. Then we have a resolution to engage service firm under the personnel. Should that have been part of the consent agenda or no? >> That is the >> um to approve the following firm Jessica Brainer Hiddle. Um should that have been included with the consent agend agenda? doesn't have the asked or expired. >> It's the it's to um work for services um for a potential case. >> Okay. So, may I have a motion to approve? >> I'm sorry. What was >>
010this? Uh it's the first thing under personnel. >> Yeah, I saw it. I motioned that we approve that. It is recommended that the board of education approve the following firm Jessica Brainer Hiddle Esquire to provide external investigation and/or facilitation services to the district and hereby authorize the superintendent and or designate treasurer and/or board president to directly engage the services of said company on and as needed basis. There a second. I second. >> Miss Leon, will you please call the role? >> Mr. Heights? >> Yes. >> Mrs. Howard Primes? >> Yes. >> Mr. Trimble? >> Yes. >> Mr. Hash Lily? >> Yes. >> Mrs. Kaw? >> Yes. And then we have a resolution for the Cleveland Heights University Heights City Schools Board of Education recognizing Black History Month. Whereas Black History Month originated as Negro History
011Week in 1926, established by historian Carter G. Woodson to ensure the study and recognition of Black Americans contributions to the United States. And whereas the week was intentionally selected to coincide with the birthdays of Abraham Lincoln and Frederick Douglas whose lives and leadership were instrumental in advancing freedom, democracy, and the abolition of slavery. And whereas in 1976, the observance expanded from a week to Black History Month, reflecting a national commitment to more fully recognizing the central role black Americans have played and continue to play in shaping our country's history, culture, economy, and civic life. And whereas black history is American history and is study is essential to developing informed, engaged citizens who understand both our nation's achievements and its unfinished work. And whereas the Cleveland Heights University Heights City School District serves a diverse and
012vibrant community and is committed to cultivating learning environments where every student feels seen, valued, and supported. And whereas the city of Cleveland Heights affirms the mantra all are welcome. And the city of University Heights embraces the belief that it is so much more than home reflected shared values of belonging, opportunity, and community responsibility. And whereas these mantras call on our schools and institutions to move beyond words and ensure that inclusion, equity, and respect are reflected through intentional actions, policies, and educational practices. And whereas recognizing Black History Month honors the resilience, ingenuity, leadership, and perseverance of Black Americans while reinforcing our obligation to confront inequities and create pathways for for opportunity for all. Now therefore, be it resolved that the Cleveland Heights University Heights City School District formerly recognized February as Black History Month, and be
013it further resolved that the district encourages meaningful teaching and learning experiences that celebrate black history, culture, and achievement while examining the ongoing pursuit of racial justice. And be it further resolved that the board of education reaffirms its commitment to ensuring the values expressed in all are welcome and so much more than home are realized through our actions by fostering inclusive school cultures, equitable policies, and affirming educational experiences. And be it finally resolved that this recognition serve as a recommmitment to building schools where every student, family, and staff member belongs and has the opportunity to thrive. May I have a motion to approve this resolution? >> So moved. >> Second. >> Miss Leam, will you please call the role? >> Mrs. Howard Primes, >> yes. >> Mr. Heights, >> yes. >> Mr. Trimble, >> yes. >>
014Mr. Hash Lily. >> Yes. >> Mrs. Krenshaw. >> Yes. >> Mrs. Krenshaw. >> Yes. >> If I may, uh, because we didn't have any discussion. Uh, but I do just want to acknowledge No, it's Oh, it's fine. I just want to acknowledge that, uh, Superintendent Kirby in one of her, um, recent um, uh, reports to the board that she sends out in email included a list of different things that were happening across the district uh, for Black History Month. And I was really taken back by how um sort of personal each building's uh celebrations were. Some of them were uh being led by PTAs, some were being led uh in, you know, classroom, you know, on grade by grade levels. Uh and so I think that, you know, this is this is fantastic. Uh and
015uh I also think it's fantastic that they were doing it without us memorializing it officially. Uh so both things are important. Uh but I was really really impressed by um the the like I said the the personalization that is happening at the building level. >> No, I agree. Any other discussion? No. Okay. May I have a motion to strike policy 5112 from our agenda? I motion that we strike policy 5112 from our agenda. >> Second. >> Yeah, for the first reading. I'm sorry. A motion to strike the first reading of policy 5112. >> Strike the first reading of policy 5112. >> I'll second that. Miss Leam, will you please call the role? >> Mr. Hines, >> yes. >> Mr. Trimble, >> yes. >> Mr. Hoskus Lily, >> yes. >> Mrs. Howard Prime, >> yes. >>
016And Mrs. Pinch, >> yes. I will now turn the meeting over to Mrs. Coleman, our chief of schools, and Dr. Jenkins, our chief academic officer. >> Thank you. >> Uh good evening board members, um chief financial officer, Miss Laam, and the community. We always have uh such joy bringing like the work to everyone and just giving them updates. So this opportunity um is just um just special to us and we get to of course answer any questions and kind of go through those big things that drive our work. Um so Miss Coleman and I will uh have the pleasure to go through um our one plan. And just in regards to our one plan, I just want to kind of go over those goal areas that we'll talk about tonight. Um, and just here just
017kind of in a more simplistic way, we wanted to just represent who in the district is the main point person for each of these goals. Um, so as um as I've mentioned perhaps to you before um and to other uh other people that might be listening in that our district one plan really drives all our work. Um so it's comprised of seven goals. Um the first four are primarily what Chief Coleman and I work within. However, we really have a part in all of this because we're all a team. Um but if you look at this, uh you'll see that um goals five, six, and seven we really aren't going to touch on tonight as those are we have different uh individuals that would speak to them specifically. So tonight we're just going to talk
018about goals one, two, three, and four. Um, I'm going to switch it over to Chief Coleman who's going to talk about goals one and two and then I'll see you guys shortly. >> And because it's a work session, I'm going to try to wrap my part up in 15 minutes. I won't talk fast, but it will be more informal, allowing you to have me pause and ask questions, especially in the light that we have new board members. So, I want to be respectful of that. If you hear me using um as you speak, please stop me like, I have no idea what you're saying. That's totally fine. So, I'm going to just review where we are now with our attendance. Um, and our goal is to reduce our chronic absenteeism by 3% annually. And I
019know that's very small. So, I know you have the it's super small and I have on glasses and I can't see that. So, I'm just going to speak just very firmly about it. So, we have a couple of action steps in this area. The first one um regards our nudge letters. So, um the last Thursday of each month, we send out nudge letters and they are sent to students um of families of students who have uh 4.99% chronic absenteeism rate and then a second letter that's a little different goes up to 9.99%. Um first semester uh first quarter we've been sending those out. We did change the nudge letters a little bit to be a little bit more parent friendly. So, at the end of the nudge letters, you now see a summary of absence.
020And so if you click on the link in your presentation, um Dr. Abdul Satar has been kind enough to show you a redacted version. So if you're ever out and about and people ask you about the nudge letters, you know exactly what they look like. >> Oh, I was going to say, can you define uh chronic absenteeism and how we >> Oh boy, you're asking a big one. Yes. So >> first you have to take the number of day and I'm not Allison Bird, so forgive me if I get this wrong, but this is just my working piece of it. You always go by the number of days that the students are in school and then it's up to a 10% absence of those days. Just remember that we do hours in school as well.
021So I know parents don't think that like, oh, I'm just taking my kid out for the last hour of school for a dental appointment. All of those things begin to add up. And so the more days that we are in school, we can recover from chronic absenteeism if the student is coming consistently. And I'm glad you asked that because we're actually going to talk about that a little bit towards the end of this piece just because of our um rates kind of went up on us a little bit due to calamity days which is true across the state. So it's not just like Cleveland Heights got dump snow on and no one else did. We are all kind of digging our way out literally. >> So Rachel, are you saying because my understanding was that
022it's just like once you're out 20 days you're considered chronically absent. Is that just dirty math? >> It's the hour. So if you have to really look at if you just took 20 days and said okay you 20 days you're out but we've been in school for a whole bunch like say 100 days and that 20 won't really feel that way but say we've only been in school 40 days and you've been out a total of 20. It's a little different. >> Interesting go by that new information. >> Yeah. I hope it's right. I'm pretty sure it is. >> It could change tomorrow at the state of Ohio. >> Okay. Good. So, we do have more um friendly nudge letters for parents. Um, and you can see the two versions that are in your presentation.
023The other thing that we've really focused on this year is providing consistent district-wide messaging. And inside of that messaging, we give little nuggets of wisdom about attendance. And so, that's been happening on a quarterly basis. I know Mr. Trimble mentioned Miss Kirby's um district family newsletter. There's a section called did you know inside of that newsletter and it references things that parents can do to um improve their children's attendance or keep their attendance at a really steady rate. Another action step that we're doing is personal phone calls. This happens um in the schools. So we have an attendance team. Um we also have different organizations like city year um community learning community and schools and they get together and they make phone calls to parents and we found that that's been effective. Another action step
024is our professional development for our attendance teams. Um, each building has their own attendance team. We really want to move this work out to the schools and so each team does have a um Oh, I forgot to click mic. >> Oh, you did. Okay, let me go back. Um, each school has um an attendance team um for that area. We have our data views that um Allison Bird, our data um and assessment director puts together which is really awesome because everybody in the district has access to that. So again, it's a shared leadership example for us. And then we also provide training for our attendance secretaries. So our goal is to reduce the absenteeism by 3% annually. At the end of quarter 1, we were um our goal is 35.5%. So, we don't want to
025be any higher than that, right? Um, we would love to be lower than that, but we we want to not go higher. So, at the end of week nine, we were at 27.2%. We were really doing well, and we call that a nice cushion. So, that means like calamity days, things of that sort won't eat us up. Um, however, by December 19th, we had etched up to 31.2%. Now, you start to feel those snow days kind of eat away at our cushion a little bit. And as of February 13th, we were at 36.7. So we were above where we need to be. This is where the conversation comes into place about now we have to wait to add more school days in. The more school days we can add, we're hoping that that will allow
026us to again see that chronic absenteeism rate reduced. Right. um our next steps really quickly. Um we will continue to send nudge notices to families per our calendar. We will include communication on the benefits of attending um school in our family newsletters. We'll continue and encourage teams to share attendance data. We'll meet with our school teams to review the list strategies and next steps. And we also go in as a district and meet with them. So they have in-house meetings and then the district also meets with them every 3 weeks. So, it's a constant system of support. Um, we support those um our families through outreach, especially before students hit chronic. So, in the beginning when we were doing this, we were just kind of calling everybody. Now, we're very strategic about who we need
027to hit um to meet our goals. We have our district-led instructional specialists. We'll continue to collaborate with other districts. Um we also have a high school attendance focus team to address their needs and barriers. and we do work with our college, career, workforce, and military readiness teams um as an alternative way to support our high school students as they earn credits. >> Any questions about the attendance piece before I move on? One thing that's that's not on here that as a parent I found really helpful and that other parents might find helpful >> is um the infinite campus parent app is is an awesome nudge that I receive and I and I experienced this just recently. So my uh my daughter uh got the call from the school nurse last week and she had to
028go home and my phone notified me on the as we were driving home from school that she was not in her next class. Uh, and so I and I absolutely recognize that that level of notification is not for everybody. Uh, but if you're somebody who does stomach that sort of that level of touch, uh, and I am somebody who's getting bombarded with that kind of stuff all the time, so I'm I can I can handle it. U, but if if so for folks that can take that kind of stuff, it it is really nice to get that level of >> of update. Um, and and even I mean if you know she's late to class, I can I can say, "Hey, what happened? You know, what happened in the middle of the day today? You
029you know, you were late to math." And she's like, "Oh, you know, here's what happened." >> I love that. I love that you said that because I I did mention that we do a high school um just for the high school team. They do a call service. So, they hire people like in district pair professionals and they do a um pick up all the feedback. They did a call center and parents picked up. They weren't expecting it. They called after hours and a majority of parents picked up and they actually walked them through like your child has not been in class on these periods, this period, this period. And so parents can actually get that information if they don't like turn off the notification part for Infinite Campus. You can find out when your child
030is not in class. Um any other questions about attendance? Yes. Uh how does um excused versus non-excused absences affect the district? I mean obviously we want kids great question from the state stance there are no excused or unexcused absences. We do keep not like um a report of that just for our own understanding of why students are out. But all of those absences still count towards the chronic absenteeism rate. It's a great question. This is also one of the reasons why it's so important for us to post our academic calendar far in advance. >> Yeah. >> Because you know, you get a family who man, you know, you you want to go to Disney, but not over >> the winter holidays or any of that. And if you're going to go to Disney, you're not
031going to go for two days. And so it's really important for us to give the information to those families and to really encourage families. >> So >> to stick with the calendar um and yeah >> and try to plan ahead as much as possible because really every absence does count. Yeah. And and it's really important for families to know that. >> Yeah. And and also by that same token plug for Nancy Pepler. Uh Metro Health. I mean if if we can keep kids, you know, where they're Yeah. where they're where they're doing some of their appointments at the Metro Health Clinic and not >> Oh, yeah. You know, >> going over to Green Road to do it at their pediatrician. I mean, that's that's time. >> Absolutely. It's very friendly for So, for behavioral supports,
032our goal is to reduce out of school removals by 15% annually. And the things that we have in place for that are our school-based monthly PBIS, which is positive behavior intervention support team meetings. Each school has their own school-based team. This year we were able to provide um a stipen for those. Last year we weren't and so this year we bec more like involvement on a continuous basis. So that's been very very helpful for us. We also have PBIS training. So, uh, we provide concept, um, comprehensive training for all of our PBIS team members. Um, we also have PBIS as a behavior component of the MTSS framework, which is very helpful because, um, I'll talk about MTSS in a little bit, but it's the multi-tiered um, systems of support, and it really encompasses everything. Behavior,
033attendance, grades, is our umbrella of how we do school. Um we have a tiered fidelity in in um inventory where we kind of monitor that work at each building. Um and so we do go in and do walkthroughs of schools based on the tier fidelity inventory and that information is shared back with the schools um in a way that is not like intimidating but they go in more as a support. Uh we also monitor um our PBIS efforts by our family and community engagement efforts. uh Lisa Hunt and uh Kaithan just sent out a survey. So we're waiting for them to analyze that survey and give that information back to us that he has shared with principles at our monthly meetings. Um and so we use that to engage our families. Oh, Mike, can you
034I think my battery's dying. >> Thank you. Go to the go where we are. Go one more. One more. I'm sorry. My battery died. Okay, so here we are. Our baseline from last year, we had 885 incidents that led to out of school removals. We wanted to reduce that by 15% annually. So our goal this year is 752 or fewer incidents. We don't want to get to the 752 number. By the end of quarter 1, we were at 189 incidents that led to out of school removals. By quarter two, we were at 338. We're currently at 30 Well, at the end of January, we were at 368 incidents, which is a 21.7% reduction as of the end of January. So, we are on target. Um, hope I just didn't jinx our schools. We are doing
035well. Let me say that. Um, and I I do think that a lot of this has to do with not having cell phones in buildings. Um, sometimes as students, and I'll say this from being a principal at the middle school, on your waist worst day, you get into a physical altercation with somebody to have it recorded and then like passed around and you can't move past that. You feel like you got to go back and defend yourself. um that that has been greatly eliminated in our schools and we really don't see that much happening anymore in that area. So that has been helpful. >> Would you say the majority of the incidents happen like at the middle school level or is it >> it's interesting. Um it's not elementary when you said that but we
036do monitor elementaryaries very closely. Um we do go in and work with schools that on average may have more of a um a higher rate than others. It is middle school and high school. Uh, and some of it can be progressive. So, you may not have started out at a out of school suspension, but because you didn't go to a detention, and then you didn't go to a detention again, and then you didn't go to a Saturday school, and you didn't go again. So, a lot of it is progressive. It doesn't always have to be a fight or something like that. It could be the student not taking advantage of progressive discipline and then they get to a point where now they're at a suspension. But it is our middle schools and our high schools
037um that typically have higher rates than our elementary of course. >> So >> I feel like I'm on Jeopardy. Go ahead. >> You're going to ask what I was going to ask. >> There are two at least uh explanations for the reduction. We're doing better creating a positive culture. Another one is that admins are just not not sending kids out for behaviors that they would have sent kids out for >> in the past. And I know that there's people at home >> that think that >> thinking >> Yeah. >> that. So, so talk about >> sure >> that because I think it's important that we talk about that out loud. >> Yeah. I think so. Let me say this as a former principal. It's all going to come from what you believe about that first
038and foremost. So, if you believe that students should be um suspended and not given a chance to redeem themselves, then any consequence or any infraction that occurs, you're going to feel like they need to be put out. Um I walk through schools every week and I can tell you that the culture in schools without phones has changed significantly. Um, and it's hard, I think, for the public to not to understand what it feels like to be in a school where students aren't looking at each other because they're on their phone. They're not looking at their teacher. They're not conversing. And then you go into schools now and they're talking to each other in the lunchroom. Like, they're literally eating and talking. I know that sounds like that shouldn't be a big deal, >> but it
039is. Um and so the cultures of our schools have changed immensely just by removing that device during a time when students need to learn how to be social. Now is it perfect? No. There are times when students have to be consequenced. We do ask our principles to really think about though is once you put the student out and they come back, what are you going to do differently? So it's not that they can't suspend students, but we do want to have a plan for how to support the student when they come back. So and if if any principles in the room, they would tell you like yes, we are still doing consequences because it does take up a big part of their day. Any questions about the behavior piece? >> I just want to say
040that I'm just glad to hear that the phones, the students without the phones and how the students are interacting. >> Yes, it's so nice. That question comes up a lot >> about phones in the school. So, >> it's just good to hear that. >> And you guys have walked through the school before with phones. >> Um, and now to not have them. I just it's for me as an educator, it feels so different to see kids talking to each other, communicating, even if they're arguing with each other, prefer that than you just glued to the phone or doing something of that nature. >> Um, getting back to Mr. Hines's question. Um, are administrators um do do they have per personal goals that are tied to uh compensation that are >> like bonuses? >> Bonuses that
041are that are >> like bonus. >> Not in Cleveland Heights. >> No. >> Well, because I think that's also worth >> Oh, is that something that's out there? No. >> No. Well, that it's worth saying that part out loud also. >> Teacher value. I mean, administrative evaluations. I mean, the administrators have their own version of OTZ. >> Um, and certainly I would assume I've never seen it, but I'm assuming that there is a a discipline, >> you know, or climate >> in our so in so it's called OPEZ. It's the Ohio Principal Evaluation System. you do have an area called um I think it's standard seven which is a community of care and support but it's not tied to the number of like suspensions it's more tied to the relationships that you've made with students
042family staff members in the building and the systems that you put in place to provide um a caring environment. So, it's not like, oh, you get accomplished if you have less than 30 fights in your school. It's not like that. And there's definitely no compensation at all for >> at all. It's good. It's an opportunity to just >> Yeah. >> clear away from Yeah. And and to Kathy's point about, you know, it is it is nice um >> as a parent, you know, it's some of us get to take the hat off on and off of a parent and board member. Um, sometimes, you know, when we go do do board member visits to buildings, you sometimes get a little bit of the the feeling of like, am I being managed a little bit? Like,
043what, you know, I'm being like, what are you showing me? >> Yeah. I'm being brought to certain classrooms and, you know, like, did they know that I'm coming? It seems like sometimes they do know that I'm coming, but then when I'm picking up my daughter for her final um her final orthodontist appointment, they don't know that I'm coming and I'm, you know, uh, sometimes I'm in the building for those kind of reasons. And um right before winter break, I was in Bombgardner and the culture, the hallway culture in the building was so different than it had been a few years prior just in terms of like the pace at which students were moving through the building was way different uh in a in a very positive way. Uh, and like the volume in the lunchroom
044was I mean it's a middle school like it's loud, but it was like three clicks less loud than it had been a year or two or two prior. So, um, it's it's definitely like this stuff is definitely working. Um, and the culture is definitely shifting in >> I appreciate you mentioning that because when I was talking about the culture, I literally had Bum Garner in my mind. Um, I think Mr. Mr. Luton and Miss Levy have done a phenomenal job and it's not like we I go there all the time and I tell Josh I'm like this is so nice to just be able to walk through your hallways. Of course it's not perfect. It's a middle school. Yeah. So it's never going to be perfect cuz it is a middle school but they have
045created a very um a a community of care and support there. Again, OPE standard 7 and they have actually done that there and they've done a good job. And Josh actually calls it the dining hall experience because when I was at Rocks, we called it the same thing, like it's a dining hall experience. Get up, don't get up, we'll bring stuff to you. But it works there at the middle school. >> So, um, our next steps just really quickly for behavior is that we'll continue to work with our assistant principles, um, and their PBIS efforts. will continue to monitor and support our ALC classrooms which is another word for our inschool suspension classes and a lot of our buildings use that as an alternative to out of school suspension. um we'll work with our teams
046to complete their building um action plans and follow through and that's regarding the tiered um fidelity um piece I spoke to you about um the weekly meet the regular meetings for the district PI um PBIS team continue to build PBIS district infrastructure clarify our plans and support for implementation with SCCL and PBIS and again complete our building tier fidelity inventory at the end of the year and then we develop action plans plans for the upcoming school year. Any questions? Right. I will um be very quick with instruction. This is my everyday work. Um and I know you guys have heard a lot about it in the past. So, a big piece and Mr. Hines will know this is that we really focus on Ohio improvement process. Um and that is from a DOT level which
047is called our district leadership team to our BT which is our building leadership team to our TBTs which is our teacherbased teams. A lot of the work I do focuses in those three areas but specifically in that teacherbased team part because that's in school on the ground that is the heart of instruction in our district. So if you ever ask me what is the engine for instruction, I'm always going to tell you it is the teacherbased team because it is teachers coming together and collaborating and making decisions about instruction. Um so with that we will um continue to follow that process. Um we'll analyze evidence of student learning via the principal walkthroughs. Um, we've established a culture in Cleveland Heights that if you want to be a principal here, we do expect our principles to
048do at least two classroom visits a day. Um, we want our principles in the classroom seeing instruction so that we're talking about it um from a knowledgeable standpoint. We are monitoring our um our progress. So, we use rubrics. So, we have a beginning of the year and a middle of the year TDT rubric where teams rate themselves. And then we have a middle of the year BLT rubric that they just completed and I'll see those results tomorrow at the principal meeting. And then principles do action plans of support from um their TBT. So principles are always in the know. Um we do calibrate on OTS. So during principal meetings we'll play a video um probably from like the teaching channel. Um they have very credible um videos. It'll be like about a 15minute video and
049we calibrate on the OTS standard. So, we all talk about them. And then we also utilize this is our book uh for the year that we're reading. This is an awesome book and it's called Crucial Conversations. Um, one thing that I really wanted to make sure I did this year is not assume that people know how to engage in a crucial conversation. Um, and the book just tells you that conversations are crucial when the stakes are high, opinions vary, and emotions run strong. So, we really teach our principles how to handle those conversations, how to um expect like people crying, um how to expect people disagreeing with you, and then how to figure out what type of conversation you're in. It's called a CPR content pattern or relationship to respond appropriately and that works very
050well for us. And then again, our MTSS tiered approach. We approach all of our schools. So my next steps and our team's next steps is we will maintain um our presence in TBTs and facilitate our BTS. We'll continue to increase our presence in classrooms by providing low inference feedback um via our OTS systems. Um we'll continue to implement and discuss our learning from our book study of the year which is crucial conversations. We do that in our monthly meetings and then again I talk to principles about it when I do their one-on-one coaching and their everyday practices. and we'll continue to use our um MTSS supports. Um any questions about instruction from me? Okay, turn it over to my partner. >> Yeah, so uh with goal three in instruction, uh Chief Coleman and I share
051a lot of responsibility. Um so there are a lot of pieces within instruction in terms of instructional leadership that uh we engage with principles and of course her and I work together principal meetings and things like that. You'll also find that with instruction, of course, we have other departments in academic services such as data and assessment, curriculum instruction, student services, even college career readiness will all work in instruction. So, like to no surprise, instruction is the big big piece, right? We all have parts of this. So, um, and what you see really is I'm going to go through some like larger action steps to highlight, um, some of the things that are in the one plan. Um, and also talk about where we are in terms of the status. I will say, um, as an
052added piece, uh, I probably would be here for three hours if I comprehensively in terms of all the specific things that that we're doing. But that being said, please ask any questions. Um if there's something you feel that is missing or something you would like me to talk about by all means please ask. Um one big piece with our data and assessment team um is to uh create a district district testing calendar. There's a lot of moving parts. There's a lot of things that we have to get in place in terms of when is it appropriate uh during instructional days to test students um with all the different measures that both are regulatory and also required to move our district forward to make data informed decisions. So there's a lot going on with the data
053calendar, but um Allison and her team do a great job and we're definitely on track for that. >> Will that just be a internal calendar or >> Yeah. So that's an that's a good qu. Yeah, that's a good question. So when I say calendar, I don't uh it's an internal calendar that's vetted through various departments. Uh we include teacher feedback too and principles as well where we're um making sure that uh we're hearing all the feedback because as practitioners of the calendar we need to know um you know uh the different like impact that it has both on instruction and and days that uh we have with students um because ultimately uh instructional time is most important and we um we we really need to go in with this as uh test less teach more
054but test when it's what's necessary. Um there are things that of course are regulatory and required but in addition to that there are things that we need to know to inform uh the progress of the district and u more on a granular level um the data we need to inform instruction to to support students right um another big action step uh is uh the HQIM there's some edu speak that's high quality instructional materials um these are the um as we know uh into math and is the big math adoption we did um some years ago and then prior to that we just did our wonders and my perspective our ELA uh high quality instructional materials basically uh um it's easy to put in a small paragraph as an action step but the reality is is
055that we have a lot of um comprehensive materials that guide our instruction but teachers need to be able to engage with those tools and allow it to inform their instruction uh to the rigor of the standard. Um and we do that in various ways. Uh we support that through grade level team meetings. We support that through um different ways in which we focus with different groups of teachers. For example, K5, we're focused on ELA. Um with six through 8, we cover all content areas. Um and then of course we have specific tested subjects in the high school. um you know we of course have um certain content areas in the high school that are needed for graduate graduation and competencies. So you know it's very critical that you know students we students to graduate we
056need to make sure that um we have our materials uh being well utilized in those content areas. Um, we also do some things for teachers uh just to help them uh stay focused. Um, and we want we want to make we we want to make it easy for them as possible to do their job. We don't want them spending time trying to you know uh you know either search the ODO website for standards or even like look and thumb through their materials. I mean, there's going to be a certain amount of digging they'll have to do uh just to build their clarity, but at the same time, we want to provide them uh information at their fingertips. So, we send out weekly um weekly newsletters from curriculum instruction that help teachers and principles know where
057students should be in terms of instruction. >> You mean like in terms of pacing or >> Yeah, pacing. Um uh we this is not like a what page are you on. That's important. I want to say that publicly. I think it's important to say that uh we're most interested in the engagement of the students, what they're learning to the rigor of the standard and what su what success looks like for that student. Uh pacing is critical in the sense of uh we need to ensure that uh uh all students uh that are participating in class are um covering all the content that they have to cover. Um so a pacing is critical but it's also um you know we can we can thumb through pages right but not have the content there right and the
058critical learning that needs to happen. So it's a balance. So uh that's that's important in our messaging. So like eighth grade American history. >> Yeah. >> You got to make sure that the kids get through >> y this the the the civil war and reconstruction so that in eighth grade so the 10th grade teacher can count on that knowledge and and sort of begin with reconstruction again. >> Absolutely. >> And move forward. And it's one of the nice things about having statewide standards, especially in districts, you know, because so many kids today move around. And so it's important to understand that when a kid finishes 8th grade in Toledo, they have gotten the end of the Civil War and reconstruction. >> Absolutely. >> And it doesn't matter where in Ohio they come from. Of course,
059the stark difference to that is Ohio's many private schools, in which case who knows what the what what courses they've taken. Um whether this was a semester course or a year-long course, but in Ohio public schools, we know that um that this is what they take in 8th grade, this is what they take in nth grade. And so the the curriculum continuum is set and and that's a good thing. >> And thank you. Um that's a great example. I appreciate that. Um, one of the things too to think about is, um, with our curriculum team, in partnership with our schools, we get feedback and we make sure that, you know, if we have to move a unit of instruction to like, you know, the fall rather than the spring. I mean, we just don't go
060from first page of of a textbook to the last page of the textbook, we may pick and choose what to emphasize depending on uh, what's needed. So, you know, we help schools with that as well. One other big thing to mention of course is working with our intervention specialists and our principles um to think about core core one and tier one instruction. So intervention specialists uh participate in all the same professional learning opportunities that um standard classroom teachers do um as uh it's most critical for all students to uh be engaged in grade level uh learning um and promoting uh access as much as possible. Uh one thing that we are proud of uh we're in our second year of our clarity training. Uh we've had two cohorts run this year. Uh we just finished
061our third we have our fourth and final in a couple weeks. Um so uh we will be running that one more a year in terms of a third cohort and clarity three for our um first uh cohort. So um that will uh that will encompass um a a good portion of our teachers. Um so we are looking forward to uh uh systemizing our clarity work a little bit more next year and so that we're building internal sustainability and it's not like those that are in clarity and those that are not in that we this is what we do as a district. This is part of what we do. >> Um hopefully I'm not stealing your thunder and this is just maybe a softball that I'm lobbing to you. Yeah. uh for for our our our
062newer board members or folks back uh back home watching on YouTube uh could you share a little bit about clarity uh and and kind of high level uh what it entails? >> Yeah. Uh I appreciate that question. Um so uh clarity for learning um comes from this idea that uh uh both teachers and students um benefit most when they have a very clear understanding of what success looks like. uh what it means on on a level that uh is relevant to them. Um this actually came out of research um from John Hattie uh both 2007 and 2009 where they did a metaanalysis of instructional practices and they found that some of the most impactful p practices were those of clarity um some in some cases doubling or even tripling a year's growth of students. Um
063so we have uh partnered with a consultant um we've visited schools that uh across the country that have done a systemwide uh clarity work um where uh we have identified uh various practices um that uh help teachers uh build their true understanding of uh what success looks like for students and shares that with students. So uh learning is not a mystery for students. they know, you know, it's like any like give you an example. Um, you know, I want to learn how to weld, right? So, um, but in order for me to learn how to weld, I need an example and I need to know step one, step two, step three. So, uh, a teacher is going to say, well, um, this is where you're going to be at the end of this class. This
064is what it means to be a good welder, but to be a good welder, there are four essential like what we call success criteria in order to be a good welder. And then so that that teacher will spell that out for a student, give opportunities for students to gain understanding of what that is. Um that's co-constructing success criteria. And then all of a sudden what happens and this is where John Hattie says we're visible learning. If you've heard visible learning, what he says basically is that teach students see themselves as their own teachers. That's part of of what visible learning is all about. So when a student has that clear understanding, research shows that they are be able to own their own learning to a level where you know they can actually uh teach themselves
065to a certain degree because ultimately that's what you end up doing when you really have that eureka moment. The other part of what we do is teaching students um that it's okay to struggle, that learning means that you're going to struggle. uh we when we don't struggle in our learning, maybe it wasn't hard enough or maybe you're choosing not to learn what you need to learn and you think you've learned it, right? There's all kinds of things. So, a big part of what we do in the clarity um is something called the learning pit, which is it's okay to go down and be confused and stuck and it's okay um and to celebrate when um when you get it right and when you learn. So, it's that eureka moment. So, that's part of what we
066do um in clarity as well. So, um, I just wanted to provide some examples. Um, is there anything else that you wanted me to highlight because I know >> Treble, you and I have talked quite a bit about it and you even visited with me. Um, we went and to see some school districts. >> I'm I'm a huge huge fan of this. Uh, I I think back to my own educational experience as a as a high school student and get, you know, getting home from school and parents asking like, "What did you learn at school today?" And I'm like, "I don't know. you know uh and and not being able to articulate the reason for why I was learning what I was learning in certain stages and this is like the solve for that uh
067and and uh I think it there are certain students who have a certain level of agency and selfm motivation that don't in my opinion necessarily need this but I think this is the solution for a huge number of students just in terms of giving them tools that they might not inherently have. And I was definitely one of those students that would have benefited so much from this type of construct. >> You know, I appreciate that. Uh, one of the things that we focus on intentionally throughout the training and throughout the work is the idea of student self-efficacy and that's built through mastery moments. It's and that builds the agency that you're talking about. When a student feels empowered and feels like they're good at something and they have a clarity on what they have to
068learn, how to get there, they it's exponential in terms of their growth um and and their self-efficacy. Uh often we find large gaps between students that don't feel effective at what they do or have a low self-efficacy and don't understand what success looks like um because it maybe hasn't been spelled out for them. they hadn't been given that like recipe for success and that uh teachers you know historically or u I'll just say in the matter of antiquity have been sort of the beholders of you know in this subjective judgment of whether or not you know you're good at this or not right or here's your A or here's not your A right u where this is like no this is you're owning this this is your learning and we're going to we're going to
069we're going to hand you the recipe to learn so I appreciate um the question and the opportunity to talk a little bit about about it. You know, I could talk about it for hours, but uh and I don't want to talk about it for hours because I know you guys, unless you want me to. I mean, I get the time out of here. Um I always get nervous when I get this question at board meetings because I'm like, I have my 10 minutes here. The spotlight where I can really just make everybody understand. So, I'm trying to be clear about clarity. Um it's just there's a lot to it. >> I should have given you your success criteria first. Should have. I understand. All right. So more to but more I would welcome the opportunity
070to talk more about it in a more uh comprehensive way to like really kind of show bottom line is we have great teachers doing great things bringing in these true practices. Students are building agency. Um and in closing the big questions are what am I learning today? How do I know I've learned it? Why am I learning it? And what's next for me? If the student can answer those four questions, we're in good shape. Okay, I'm gonna quickly go through the rest of as much as possible. Um, this is just more uh specific action steps in terms of, you know, as I mentioned, uh, Chief Coleman and I work together a lot in terms of the principles. Um and uh the these are just some things that we do on a on a smaller level
071um to um help students, excuse me, help principles really articulate what it is that they're seeing. U you know, so if we're working with teachers on, you know, we're expecting to see or really trying to see this instructional approach. Of course, we have to get principles involved in that too because they're also doing walkthroughs and observing teachers, right? So, it's it's really work um uh in that in that area. And of course, walkthroughs, as Chief Coleman mentioned, are important. Grade level team meetings, you'll see this is like an acronym GLTM. Those are just days that we pull teachers out like quarterly or even semesterly to uh we do get them a substitute and then we have some professional learning for them. Um and this is just one avenue in which we can uh reach teachers.
072So this is great because this is the like I love this slide because at the end of of at this stage we are definitely on track in terms of goal three. So goal three by the end of 2028 we want to improve our performance index by 9%. Uh we're currently on track if you've noticed here on quarter 2 to quarter 2 comparing where we were this time last year in terms of this time this year in comparison we are looking at a 2.86 increase in performance index. That's big. So uh really happy to see that. Now the uh grain assault with that caveat with that is that um you know these are projected proficiencies from our MAP assessment. They're not actual measures coming out of OST but we've learned to rely on this pretty well
073that um there's definitely some strong correlations. So we're happy to see that. Some next steps uh we do have a grade level team meeting coming up uh here shortly. Um we are going to provide um elementary a lot of support on Lexia which is one of our platforms we're using for reading. Um we do have secondary grade level two meetings as I mentioned and then we have our newsletters and uh curricular um overviews and one thing I didn't put on here of course we have our clarity session coming up in a couple weeks. Um this this one does not have as many slides. Uh this is goal four our final goal we'll be presenting to you this evening on literacy. Um so uh literacy is mainly founded on our structured literacy approach. This is basically
074a combination of both the uh need for students to decode uh words to be able to read fluently uh in addition to actually understanding and comprehending and thinking about what they're reading. So, um, we do a lot of work on both ends because, of course, we want students to have fluency and a and a strong reading rate, but we also need students to read and understand what they're reading and also write, right, and express themselves in written form. So, it's really a combination of that. So, we do a lot of work uh around professional learning on what we call scarbor's rope, which is based um that comes from the science of reading, as many of you may have heard. Uh that's a big state initiative uh which um embraces um um the structured literacy approach.
075Uh and we've been doing that through our um high quality instructional materials and our um a lot of our professional learning that we've been doing. Um we also have uh there's a lot as you notice you know that for tracking the K3 literacy there's a lot of assessment involved. You know uh one of the big things we lean into is a cadience. this um measures how well students read in terms of fluency and some comprehension. Um so we do a lot of we are on track doing a lot uh with the different levels in terms of how they're looking at that data and using it for instruction and also again to tell us where we are um with our progress. So um so in terms continue with uh with literacy um as I mentioned and
076again I'm not going to read this to you but please let me know if you have any questions. Um we do have um our what we call CIA team which is curriculum instruction and assessment team. Uh they also work with teacherbased teams. So, Miss Coleman mentioned uh how a lot of her team and her stuff they work in with teachers in their at their weekly teacher based teams. Curriculum instruction does that as well. Okay. Um and then of course, you know, we uh continue to do uh a lot of professional learning grade level team meetings um and our other publications that we put out. Uh, one other thing I'll mention too is that we've also created protocols um for teachers to use to look at their core instruction resources and to plan around it also
077at the same time using the data. Um so we have a lot of tools for teachers to use um that that uh really allow them to collaborate over you know the the teacher clarity piece and when I say that meaning they understand how like this high quality instruction material is teaching they understand the success criteria for the student and to the rigor of the standard and that's really important and we learn about the rigor of the standard from like looking how the assessment is uh looking what's in the materials. So we um we have protocols to help teachers develop that understanding and to develop to make like instructional uh instructionally uh um sound decisions based on uh student performance. So some next steps for literacy um as mentioned we have a lot of data that
078we use just to measure our progress. Uh so middle of the year cadence analysis that's what MOI means. Uh that's important uh part of what elementary teachers do at this time of year. Um and then we also have our tool to help students with their reading and some of the reading gaps that that we're seeing uh through Lexia which is a resource we use that has um very researchbased and uh appears to be highly effective. Um we're also uh working with teachers on um on that particular platform and tool. Um and then uh we are putting a lot of support for middle school um ELA classrooms. Middle school is that critical bridge like you know we really got to get them up to speed right because we don't want them going to high school without
079those basic literacy skills. I wanted to talk a little bit about science. I have one slide. Um, we had uh STEM classes that were unified arts classes at the elementary level. That was like a once a week kind of like music, right? PE. Um, we are changing that to Discovery Lab. So, we are not calling that STEM anymore next year. And we're calling it discovery lab because they are going to be much closer aligned to the science standards and help with handson learning at pace with the content teachers are teaching in the classroom. So it's like a double it's like a double dose of science, right? Um, we're excited about this, especially with the transition to next generation science standards, which is phenomenon based and inquiry based for students, which in my opinion is the
080best way to learn science. Um, so we have some things here that we have a plan next year on how we're going to approach this. Uh, in a nutshell, next year's really like a transition year. We had originally piloted and decided that wasn't um the most cost-effective way with some of those resources we were looking at. They were good resources but they just really really not not a uh financially responsible decision to make right now in that kind of we also feel that we have enough talent in the district and at the board to be able to collaborate and make use of much more uh affordable resources and build our own curriculum that we can own even more so I'm excited about next year because we're going to be working with teachers we're going to
081be we have a committee in fact they're meeting tomorrow I have discovery labs teachers coming tomorrow. So, um, so it's going to be great. It's not going to be something we're just going here, you guys do this, and we'll help you. It's let's do this together as a as a team and we're going to figure this out. So, we're excited about that. Um, I'm very excited about this slide. Um, this is the the metrics and the progress with goal four. Uh, and again like goal three and like one and two, we are on track. uh which we don't uh always get the say just and that's just but but uh we are looking at the data and we we are on track right now. There are two measures two ways we look at trying to
082reach this goal of performance index for literacy. One is writing performance. So over the next three years we want to increase students writing performance by three points and that's three points out of 10 total points they can get on their writing. Um, and right now we're seeing uh writing increases at a half a point. So if you think the total amount of points you can get in on a writing question is 10. Um, and we're trying to get three more than what where we are now at the end of three years. And this year would be one point, right? Because we're trying to get to we're at a half a point. So it's perfect. We're at the halfway through the year. So we're I we feel that that is on track. The other way we
083measure this goal is our K3 literacy measure. Um, we look at our students that are well below on our Acadians benchmark. That's their reading fluency benchmark. And I'm excited to say that we have decreased by those percentages in those respective grade levels by that much in terms of well below reading performance. >> So that's that's really big when you compare last year to this year. So, as an example, if you look at kindergarten, last year we had 28 students in the well below uh category, which is not where we want them to be. This year, at the same time, we have 16. That's a 12% increase of students well below. And as you can see, we move on to the other grade levels. We have significant decrease in grades two and three. uh when you
084see double-digit decreases in students performing well below um that's exciting. >> So the one thing Dan maybe we're going after the same thing is so that's year-over-year in the same grade. Um, it is, and I I think we ask for this a lot, is is the cohort tracking, which we can tease, we can tease it out a little bit, but like I look at like the kindergarten class of 25 moving into the roughly first grade class of 26. Like I see that and it's like, well, did it go up in raw numbers? Not in rate, maybe depending on the class size. Maybe we got more kids in the first grade class than they had in kindergarten. I don't know. Um but that seemed to be the only jump when you look at like rough cohort
085every like but like the first grade you know that first grade group of 25 that went into the second grade group of 26 that's a precipitous decrease uh you know great um but but I don't know was that what you going to say? >> Yeah >> I want to hear your response. >> No I I so we we we do have um and I believe and I can send that to you. I had that. Um I thought we may have linked it in there. We actually have >> two slides that show you exactly what you're talking about. We have it measure. We have it what we call apples to oranges. >> Yeah. >> And then I said I am from New York. I said oranges, but apples to oranges to apples to apples. >> Nice.
086>> Right. So you can see that we're seeing gains both ways. Um, yes, cohort, cohort to cohort is that like true way of looking >> knowing full well that there's there's correct movement anyway with with with people leaving the district, leaving schools, blah blah blah blah blah. I mean, >> right. Yeah. >> Right. Perfect. >> So, so I can provide that information and, you know, we can look at that both diagonally and sort of horizontally um to, you know, to to go a little bit deeper with that. And I will say that both are important. Personally, I find the cohort comparisons, you know, the tracking a cohort far more important because those are real kids. >> Um, the state though cares about this, >> right? The state doesn't care about I'm not going to say
087the state doesn't care about our kids. >> Yeah. >> They're not paying as much as they should be. >> The state measures us, >> correct? our successes and shortcomings this way. >> Correct. Right. So, one thing I thank you for saying that. One thing I was gonna when when we see students coming from like one year to the next, it's very important like if we there's one opportunity for students unless you're in third grade to come to to be then to either be not on track or on track for reading and that's in the fall. >> Mh. >> Right. So, you know, if we have kindergarteners that are, you know, not on track, they have one opportunity beginning in first grade and then that stays with us until that next opportunity was beginning of second
088grade and then there's two opportunities in third grade. So, um, so that's a definitely a cohort thing that we need to monitor. But to your point, when we're looking at things just in like from one year to the next and our our impact what it appears impact on reading instruction um is one way this is how we we would look at it in terms of impact on instruction when we look at it from one year to the next with and not looking at the same cohort. Yeah. Right. Um, and we can go further back to 202423, which I can, you know, um, and I would venture to say that we're we're getting better yeartoear. Um, to show you that year-to-year piece, too. >> How many students would you say are how many total third graders
089uh, do we have? >> That's a good question. Uh total third graders I would say there's probably about three I would say you know you would say probably about 30 students. Yeah. You would say like 283 like 250 to 300 students across Yeah. It's the district about 250. >> Okay. >> Yeah. I can get the exact number. >> No worries. I'll take your word for it. >> Okay. >> It varies. Right. Allison's spidey sense is going off here. I am. I'm like, you know, I'm channeling Alison. Um, yeah. Other questions? Good good conversation, you know. I appreciate that. We are excited um to see some of this growth. >> Yeah, it's it's promising compared to where we've been. >> Yeah. We've looked at data this way before um from year to year and it didn't
090it didn't seem this way. it didn't really uh you know it was um it was tough you know we uh we didn't see the growth that we're seeing now in general. So >> So do students take like um a test or something at the beginning in the fall to determine whether or not they're on target? >> Yep. So the beginning of the year they take the Aadian test which is an approved a state approved assessment. We don't have to use a cadence, but we that's what we use. But it's as long as it's approved by the state and we use that to measure students reading um and whether or not they are on track or not on track and we get credit for moving students to on track, but we only get one time a
091year to do that. So, so we but that's okay. we're going to f we have other ways to measure our students progress and we're going to work really hard and then you know so all the first graders for example this year that perhaps you know if they're not on track we're working really hard with them we kind of know what the pro like you know we know like week to week how they're doing come second grade beginning of second grade that's the big test to see if whether or not they are on track or not on track >> so do you track those kids that are coming out of our prek programs that move into We do for particularly for well of course for students that we have we have a lot of data on
092them. Um they're not determined there's no um requirement for them to be determined to be on track or not on track. Um but we do have some information on them. Um and then you know we would know at the beginning of kindergarten whether or not they would be on track. >> As we all know prek is important as one to >> of course. Yeah. And you know we do have a lot of particularly you know our our students we do have a lot of information you know coming into army on their reading. >> Any other questions? >> Other questions for Chief Bowman? >> I tried to throw that ball back. I >> I I had a goal. I have a success criteria to keep this at a you know we didn't make it >> but
093but it but but board member Trimble did ask me that clarity question. So you know >> if you found yourself in the learning pit we'll pull you out. >> Yeah. >> Well, thank you Dr. Jenkins and Mrs. Coleman for leading us in our work session on semester 1 data. Um if there is no further business, may I have a motion to adjourn the meeting? >> I motion that we adjourn the meeting. There a second. >> Second. >> Miss Le, will you please call the role? Mr. Heights? >> Yes. >> Mr. Hatch Lily? >> Yes. >> Mr. Trimble? >> Yes. >> Mrs. Howard Prime? >> Yes. >> Mrs. Faw? >> Yes. Meeting adjourned.