BOE 2026-02-17

001Leila from international. >> For college, I would like to study synography. [music] College coaches to recruit me because I feel like I'm a good leader. I'm a good listener [music] and I have good discipline and I can push myself. She's always going to put 110% into whatever it is that she does. [music] So, a lot of the times whenever coaches are looking for that one player, that spark, Somaya Harrington [music] would be that person. I cannot wait to see the young woman that she is going to become. I just want to do photography and still do basketball. College coaches should recruit me because I put all the work in. I'm very humble. I could make buckets and [music] I like to share the ball and communicate. College [music] coaches should recruit Cristiana Towns because of

002her work ethic, the ability that she [music] has, which is natural, and on top of that, she's very coachable. It's something different whenever you have someone to step on the court that has an athletic ability, that has a game that is different than a lot of players that do play the game [music] and you can still teach them something. [music] >> [music] >> My name is William Stinchcom and I've been with Columbus City Schools for 23 years. >> My name is Mr. Dorsey Bersaw and I'm a safety and security specialist. >> My name is Anita Roman and I am a Columbus City Schools bus driver. >> My name is Sammy Gonzalez. I'm a food service manager currently at Briggs High School. I know that if I'm not there every day and on time, you know,

003that that student may not have a ride to school. And that weighs on me heavily. And I take pride [music] in knowing that my students can set their clock on me. I'm always if, you know, it takes a lot for me not to come to work. It's important to come to work every day, be on time because we may be the only way that student gets to school. you know, seeing the kids [music] years later and having them come up to me and say how thankful and grateful they were and happy that, you know, I kept them safe in the district and, you know, that I can't retire or leave the district until, you know, their kids graduate. [music] >> This was one of the best decisions I've made in my life. Um, I didn't

004expect to live uh for this, but uh I love being part of the Columbus City School [music] as a family. I just think because the building represents our districts for me to see how clean the building is. I could take pride in my effort [music] and to put the cleaning and organizing of the building, it just makes me feel a level of pride. >> Peaceful mind can accomplish a lot of things. And when a student is hungry, their mind [music] is often times on what the next meal is going to be. In an indirect way, we affect the students [music] in the kitchen. They can accomplish what they have to in the classroom. And for them to accomplish that often times that's going to better [music] their situation for themselves, their family and their community.

005So in in a sense helping the student in an indirect manner with the food is something that I really enjoy. >> Columbus, Ohio has so much to offer our youth. The [music] growth you can obtain from being a part of this district is huge. There is such diversity and learning experience happening throughout our K12 buildings. I love to see the [music] excitement in the kids' faces when they know they can start school the very next [music] day. So it's exciting exciting for the families. Um so I think it's very impactful because it gives them that first start to you know learning and growing. >> You know I've [music] been working with kids all my life. Coming here meeting the students the relationships that I've built [music] over the years is just phenomenal. I mean, I'm

006seeing students still see [music] students to this day that thank me just, you know, thanks for everything you've [music] done. Thanks for helping provide a safe learning environment, you know, thank you [music] for the talks, you know, and they're really appreciative. >> The district provides training throughout the school year and a lot of information that's constantly updated and it's always available to us. So, that's very helpful in um being able [music] to, you know, provide the best service to, you know, our students and parents. The diversity in Columbus and inclusion, it's unlike any other place [music] really. There's so many different cultures and you come in contact with just on a daily basis, you know, with our [music] students and parents and teachers. >> I've really enjoyed the last few years working here at CCS.

007It's got great [music] benefits. The people have been great and I wouldn't change it for anything. I've had other job offers, but I've turned them down because I just really like the people and I like working here. run to your computer and apply online. [music] This is one of the greatest kept secrets in the school district. Really, this is a great job. Just apply online. It's easy. We have um our training [music] is excellent. And um you know, we'll we'll do everything we can to help you get through [music] and you won't regret it. I promise. Hi, I'm Carrie Charles and the big story this day, Columbus City Schools is welcoming leaders of all ages [music] back into the classroom for the 2025 2026 school year. Are you ready? >> Yeah. [cheering] >> 3 2

0081 [music] >> [music] >> Welcome back to the first day of school in Columbus City School. >> Leaders are here. >> Oh yeah. Well, [laughter] it's like it's all that random stuff that you like watch as a kid and then you go you're actually doing it. Like we did uh Dick Clark Rock in New Year's Eve Times Square where we did the Macy's Day Parade >> and that was both in the same year, right? >> Ninja Turtles. Yeah. And so it's like just bizarre stuff like that. I mean playing >> Yeah. I playing MTV World Stage in Malaysia was one our first like big international show that that was like we had a police escort to the show and like there were thousands of people >> and we're so self-deprecating. We're like, we don't need

009cops to like escort us. >> No one cares. >> Yeah. It's just stuff like that. And and then >> just it's such a gift, too, to like look at look out at shows and see faces from 15 years ago still coming. And so that that's like >> that's also a pinch moment. Like people care that much about our crappy little band. No, we're not crappy. We're good. [laughter] >> Our incredible band. Well, we are so uh grateful that you're here today and took the time to do this for for us and all of our listeners and we love what you do and congratulations on this latest album and all the success. >> Thank you so much for having us. >> You're welcome. And we'll do our final giveaway after this final song that they take

010us out with and it is Neon Trees. What's this last one? >> We'll do Everybody Talks. >> All right. Baby, won't you look my [singing and music] way? I could be your new addiction. Hey, baby, what [singing and music] you got to say? All you're giving me is fiction. I'm [music] a sorry sucker and this happens all the time. [music] I found [singing] out that everybody talks, everybody talks, everybody. It started with a whisper. And that was when [music] I kissed and fing in my lips. I could hear the chit. I'll take me to your love shack. M's [music] always got a back to when. [music] Hey honey, you could be my [singing] drug. You could be my new prescription. Too much could be an over. ALL THIS TRASH TALK making me itch. I know

011my my everybody [music] talks. Everybody talks. Everybody talks too much. It started with a whisper and I was kiss and then she made my lips. [crying] I could give a chithat a ty. [music] Mama's always got a back when everybody looks back. [singing] I never thought I'd live to see the day when everybody's words got in the way. Yeah. Hey sugar, show me all your love. All you're giving me is affection. Hey sugar, what you got to say? [singing] It started with a whisper and now you in my lips head. I could hear the chit. Oh yeah. I t it to you. Love sh. [music] Mama's always got a bad when everybody does. Everybody [music] talks. Everybody talks. Everybody talks. Everybody talks. >> It started with one whisper. >> And that was when I talk.

012Everybody talks. >> What are we going to do? Well, we there's a few, but now I'm holding a different guitar. So, we'll probably do one of two. Let's do another way. Um, which is the uh So, we're playing songs off of this new album, Beacons, that came out a little while ago. Okay. >> And we're in the middle of this big Beacons tour. The first disc is all we're calling Americana, which is this electric, >> you know, that word is can mean almost everything. >> Big umbrella there. >> Yeah, pretty big umbrella. But we're playing like, >> you know, some bluesier stuff. And again, we're coming from bluegrass. Disc two um is all the bluegrass stuff with Jerry Douglas and Sam Bush and that stuff, but we're going to close. This is the song that

013ends um the Americana side and just say two words about it real quick. Um, well, for the last couple years, um, Eric and I just kept talking to each other and I think talking to everybody I know and just this this term or this we just kept saying these same words to each other, which is there's got to be another way for us all to to live here on Earth and and get along better. There's just got to be another way than than what's happening right now. Um, >> because it's just it's just so awful for all of us. So many of us are in pain and hurting and divided. So, this idea of there's got to be another way, another way. So, we wrote a song called Another Way and uh we hope it

014uh you know touches you. >> All right. Thank you all. Thank you all very much. >> Thank you so much, guys. >> Sounds great. >> I'm going to count us all in. Here we go. One, two, one, two. I come from the river. I couldn't tell you which one. I've been turning around here since the wheels first. It's never made much difference cuz you end up where you need. Any old place to hang my hat is home sweet home to me. I've sold myself. >> The regular business meeting of the Columbus State Schools [music] Board of Education for Tuesday, February 17th is now called to order. Please call the role. >> Miss Adair, >> present. >> President Miranda, >> present. >> Vice President, >> present. >> Dr. Pierce, >> here. >> Dr. Kennedy, >> present.

015>> Mr. Simmons, >> present. >> Mr. Kame, >> present. You have a quum. Oh, we usually we're ready for the highlight video. [clears throat] Greetings. Welcome to this week's highlights from across the district. February is here and Columbus City Schools is proud to celebrate Black History Month. This month highlights [music] the achievements, resilience, and contributions of African-Ameans throughout history. Celebrating Black History Month is a powerful reminder of our progress and the work still ahead in creating a more inclusive future. Throughout the month, students will engage in enriching activities, performances, and discussions highlighting black leaders, innovators, and change makers. CCS is committed to a better understanding of the past and to inspiring students to [music] shape the future. Follow along on our CCS social media channels to see how our students and staff are honoring Black

016History Month and celebrating the voices, stories, and contributions that shape our community. February is Career and Technical Education Month, and we're proud to highlight Uzia Bailey, a 2025 Columbus City Schools alum who turned hands-on learning into a career in healthcare. A graduate of Northland High School and the Fort Hayes Career Center, Aiah explored health science pathways in high school and found his passion for dental assisting. Today, he works full-time at Nationwide Children's Hospital, supporting patient care and clinical teams every day. Through Fort Hayes dental assisting pathway, Uzziah gained real world experience in [music] patient care, clinical procedures, and professionalism, preparing him for success before graduation. CTE Month celebrates stories like Uzziah's, where learning leads directly to meaningful work. His journey shows what's possible when students are given the skills, support, and opportunities to succeed. Celebrating

017a milestone moment, the [music] CCS winter graduation commencement ceremony for the class of 2026 [music] was held on Friday, February 6th. Amongst the crowd of proud family and friends, [music] we celebrated the academic triumphs of 17 graduates who have reached this significant achievement. Their dedication and perseverance have set the stage for a promising future. Congratulations to each graduate. As you step into new beginnings, may [music] your journey be filled with continuous success and new opportunities. On Monday, February 9th, Batty Park Elementary School celebrated earning the 2025 Special Olympics National Banner Unified Champion School Distinction. This honor recognizes schools that show a strong commitment [music] to inclusion, acceptance, and unity. Only 220 schools nationwide, and four schools in Ohio received this [music] in 2025. Batty Park is proud to be the only elementary school in the

018state to earn [music] this designation and the second Columbus City School to receive the recognition joining Northland High School. The celebration included remarks from school leaders and Special Olympics Ohio, followed by the official banner presentation and a student dance party that reflected the joy, pride, and inclusive spirit of the Batty Park community. Batty Park's ongoing focus on making sure every student feels seen, supported, and included continues to shape a school culture rooted in belonging and unity. Last week, the Office of Whole Child Supports proudly hosted Columbus City School's 10th annual Relationship Week held February 9th through the 13th. This year's inspiring theme, daily habits for nurturing strong positive relationships focus on kindness, connection, inclusion, empathy, and belonging in every classroom, school organization, and within our community. Throughout the week, our students and staff leaned into

019intentional relationship building, strengthening the sense of trust and respect that fuels learning. When we prioritize strong, positive relationships, we create environments where students feel seen, valued, and ready to thrive. Thank you, CCS, [music] for making our 10th annual relationship week impactful across our district. On Saturday, February 14th, the City League girls basketball [music] championship brought excitement to East High School as the Lady Nubians of Columbus Aphroentric Early College [music] face the stars of Centennial High School in a thrilling contest that came down to the final moments. Centennial [music] secured the championship title with a 49- 47 victory. Congratulations to the Centennial Stars on an outstanding win and to the Lady Nubians. I am proud of the grit, determination, and composure you demonstrated throughout the game. What stood out most, the leadership and sportsmanship shown by

020both teams. These young women competed fiercely while representing their schools and our district with class. Well done to both programs on an unforgettable championship game. These have been your highlights from around the district for February 17th. Thank you so much for joining us. >> Dr. Chapman. And now, please join me in saying the pledge of allegiance to the flag >> of the United States of America to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Whereas Ohio Revised Code 3313.23 requires the board when the treasur is absent from any meeting of the board to choose one of their members to serve in this place prompor. And whereas Mr. Ryan Cook, treasurer is absent from this meeting. Now therefore be it resolved that board appoints Brandon Simmons

021to serve as treasurer prompor in the absence of the treasur for the duration of this meeting and this meeting only. Now for the agenda. Is there a motion to adopt the agenda? >> Motion second. >> I think you actually have to have a second and then vote on the prom. >> Oh before you can move on. No worries. >> We need a second. Do >> we have a second on the prom? >> Second. All those in favor >> I objection. Okay. >> Um we will now adopt the agenda. Um the agenda will have public comment, executive reports, board matters, public hearings or notices of public hearings, consent agenda and we will have an executive session after the meeting. Is there a motion to adopt the agenda? >> I did the motion. >> Second. Second. >>

022All those in favor? >> I opposed. >> Okay. >> The motion carries. Um we will start with public comment and the first one will be Janelle May. Good evening. My name is Janelle May. I'm here with my husband, Adam Cutright. This evening, we're parents to two amazing CCS students. We have a ninth grader at Beachcraft High School and a third grader who attends Cole Rain Elementary. We're here tonight because we've experienced two different bus safety incidents regarding our freshmen this year. And uh we've been very frustrated with our experience trying to resolve that with the district. Our son uses a wheelchair. He has significant intellectual and developmental disabilities. He is not able to reposition himself without assistance and he cannot ask for help when he needs it. He depends on his caregivers to ensure his

023safety and his dignity. On September 4th of this past year, our son boarded the bus home. There was one other student, a driver, and an aid on the bus. Over the course of the next 35 minutes, he slid down in his wheelchair seat, was increasingly distressed, and made multiple attempts to reposition himself. Uh, at one point, his leg was on top of his wheelchair tray, so it was very obvious that he was in distress. Uh, when by the time he arrived home, he had slid down so far that he was out of his wheelchair seat and his chest strap was under his chin at his neck. He was the only child on the bus at that time. Uh when the bus pulled up to our house, the driver and aid waved frantically, my husband, onto

024the bus for his assistance. As you can imagine, we were absolutely horrified and to be honest, furious. How could that possibly happen? And sadly, we're still asking that question five and a half months later. In the immediate aftermath, our son's teachers, physical therapy, and special education reacted with the appropriate amount of horror and took some immediate steps to remedy the situation, including conducting some one-on-one training with my son's specific bus drivers and aids. We met with the team in person to discuss our concerns. And then in November, he came home without his chest strap secured at all. It was completely unsecured behind him against his seat back. Now, this was after all of these ongoing discussions and in-person meeting. We of course made calls, uh, sent emails, requested another inperson meeting. There wasn't even a

025transportation representative that showed up to that second in-person meeting. We've had a total of three in-person meetings to discuss this. Many phone calls, many emails. Throughout the entire process, we've been disappointed by transportation. They seem completely disengaged with our attempts to find out what happened, what steps we can take to ensure this never happens to another CCS student. They've given us little to no response to any of our attempts to communicate. We've never received a appropriate response to explain what happened, if there was ever any accountability for our son, other than knowing that there was some kind of internal investigation, of which we have no idea what the result was. No one seems to want to take responsibility, and it's extremely frustrating. So, this school year, we've experienced [music] two major safety incidents. And I

026can guarantee you, if we've experienced two, we are not the only ones. All CCS students and families deserve transparency, accountability, and timely communication, especially when it involves student safety. Columbus City Schools can and must do better than that. Thank you for your time. >> Thank you, Miss May. Adam So folks, I'm assuming that you all have children, right? And um you love them very much. So when I got called on that bus and seen my son in that situation, everything that I fought for, all the doctor visits, all the physical therapy, all the love, all the sickness just felt like it was thrown aside. Um, my wife, she [snorts] is the book smart person. I am the street smart person. I think that's why we jive so well together. Um, I read the minuteby minute

027since we weren't able to see the video of what happened. Uh, we did get a rundown minute by minute and I think what my wife is asking for is reasonable. One, we want an apology. we want to know what the accountability was. Um, and I just think that instead of being the typical or non-typical whatnot parents that would go to a lawyer or take you to the news, we just want to make sure that things are done right. And we want to make sure that all children that travel on the bus system are safe. We don't want to take your time. We don't want to take your resources. We want you to devote that to the things that matter the most. Now, when I say this, I make no mistake about this that I want

028these things done and I want them guaranteed and I'm not beneath going to the news and I'm not beneath getting a lawyer and putting this on blast. I think what I'm asking to do is reasonable and I think what my wife asked was reasonable. So with that, I'm just asking that you guys do the right thing. Make sure that the proper training is done. Make sure that the children are safe when they get home because everything that we love, we depend you guys to take care of. That's all I got. >> Thank you. Um, we do have someone here can talk with them tonight and so we're asking Dr. Chapman to direct them to that. I also want to say I hear you. I had a son who was in a wheelchair, went to Cole

029Rain and took the bus. So I completely understand and I empathize. So if we can have you meet with somebody to take care of that tonight, we will do that. Okay, Sierra Thomas is on the phone. >> Yes. >> Okay. >> Hi. So, I am reaching out. This is regarding transportation for my daughter. So, I'm not sure what's going on. I've reached out several times. I've had my grandmother reach out. So, she was received. She goes to Burwick Alternative. Um she's in the seventh grade. I do have transportation for my son. Um eventually they did start coming out because he has an IEP. But for my seventh grade daughter, I mean my son's bus goes the same direction. Although he goes to Scottwood and she goes to Burwick Alternative. It's like the bus is big

030enough for her to be able to get on that bus. the leads arrive with him as well or I'm just really at this point not sure what the um issue is with getting her transportation back over here. I've had to reach out to my grandmother as far as having her take my daughter to school and she's much older. So, it's like a hassle of her coming all the way from the east side of town all the way up to the north side of town uh for transportation is a lot. Again, she was provided transportation before previously um I would say the 24 25 school year. Um she did have, you know, a van that came in front of the house where the previous bus driver made that accommodation since she was the only one getting

031on the bus that stayed on this side of town. Again, I'm just trying to get the process of where she's able to receive transportation, able to get to and from school. It's a hassle. I don't have a vehicle right now, so that's a thing where I'm not able to take my daughter, but I feel like I shouldn't, you know, have to go through that since she was once provided transportation. I'm just trying to get again that started for her so that she's able to get to and from school and doesn't have to worry about missing any school or I don't have to reach out to my grandma that's like almost 80 years old to, you know, come and pick her up. I don't have the help from her father um due to a domestic violence

032situation. So, it's like I really need the transportation. I really need the help. I'm again not sure what to do at this point. >> Thank you. Um Miss Thomas, um we will ask administration to read out reach out to you directly with the phone and email that are on file and we'll ask Dr. Chapman will follow up um so that somebody will call you and and take care of this. >> Okay. >> Thank you. I appreciate it. >> Okay. Thank you. Our next public participation is Lori Reer. Lori Reer, if you would come up. >> Hello. Oops. Um, well, members of the board, I am a Columbus City School grandparent. My grandkids go to um Clinton Elementary, and I am urging you to pass a resolution opposing House Bill 42. Uh this bill should concern

033every parent, educator, and community member in Ohio. Uh HB 42 would require every public school in Ohio to collect and report students data including citizenship and immigration status and potentially that of their parents. Uh the federal government uh to the federal government. That is not the role of our schools. The schools are meant to be safe, welcoming places for learning. uh requiring them to gather and share this kind of sensitive information could put children and families at risk. Uh they we already know uh that a lot of mistakes happen in immigration enforcement. Uh legal residents and even US citizens have been wrongly detained and assaulted. Uh if families fear that enrolling their children in school could expose them to immigration action, uh they're just not going to send them to school. Um, children's education and

034mental health were will suffer. This bill uh has far-reaching consequences. There are already countless stories of people being mistakenly caught up in the government's deportation push. No child should have to wonder whether going to class could put their family in danger. And no school district should be forced by state law to become a pipeline of information that could be used to harm very the very students were charged with protecting. I also want to raise serious concerns about Senate Bill 172. This bill has already passed the Ohio Senate and now sits in the Ohio House Public Safety Committee. Its broad language language would allow nearly limitless access for immigration enforcement in public schools, in universities, and school activities. You know, they can show up at the basketball game and [laughter] um uh it would require the

035federal, state, and local officers to allow or assist immigration related arrests. So they could make the Columbus police help arrest students or their families with or without a warrant in a wide range of circumstances. That opens the door to abuse and error. It could lead to wrongful arrest of legal residents and citizens. It would undermine due process and uh discouraging victims, witnesses, and families from entering public spaces, including schools and courouses. We have already seen this happening. When students are afraid, they can't learn. When families are afraid, they disengage. And when trust is broken, it's hard to rebuild. I ask the board to stand firmly for student safety, equal access to education, and for the principle that our schools must remain places of learning, not enforcement. Please pass a resolution opposing HB42 and speak out

036against policies that put our children at risk. I really don't want my grandkids to be sitting in class and have ICE agents come in and grab their classmates out. That's horrifying. So, among many other things, that's >> Thank you, Miss Reader. >> You're welcome. We're going to transition to board matters. And as we transition to the board monitoring section of our meeting, I would like to remind everyone that the board is utilizing a student outcomes post focus governance model. We refer to this as SOFG. And SOFG goal monitoring is a conversation between the board and the superintendent that provides board members the opportunity to evaluate the alignment between the community's vision for student outcomes, which is the board's goals, and current student performance or growth. While goals and reality may not match perfectly, it only

037becomes problematic when there is no evidence of student growth. If students are not yet making progress, that is only problematic if the superintendent does not have sufficiently aggressive strategies to address those gaps. >> Okay. So, they're telling me my script is wrong. [laughter] >> I think your script is right on. I think that we had the we were going to do the calendar presentation first. >> Okay. >> And then go into the monitoring reports, but your script is appropriate. >> Okay. Yeah. >> Well, let's go to the calendar. >> Good evening, board members. >> Yeah. The the next item on our agenda 5.1 is the introduction or of our proposed calendar changes for the next upcoming school year for two years 2627 and 2728. And I have with us Dr. Klene who's joining us uh

038virtually this evening to talk through uh the proposed calendars for the next two school years. Thank you, Dr. Chapman. Good evening, President Miranda, Vice President Les, Board of Education members, Superintendent Chapman, Treasure, Internal Auditor. Tonight, I wanted to give you a brief report on the 2026, 27, and 2027 28 school calendars for both traditional and yearround schools. This evening, you will have a first reading for the school calendars for the next two years. Here's a little background for you regarding how and why the calendars look the way they do. Using our board of education policy 8210, the collective bargaining agreement section 1501.03, and a collaborative group of staff, a calendar was developed. John Dean worked with our labor unions and engaged consistent with their respective collective bargaining agreements. For purposes of determining the minimum number

039of hours for a school year, a district is required to have a minimum of 910 hours for grades kindergarten through six and 1 hours for grades 7 through 12. According to the state, a school district can use up to the equivalent of two days for professional development of teachers, up to two days for parent teacher conferences, and a 15minute period of recess both in the morning and afternoon for grades K through six, lunch and breakfast periods, as well as extracurricular activities are not allowed to be included in the calculation of minimum school hours. Our average high school middle school hours for Columbus City schools last year were approximately 1,040 hours per year. Our average elementary school hours in CCS last year were approximately 1,2 hours per year. The length of the school day is governed

040by the Columbus Education Association collective bargaining agreement. The length of the school day is 6 and 1/2 hours for elementary schools and K to8 buildings, typically 9 to 3:30 p.m. The length of the school day is 7 hours for middle school and high schools, typically 7:30 to 2:30 p.m. Here's a look at the proposed traditional calendar for the 2026 2027 school year. The first three days back for staff will be devoted to professional development and common planning time to develop plans and instructional strategies prior to the return of our scholars. Research supports the use of collective planning to foster collaborative expertise and providing this opportunity for teachers at the beginning of the school year is a best practice. Effective professional development fosters collaboration and shared responsibility across our schools and district, positively impacting our student

041achievement. Professional development also increases support for teachers in adopting new practices, ensuring that instruction is effective and aligned with the needs of our students. Wellness week has been preserved and five additional instruction days, which can certainly help if we have another year with lots of snow and sub-zero temperatures. Here's a look at the 2026 2027 year round calendar for Woodrest Elementary School. The difference between the traditional instructional days of 172 and the year round instructional days of 171 days is due to Memorial Day, which is within the year round calendar and is a paid holiday. The CA contract specifies that we cannot have a start and end date of more than 195 calendar days between the first and last day of school. This calendar provides four additional instruction days from this school year. Also remember

042that WoodCrist is very unique in that they provide inter session support for both intervention and enrichment between their extended breaks. Here's a look at our 2027 2028 traditional calendar with the three TPD days up front prior to our scholars coming back to school. Wellness week maintained with 172 days instructional days remaining the same in the 2026 2027 proposed school calendar which is five more days than this school year. Here's our 2027 2028 year round calendar with the three PD days up front. Again, wellness week maintained 171 days of instruction and again this is four additional days of instruction more than we had in our current 2025 2026 calendar. Inner sessions would again feature for both interventions and enrichment for any student at Woodrest who wishes to participate. I'd like to emphasize the importance of increasing

043the instructional days on that traditional calendar from 167 this year to 172 days. instructional days for the year round would be 171 days. This will emphasize the importance of classroom instruction and allow a little wiggle room for calamity days if they are needed. In order to get additional feedback for our board of education's final consideration of our upcoming two school calendars, we released a school calendar survey on Wednesday, February 11th. This survey is being conducted with the software application thought exchange in collaboration with our strategic performance department. We encourage all of our families to complete the school calendar survey and allow their voices to be heard for the 26 27 and 2728 school calendars. This brief survey asks for input on important topics such as including professional development days, school breaks, wellness initiatives, all of

044which directly impact our students learning experiences. We're really happy to share that we've already had 3009 results from our survey. That's really exciting. The really great part about this survey is it automatically does language translations. To date we have 2537 completed in English, 15 in hyish and creole, one in Kinywanda, two in Ukrainian, one in Russian, 11 in Arabic, one in Vietnamese, 12 in Portuguese, two in Persian, four in Japanese, 358 in Spanish, two in Chinese, and one in Nepali and 62 in French. With the current result results, our calendars align closely with what our community and staff are requesting. We'll be sharing the details of all calendar survey questions with you at the next board of education meeting. Please visit the Columbus City Schools website to complete the survey and learn more. Let's continue

045working together to plan a school calendars that reflect the needs of our entire CCS community. This concludes my presentation and I would be happy to answer any questions. >> Thank you, Dr. Klene. Um, questions, Dr. Pierce. >> This isn't a question, but Dr. Klein, I just want to give you and the team kudos. I've seen all the family surveys that have gone out in the multiple modalities. I'm assuming that we've done that in multiple languages as well. Is that a correct assumption? I see you nodding your head. >> So awesome. Kudos. Thank you so much to you and the team and we definitely appreciate that it's the two-year calendar. Way to go team. >> Other questions for Dr. Klene? >> Yes. >> Uh thank you Dr. Klein. Um where were the the five days added?

046Can you just break that down for us >> or like the differences? You know, >> we actually took away some professional development days and then added a day at the end of the year. >> Added a like where in the calendar year are those days? Maybe that's about >> So up front, we used to have five professional days up front >> and so we've narrowed it down to three and so we gained some time there. We also gained some time at the end of the year. >> Okay, thank you. >> So that means I'm sorry that that just means two in August and three in >> three additional. Okay, >> correct. >> Great. >> So, more instructional time in those professional those professional development days, we've reduced them. >> Yeah. Yeah. Yeah. Okay. Thank you.

047I was just wondering where in the calendar year they fall. >> Sure. >> Okay. >> Thank you. So, more instructional time and we hope we aren't off for a week next year because of snow, but if we are, we'll have a cushion. >> Yes. >> So, that'll be good. >> Yes. >> Thank you, Dr. Klein. And did to that, Dr. Miranda, um this is a win for our students um in gaining more instructional time, time on task. As we know, um when we think about um academic improvement, academic achievements, the X factor is always time on task, time in the classroom um so that our students have more opportunity to access to all the resources and lessons that our educators are planning for them. And just want to note that this is the first reading

048for the calendar. So there's no action needed on the board's part this evening. We do have a live survey that is will continue to uh gather feedback from our community on the calendars. And so when we come back to you, we'll be sharing with you the feedback in advance of the the vote when we ask the board to take action and approve these two calendars for the upcoming two school years. So, thank you. >> Thank you. All right. Now, where we were before. >> Yes. That amazing script that you have. >> Um, we have the interim for closing opportunity gaps. >> Yes. >> Um, so, thank you, Dr. um, Chapman. You're going to do that presentation. >> Absolutely. Um good evening board members to our community members who are here with us um in person

049or joining us online. Tonight I will provide an update on the district's progress in closing opportunity gaps, focusing on our monitoring reports for grades 9 through 11 and the steps we are taking to increase graduation outcomes for our students. I want to begin by recognizing and thanking our teachers, our building principles, and our support staff across our 21 high schools in the district. They have maintained a committed focus on metriculation of their students and have worked very hard to increase our graduation rates. Their ongoing dedication continues to support meaningful academic growth and lays a foundation for student success long after they leave us as they embark on their future in college careers and entrepreneurship. Tonight, we will provide a comprehensive update on closing opportunity gaps across the district. We are proud of the growth our

050scholars are making and pleased to check in on how our 9inth, 10th, and 11th graders are progressing towards graduation. Our theory of action to improve student outcomes and the next steps we'll take to ensure continued growth. We'll start with a summary of our mid-year data, review the root causes impacting student outcomes, and share a refined theory of action that guides our approach. From there, we'll discuss our response to the data and outline recommended next steps designed to accelerate metriculation and strengthen student outcomes for graduation. We are happy to report that we have met all of our interim goals for graduation. This moment represents why we do this work. Graduating our students is the ultimate goal of our schools and it reflects the collective effort of so many dedicated professionals who support students every step of

051the way. I am deeply grateful for all of our school counselors, college and career readiness coordinators, metriculation specialists, teachers, social workers, assistant principles, principles, our entire support staff that support our students in high school and the entire team whose daily commitment makes this work possible. Through strong instruction, intentional monitoring of progress, relationship building, and timely intervention, you ensure that students stay on track and are prepared for what comes next. Whether that path leads to college, career, entrepreneurship, service, or beyond. Because of your work, our graduates leave us with options, confidence, and opportunity. The sky truly is the limit for our students and I'm grateful for everyone who supports this work and believes in what our students can achieve. Together we'll be we are building systems that set every graduate up for success after high school.

052Our monitoring report models the datadriven practices that we expect in our schools. Analyzing data, identifying gaps, and implementing strategies to improve student outcomes. This reflects the routine work of building and teacher teams and is supported by research on how effective schools positively impact student outcomes. Just as the board has established annual goals as the superintendent, I have set interim goals for each year. These interim goals are directly connected to student outcomes in reading, math, and metriculation. Both our annual and interim goals are intentionally challenging, requiring thoughtful changes in adult practices to drive student success. I'd like to briefly outline how metriculation teams look at the credit requirements for each grade level to ensure our students remain on track for graduation. So in this chart you'll see for ninth grade students after the first semester they

053need at least two and a half credits with.5 credits in English and math. For 10th grade students at midyear they need to have earned 7.5 credits including 1 and a half credits in both English and math. For 11th grade students, after the first semester, they must have earned at least 12 and a half credits, including two and a half credits in both English and math. These credits, credit thresholds, are designed to ensure that students are staying on track with their academic progress and are well prepared for graduation. Our graduation strategy is anchored in one clear focus, ensuring every student earns credits on time and graduates prepared for life after high school. To achieve this, we have aligned our work around four interconnected threads that operate together as a system, not as separate initiatives. These threads

054include metriculation teams, strong tier one instruction, building belonging, and monitoring attendance. When these four threads are intentionally aligned, they create a coherent system that supports students academically, socially, and structurally, driving improved credit attainment and stronger graduation outcomes across the district. The four threads represent the core interconnected strategies that guide our work to keep students on track for graduation. First, metriculation meetings for grades 9 through 12 provide a consistent structure for res reviewing student progress and identifying those who are off track. Led by trained metriculation specialists, these meetings focus on targeted datadriven interventions and differentiated supports, including but not limited to boot camps, home visits, and the 9th grade academy to address academic attendance and engagement needs early and intentionally. Second, building belonging ensures that every student experiences school as safe, supportive, and connected community. When

055students feel seen, valued, and supported by caring adults, they are more likely to engage, persist, and remain on track to graduate. Third, monitoring tier one instruction strengthens the core instructional experience for all students. Through the district-wide learning walkth through tool, leaders gather consistent observation data that informs feedback, coaching, and embedded professional development for administrators, supporting strong instructional leadership and highquality classroom practice. Finally, monitoring attendance serves as a critical early indicator of student risk. Schools regularly review attendance data and intervene proactively to remove barriers, re-engage students, and reinforce the connection between daily attendance and long-term success. Together, these four threads con create a cohesive, proactive system, aligning instruction, intervention, relationships, and engagement to ensure every student is supported on the path to graduation. I will now turn it over to Dr. Brown so he can share

056the data and discuss our progress toward our graduation goal. >> Good evening. >> Evening. >> So, um, as the superintendent indicated earlier, we met our our target for each of these grade levels. And so, uh, this is an easy report for me to to go through. Uh, as you can see, we've had a trend of continuous improvement. When you look at this chart, uh, for those of you that haven't had an opportunity to see these before, the blue line reflects our historical performance, uh, all the way up into the current, which is, uh, 74.5% of our, uh, first-time freshmen are on track in terms of credit accumulation at this point in time. The orange line reflects the uh, interim targets that were set out. And as you can see, we've been exceeding those targets over

057time. And at this point uh we are exceeding those targets yet again. Historically we have looked at uh student groups and how that's broken out in terms of that performance is broken out in terms of race and in terms of service provision for our students. We have a little um legend down on the right hand part of the chart that explains the color coding. it. Uh the color coding is meant to make it a little easier just sort of visually see where uh each student's group is performing relative to the interim target. While the goal for the the interim goal for the system is a whole group goal. It's the whole cohort, we do monitor the progress of all our student groups. And when you look at this light blue reflects student groups that have

058exceeded that target there and exceeding means that they're greater than 102% of the the current goal. Groups that are in the darker green have met the target. They fall someplace between 98 and 102% of the target and then it staggers downward uh in terms of the colors there. So when you look at this uh you can see that the majority of the student groups met or exceeded the goal in nth grade and um the only exception there being homeless students and of course we know homeless students face a lot of challenges and at [clears throat] the state level and a national level often are not performing at the the same level as other student groups. Moving on to the next cohort. Um, again, we had a a substantial gain there, a 4.7 percentage point gain

059this prior year. This uh not only exceeds or or not only meets but also exceeds our goal. It's the first time that this exceeds the goal for for this cohort. And again, when we break this out and we look at it by student groups, we see that again the gains were shared by most student groups. Uh in fact uh gains were shared by all student groups with the exception of one. Finally looking at 11th grade our juniors showed uh the largest gain since uh 2223 with the 3 uh 7 percentage point gain this year. This brings this cohort back on track. Uh this is the first time the 11th grade has has been on track uh since we started this process. And again, every student group either exceeded the goal or or make gains this

060year. So for each of these uh target areas, we've met our goal for 9th grade, for 10th grade, and for 11th grade. And again, those gains were shared by most student groups. We put this all together into one chart here, which allows you to sort of look at the the cohorts over time. If you look at the bottom uh of the chart, you'll see the grades 9, 10, 11, and 12. And then if you look at uh the left hand side of the chart, it talks about the percentage of kids who were on track. Uh I'd like to point out that uh prior to 2025, the 22, 23, and 24 cohorts were obviously impacted by uh the pandemic that that had an impact on their high school uh career. But if you look at the

061more recent cohorts, a pattern begins to emerge. uh students come in strong in ninth grade and then there's a sophomore slump that continues into the junior year. But I'd like to point out the 11th grade window there. And what you see is that that 11th grade performance by year keeps incrementing up. So, we're beginning to again whittle away at that sophomore and junior year slump, which means that our the gap that needs to be closed to meet our goal for graduation smaller every year and more students have the opportunity to take advantage of again those post-secondary training opportunities, etc. that exist in our schools because they're not doing remediation. This strategy has been working. It works at every grade level and it's positioning us better every year. And with that, I will return things back

062to Dr. Chairman. >> Thank you, Dr. Brown. I am also happy to highlight that we have made progress in improving our systems, particularly in data collection and reporting. Improving systems means we have moved away from manual timeintensive processes and toward consistent accessible tools that allow schools to quickly identify students who are off track and respond to the data in real time. Strong systems create clarity, reduce variability across schools, and allow metriculation teams to spend more time supporting students and less time managing data. Partnering with our EMIS and student data teams, schools now have streamlined real time reports that provide an accurate and shared picture of student progress toward graduation for all stakeholders. In partnership with our internal audit and data teams, we'll continue to refine and strengthen these systems. These improvements also allow schools to

063strengthen our approach to targeted interventions. We are no longer waiting to intervene. The district has adopted research-based statist statistically validated early warning indicators that identify predictive risk factors for students beginning as early as middle school. This enables schools to match the right supports to the right students at the right time, whether through credit recovery, attendance interventions, academic supports, or relationshipbased strategies. By intervening earlier and with greater precision, we can prevent small gaps from becoming barriers to graduation. We are proud of this cross department collaboration that has created a more unified and coherent approach to training and development from department chairs and school counselors to principles and assistant principles, ensuring every member of the system understands their role in supporting our graduation goals. Together, improved systems and targeted interventions ensure our work is proactive, coordinated, and

064focused on keeping every student on track to graduate, prepared for college, careers, entrepreneurship, and life beyond high school. And as we wrap up, as we look ahead, one key area where we'll be seeking board support is the update of our district graduation policy. On March 17th, we'll bring forward a revised policy for your review and consideration. Our current graduation policy has not been updated in over five years, and recent changes to state graduation requirements make it essential that our local policy is aligned, current, and clearly support student success. Updating this policy will allow us to remove barriers, increase clarity for students and families, and ensure our expectations and systems reflect both state requirements and the needs of our learners. Most importantly, it will help us uphold our shared commitment that every student in CCS has

065a clear pathway and a bright future ahead. Thank you for the opportunity to share our progress tonight on our interim goals for metriculation and closing the opportunity gaps. And at this time, we'll entertain any questions that you have. So, thank you, Dr. Chapman. Before we take questions, I just want to remind everyone that monitoring is about understanding the extent to which reality matches our adopted goals or in this case, the superintendent's interim goals. We will not be offering advice or recommendations. We monitor to better understand where we are and how we got here. The board's attention will be focused on what's true for students, not on what adults are or aren't doing. So, we may ask monitoring questions, not managing questions. So, with that, I'll open the floor to see if anybody has questions for

066Dr. Chapman or Dr. Brown. Board member Katzmire. >> Sure. Uh, thank you. Thank you, Dr. Brown and Dr. Chapman. This seems to be um pretty incredible progress. Um, would you say this is the best one of these interimm reports that you've seen >> during your time here? Yeah. Uh, it's it's pretty incredible. Um, and I feel like we should be talking about it a lot. Um, so thank you. I see Mike Brown left the room, but that was directed at him. >> Thank you. [laughter] >> Thanks. Any [clears throat] other questions? >> I have a question. >> Yes, board member Dr. Kennedy. >> Thank you. Uh thank you Dr. Brown, Dr. Chapman. Uh, and these to to board member Kamayer's point, the these are encouraging uh results and I'm I'm curious uh what structural shifts

067are driving this improvement and how confident are we that they will hold if any fiscal constraints tighten our budgets. So first and foremost um you know Dr. Chapman mentioned this we we've built data systems to support this. So so at one point in time our schools would have been required to go to several different places to cobble this data together. And you know, frankly, the state's graduation model is far from simple. [laughter] And so there are lots of pieces of that that that come together and bringing them all into one space uh certainly has made it easier for our counselors and our administrators to be able to do that supportive work that that we're talking about. Um that will continue that's built that's in place. Um and I'm sure Dr. Chapman will be happy to

068speak to some of the other pieces of this as well. >> [snorts] >> Um Dr. Kennedy um thank you for that question. I think that this is top of mind for us as we uh move forward in this work. Um over the last um you know last five years we had an opportunity to build a very strong school-based team um that was supporting our high schools. We think about our principal supervision model, our principal coaching model. Um we know that we're making some changes to that. When we think about um the supports that we have been able to allocate to our high schools so that they could keep the focus on the main thing I would say that every support and resource counts every support and resource matters and so we you know are leaning

069on the fact that we've built a lot of internal capacity over these last couple of years as well as the infrastructure to ensure that we have the resources and the tools and the time allocated to make sure that we're not waiting to intervene when we recognize that a student is off track, but also it means that that is timeintensive work. And so I just want to call out and name that the work that our high school teams are doing, this isn't about sending an email or pressing a button. This isn't technical work. This is very adaptive work. It means that you have to know who your students are. You have to know what their challenges are. You have to know what their successes are. And you have to know how to build on that and

070close those gaps. So they have to know what's the best way to reach their students. What's the best way to engage with them? And so it is very time inensive. It is hands-on and it is very targeted to support our students because every student's journey is not the same. Every student's journey is different. And so as we're thinking about the successes that we've had, we're also very mindful in thinking about how we uh continue to accelerate student progress when we have fewer resources. Whether that's on the non-personnel side or the personnel side, we have identified what the winning strategy or the secret sauce looks like. The onus is on us is to continue to focus on that and lift that up even when we have financial constraints in times like these. And so that is

071not easy. Uh but that is that is the work and that's the task before us. >> Thank you board member Adair. Um to that point, when when I had my uh one-on-one with you, um I asked the team if you could quantify the a return on investment for a um metriculation team. >> Um what is the cost of the team? because there are numerous people on these teams in a lot of different professional roles and they do this in addition to the things that they do um on a daily basis. Right? So this this is additional and we know this is working and so I don't know if you were able to gather that. Um I know our treasurer is not uh here today um but it's something that we have to uh keep talking

072about as you just were mentioning because we need to invest in the strategies that are working and this is working. >> It is >> uh but this isn't just a program. This is a this is a group of people who are in different professions who are doing different things because every student has an individual and different need. >> Um so I didn't know if you were able to share that at this time um if there was a quantifiable um return on investment for a a standard metriculation team. So I don't have that because when we think about the roles of all of the prof the various professionals that um come together to support this strategy this their primary job if you're an attendance specialist is to support attendance. Our school counselors they have a primary

073job description. This is a piece of it. The magic happens when all of these professionals come together. They are all subject matter experts. They bring their expertise together and collaborate in a way that lifts up the entire school community the needs of our students. It's when the school counselor is flagging for the attendance specialist that we have an issue with that attendance needs to be addressed. It's when the assistant principal has that conversation with a parent and says, "Oh, I need to take this to the metriculation team that's meeting because now I understand why our student has been um absent or isn't engaged. Perhaps there's something going on at home." It that's where the to me I see the magic happening. And so while there are lots of professionals that support this work in the

074team, they support that work. the the magic happens when that collaboration comes together because they're all subject matter experts and work with students through different lenses um and bring different experiences to the role. But we get the power, we get to harness the power of all their experience, their relationships that they have, the expertise that they have when they come together to support um our students when we're thinking about metriculation. And I and again that is a shift from how we have uh supported this work in the past. In the past we have looked at this work in silos in a lot of ways and it was very inconsistent from building to building. Now, we found we've looked at the strategies that were being implemented at our um more successful sites where they were they

075figured this out before and so we were able to replicate best practices across the district and scale them, refine them because we stayed focused on this metriculation goal for some time now. Now we are experiencing the benefit of the clear consistent systems, clear consistent expectations and our students are winning. Yeah, I I just want to be clear. The reason I asked that is because as part of monitoring, we are we asked strategy questions and one of those strategy questions is to ensure that we have enough resources for the strategy. And so it's a very real thing as we are moving in through right now budget cuts um and and potential budget cuts in the future um that if this strategy is working um I think we really need to put some quantifiable numbers around it

076so we can understand it as a board um as a strategy um because if we need to continue investing in this we need to understand what the investment is because like you said this isn't like a line item for metriculation team this is just part of a lot of people's job descriptions. Um, and so just kind of calling that out as, you know, our responsibility in the monitoring is to ask you what what else do you need from the board? And so it sounds like to better understand this so that we can make sure we're better resourcing. >> Thank you. Thank you, board member Simmons. >> Um, thank you, President, Dr. Miranda. Um, Dr. Chapman, um, or Dr. Brown. I did want to ask I remember I don't think it was last September when we

077last had a graduation monitoring discussion, but I remember at one point um you know we did discuss the graduation requirements and that we're now a little bit out of sync with the state minimums. Um Dr. Brown, you were able to give us a um a rough estimate on where you think the data would move if we were to make our graduation requirements um be in alignment with the state requirements. Could you share that again with us, please? >> I would be happy to go back and look at that. I unfortunately do not have that at the tip of my finger at this point. >> Okay, that's all right. Um certainly not a question that needs answered um immediately whenever you get that information. Um I just remember we discussed it once in the past. Um

078and then my other question is um you know given the last time we did do the sumative um graduation data which of course was for you know a cohort not represented here in this interim goal. Um you know we talked about how there's a little bit of an implementation dip. I was just hoping to learn a little bit more about where we anticipate or or get a better understanding of really how the interim data will show up in the summarative data come you know not just the next report but the you know couple reports after that um because we don't talk about the interim goals a lot and so sometimes I'm not exactly sure how they are um you know I I I understand how they're linked to the summative goals but I don't necessarily

079understand how the data itself is. So I was just hoping if you could speak a little bit more upon that. >> Absolutely. So I've pulled up a slide again which actually has the interims for 9, 10, and 11. And then the far right is actually the graduation rate. So what you see is the pattern over time as kids come into nth grade. We've been increasing their performance over time, but irrespective there tends to be a dip as kids go through their sophomore and into their junior year and then we climb back out of that over time. What you can see if you look at the 11th grade column there that sort of represents where we are and and this is the same data that in terms of 11th grade it's just arranged differently from from

080the prior slide. You'll see the most recent cohort is very close to 60% there >> um on that. So what's happened is we've been gradually raising the cohort every year and decreasing the drop that that our exper uh students have experienced as they've gone through their sophomore and junior years which means again that that climb to hit graduation isn't as high. >> Okay. So, we're actually much better positioned both with um the prior cohort, which is the purple line there, um for 26, those those will be our seniors this year. Uh I want to say they're about two percentage points ahead of uh the prior cohort at the same point in time. Um, and so again, every time we keep kids on track from 9th grade to 10th grade and then on to 11th, we

081change the high school experience because then there's less time spent in remediation in that senior year and that gap to close in the senior get year gets smaller and instead we can start focusing on electives and other opportunities for students. >> Okay. Um, thank you Dr. Brown. >> Any other questions? Yes. Poor >> member of deer. >> I just want to publicly thank you for this chart. Um I always make you do this in your head and for me this is when I saw it I was like yes this is exactly the way I needed to see it and so I wanted to say thank you because this is showing the the the students as students and their progression instead of just year-over-year. So thank you. Well, and I thank you for your patience because

082it took a couple years for the pattern to emerge. Uh, and with the prior COVID data, um, that pattern was less than clear, but now this chart really tells a story. So, thank you. >> And I'll just if I could, um, expound about that. We while we're saying we're grateful to have this data, I just want to I can't reiterate enough that we're tremendously grateful to the hard work of our teams, our school-based teams. They are doing the real work in our schools. Our students are stronger each year and so we don't have to chase as many students. we don't have to, you know, um provide more opportunities for them to stay on track. And then the focus can be on what additional electives and advanced coursework that they can have access to and engage

083in above and beyond the graduation requirements. So, this shifts the focus. This provides our students with more opportunities and more opportunities that will set them up for success uh beyond high school. So again, this is another testament to the hard work that's happening in our schools. Our secondary teams um are really really doing the work of making sure that our students are staying on track with each cohort. And that means it's we don't have to work as hard in that senior year to make sure that our students are catching up because they stayed on track. And that's the the challenge in high school when our students come in in ninth grade, keeping them on track with their cohort so they don't lose that ground. And so again, incredibly grateful for their effort um and support

084with this strategy. >> Thank you. All right. If there are no more questions, we'll move to the monitoring port for K2 ins order. Before that, I would like to make a motion to um approve or re or accept the report of the board monitoring report dated or for the 911 internal closing opportunity gaps. >> Are you given the motion? >> I second. >> Go ahead. Call the role. >> Missair? >> Yes. >> Dr. Kennedy? >> Yes. >> Vice President? >> Yes. >> Dr. Pierce? >> Yes. >> Mr. Kenmmeer? >> Yes. >> Mr. Simmons? >> Yes. >> President Miranda? Yes. >> The board monitoring for K2 entrance for third grade reading. >> Yes. Um good evening again. Um tonight um is a little bit unusual that we have two monitoring reports on the same agenda. So

085our second report for this evening will be we'll review and discuss the K2 interim goals monitoring report. Tonight we'll discuss the K2 progress and our steps we're taking to strengthen reading outcomes for our students. I want to begin by recognizing and thanking all of our um school-based teams, our elementary teachers and support staff, our building principles across our 78 elementary schools. For more than five years, they have maintained a committed focus on the science of reading. Dr. Brown and I will provide a comprehensive update on our early literacy data across the district. We'll start with the summary and shoutouts of our midyear I Ready data and discuss our intentional focus on responding to the data. From there, we'll discuss our plans to implement, monitor, and support the work in order to accelerate literacy growth and

086strengthen student achievement in grades K through two. As we discussed in our metriculation report, the board has established annual goals. As superintendent, I have set interim goals directly connected to student outcomes in reading, math, and metriculation. Our comprehensive literacy strategy to meet the goal in grade three reading emphasizes tier one, tier 2, and tier three instruction aligned with the science of reading while also strengthening family and community literacy supports. Because the board has set our reading goal at third grade, I've established interim goals in kindergarten, first, and second grades to ensure we are on track to meet that goal. In tonight's presentation, you'll see that this progress is working as intended. By reviewing our progress at midyear, we can identify where students are on track in early literacy and where course corrections are needed, ensuring

087that every student has the support they need to meet the reading goal this spring. Waiting until the end of the year to review the data would be too late to intervene effectively. As you often hear me say, the real work happens in the classroom. Our most effective teachers monitor student progress every day, adjusting instruction in real time rather than waiting for an endofunit test to determine who's getting it and who needs additional support. Midyear outcomes do not yet fully reflect endofear goals. However, this is only problematic if intentional strategies to celebrate learning are not being implemented. As we examine reading data for grades K through two, I want to remind everyone that tonight at the board table, we are leading by example. The practices and mindset we model in these monitoring meetings are reflected in

088our schools and our classrooms. By demonstrating that we are datadriven, reflective, and committed to continuous improvement, we are setting the culture for CCS, a culture in which all all of our educators feel empowered to be open, reflective, and responsive in their own practice. Now, we'll turn it over to Dr. Brown, who will share our early literacy data for grades um K 1 and two. >> Good evening. Again, these reports are laid out uh very similarly to what you saw with um the high school cohort. As a matter of fact, all the interim reports are have a similar layout. It it makes it easier for us just to interpret them all and look at them all the same way. Pleased to say that kindergarten continues to show year-over-year improvement. You see a process of continuous improvement

089here uh with a 1.2 percentage point gain this year. Um and again it shows uh improvement for the past three years in a row. Overall our kindergarten students were near but did not meet their goal. Uh gains I'm happy to say were were observed by most almost all student groups as you look through this data. First grade looks a little different. Um there was a 2.9 percentage uh point decline from last year and this is the second year that we've had a decline in a row and this is a trend at this point. Uh and you know this is part of why you you've heard the focus on a corrective action plan and what that will look like and and the thoughts around that to get us back on track. Not surprisingly, um, you know,

090the performance was below target and we saw drops across most student groups because, well, there was this fairly significant drop this year. Looking on to second grade, um, I'm glad to see say that our second graders were able to demonstrate a little bit of gain this year. It is the second highest performance post uh, pandemic. That being said, uh, while it's near, it did not meet the goal either. Um, again, most student, well, there's a mix here in terms of of our student groups in terms of their performance. A little bit up and a little bit down across the wide. Again, this is part of why we are focusing on what we're going to do to to make a difference with that. With that being said, I'm going to hand things back now to Dr.

091Chapman because we're a large system and this doesn't tell the whole story. Let's take a moment to recognize and celebrate the work happening in our kindergarten classrooms across the district. This slide highlights 32 schools whose kindergarten students met their interim reading goals. That represents over a thousand of our youngest learners building strong early literacy foundations. We want to acknowledge the hard work of these school teams and thank them for their commitment to our students. I also want to recognize our 23 schools whose first grade students met their interim reading goals. This accomplishment reflects focused instruction, strong use of curriculum, and ongoing attention to student data. We know this work is not easy, and we appreciate the dedication of the educators and leaders who are making this progress possible. Let's recognize these 24 schools whose second

092grade students met their interim reading goals. This success is a result of consistent tier 1 instruction, strategic intervention supports, and a clear focus on building fluency, comprehension, and writing connections. We commend these 24 schools for maintaining strong instructional practices and for continuing to push student learning forward. And now on this slide, you'll see five schools that met reading goals across all grade levels K1 and two. I want to be clear, this is not about highlighting a select few as exceptions. Instead, this reflects what is possible when strong, consistent literacy practices are in place every day. Across these schools, we see the following core conditions. strong tier one literacy instruction that is protected and implemented with fidelity using our adopted curricular resources. Instructional leadership through regular learning walks and timely actionable feedback. Teachers are using data

093consistently not just to report progress but to adjust instruction and respond to students needs in real time. And importantly, there is strong collaboration among teachers around student work, pacing, and instructional strategies. What this tells us is that the work we are asking schools to do is working when it's implemented consistently. These outcomes are not driven by one program or one individual. They are the result of aligned leadership, clear expectations, and shared responsibility for student learning. While today we acknowledge the progress reflected here, our responsibility remains ensuring that every school has the support needed to achieve these outcomes. Our focus moving forward is to continue to learn from what's working, scale effective practices, and continuing strengthening instruction across the district so that all students meet and or exceed their literacy goals. We want to begin by

094acknowledging what this data is telling us. I ready trend data show that kindergarten and grade 2 reading outcomes are trending upward while grade 1 reading achievement and growth have trended downward. This is occurring despite strong curricular adoption and implementation efforts in the early grades. Classroom observations and staff feedback confirm that while many foundational components are in place, instructional consistency, pacing, and differentiation are not yet producing the attended intended results for all learners. I want to talk specifically about first grade and what I have learned from teachers as I have visited first grade classrooms and spoken with first grade teachers. First grade students take their middle of the year assessment independently on a Chromebook. This is a different structure from when the test is read to students in kindergarten. First grade teachers have explained that while

095students are able to demonstrate skills in isolation during the phonics instruction, they're not seeing all students transfer those skills to reading passages of text independently. I also see wide variability in student skill levels, ranging from letter recognition to early text reading, which creates challenges for whole group pacing. Teachers talk about the challenges of balancing curriculum pacing with student need for additional practice, particularly for students with unfinished learning and foundational skills. Therefore, we are making adjustments based on our learning which I will now discuss. For first grade learners, the district has strengthened the literacy block to intentionally increase students daily access to connected grade level text, a core expectation of Ohio's 2025 plan to raise literacy. Research and classroom evidence show that students build fluency, comprehension, and confidence when foundational skills are applied in meaningful reading

096experiences with teacher support within the K through2 literacy block. All instructional components remain essential. However, district data indicate the greatest leverage for accelerating growth occurs during the 45 minute small groupoup instruction block which which you see circled here. This time allows teachers to deliver explicit targeted instruction align to grade level standards, respond quickly to student data, and ensure students apply phonics and decoding skills within authentic text. By prioritizing this block, teachers provide differentiated support without lowering rigor, reinforce structured literacy practices, and strengthen alignment between tier one instruction and tier 2 and tier three supports. This approach increases instructional coherence, reduces fragmentation, and accelerates early literacy outcomes. Each day, students participate in whole group, small groupoup, and individualized instruction. In response to midyear literacy data, we are implementing a focused first grade reading action plan that

097prioritizes daily small groupoup reading within the literacy block. First grade is a pivotal year as students transition from learning foundational skills to applying them in authentic reading. Typically, we reserve 30 minutes a day for small groupoup instruction. We are increasing this time to a minimum of 45 minutes per day, adding 960 minutes or 16 hours of scaffolded support starting today, February or tomorrow, February 18th through the end of the school year. The plan emphasizes daily small groupoup instruction where students read meaningful text with the teacher support to strengthen comprehension, vocabulary, and fluency while accelerating the application of phonics skills. This structure increases active reading time and allows teachers to provide immediate responsive feedback, both critical drivers of growth. Grade level expectations remain central. Instructional scaffolds increase access to complex text without lowering rigor, ensuring every

098first grader reads daily with targeted support and a clear pathway to grade level success. Our first grade reading action plan prioritized daily small groupoup instruction as a key lever for improving early literacy outcomes. This shift allows teachers to go deeper in instruction by ensuring students are actively reading meaningful texts, not just practicing isolated skills while teachers respond in the moment. Small group instruction increases purposeful reading time, builds background knowledge, and supports the application of foundational skills with immediate targeted feedback. Importantly, it maintains high expectations by providing appropriate scaffolds without lowering rigor, strengthening the quality of instruction, and setting first graders up for long-term reading success. In addition to the first grade reading action plan, the district is reinforcing a daily protected 30 minute intervention block in all elementary classrooms to provide timely targeted literacy support.

099This block delivers explicit instruction and phenemic awareness and decoding for students needing support beyond tier one. Students are flexibly grouped using assessment data with progress monitoring every two to three weeks to adjust instruction. Tier 2 interventions are intentionally aligned to tier one core instruction, ensuring consistent routines and language while students with the greatest needs receive intensified support and coordinated whole child services as needed. To ensure that instructional improvements translate into measurable gains for students, the district is pairing implementation with intentional monitoring. This work focuses on aligning professional learning for both teachers and principles while using common tools to assess progress and consistency across classrooms and schools. First, the district is making targeted shifts to teacher professional learning. Professional development is being refined to focus on high impact instructional practices that directly address student needs, particularly

100in early literacy. training emphasizes explicit instruction, effective small groupoup practices, and alignment to adopted curriculum, ensuring that teachers are supported with practical strategies they can implement immediately in classrooms. Second, these shifts are also being made to principal professional learning. We know that our school leaders play a critical role in sustaining instructional improvement and professional learning is being adjusted to strengthen their ability to monitor instruction, provide meaningful feedback, and support consistent implementation across classrooms. Together, these actions ensure that changes are sustained and monitored over time. By aligning our teacher and prof principal professional learning and using consistent observation tools, we are strengthening accountability, improving our co instructional coherence, and ensuring that systemwide efforts lead to improved outcomes for students. And as we close, I want to talk a little bit more about what our teachers are

101telling us about the changing needs of our students. Over the past month, members of the academic service team have completed multiple observations of the first grade ELA block and spoken directly to some of our amazing teachers to get their insight. One common concern shared by all is that our students are coming to school with increasingly complex needs. We have more young students who are entering school needing more time to learn English. We have students with signific significant developmental needs. We have students who are coming to school with lack of access exposure to preschool before entering kindergarten. Meaning those students are coming to school with no um not an understanding of concepts of print, identifying letters, and some not even knowing um having familiarity with their name. lack of exposure to reading and lack of conversation

102and dialogue. Um, learning the language, academic vocabulary certainly, um, makes it very challenging for our early teachers, our early grade teachers in K and one to focus on the standards when they are literally preparing our students for the prek experiences that they have missed uh, due to having lack of access. So, I want to just reiterate that our teachers are amazing professionals, but they cannot do this work alone. I see our teachers and support staff working tirelessly to meet the needs of our students and supporting families to encourage their scholars at home. Families want to help their students. I know that they do. Knowing exactly what to do can be challenging when you have a child at home who is just learning to read. Teaching reading is rocket science. Our family engagement team will continue

103to work with families to provide resources for them to use while helping students practice reading at home. I want to give a special thanks to our partners at the Columbus Metropolitan Library who expand access to literacy resources, enrichment programming, field trips, and reading opportunities for our students beyond the day. and the Thurber House who will host students from many of our elementary schools for a special opportunity to connect writing with authentic authorship, creativity, and real world expression. I also want to acknowledge the support of United Way of Central Ohio for the support they provide through success by third grade. The collective impact model provides a variety of wraparound supports in many of our elementary schools to address the non-academic barriers that our students may have. We have expanded our partnerships with directions for youth who

104provide mental health services primarily at our elementary schools and we thank Nationwide Children's Hospital for the continuum of physical and mental health supports that they provide across the grade bands. We ask that our partners look for additional ways to further strengthen community supports for early literacy skill development and universal access to prek, especially for families who may be navigating challenges. Thank you to all our staff, our parents, and community members who continue to focus on student need and improved outcomes for all. I appreciate the opportunity to provide this report an update on our K through2 interim goals and at this time we'll certainly entertain any questions and I know that was a lot of information but it is the onus is upon us to really um provide the narrative and the strategy for how we

105will ensure that we are responding to the data, how we are shifting our practices um and our structures to ensure that our students have the resources that they need, the time and access that they need um to close these gaps. So, thank you. >> Thank you, Dr. Chapman, for this report and for addressing the actions you are taking. As a board, we will not be offering advice or recommendation. The board's attention will be focused on what's true for students, not on what adults are or aren't doing, and we may ask monitoring questions, not managing questions. So, with that, I will open up questions from the board. Dr. Pierce. >> So, this is not a question. Um, when it comes to these monitoring reports, I think it's an opportunity for us to, you know, really collaborate

106and think about what we're doing to impact student outcomes. And so, at this time, I want to give a kudos to our academic team, Dr. Nelson, Dr. U. Moyer, um, Miss Ro Ros Roslin, uh, Dr. Chapman. our past report when we got this report we saw a decline and we asked uh myself and and if I'm recalling correctly board member Dare what are we going to do to ensure that this decline doesn't continue to happen and you all responded with this report noticing that continued decline to say we need to move beyond tier one and move to tier three tier two we need to increase that intervention reading time and so I just want to ackn acknowledge from the board table that this is what a monitoring report should be about. When you start to

107see that decline, when you start to see something impacting student outcomes, that you respond to that. So, thank you to the team for listening to that. Um, our 2 by two meetings that we've been conducting prior to the monitoring session, board members sharing our questions in advance. I want to thank the team for answering those questions that I sent to you all in advance, updating the script to um detail our community partners that we are working with and definitely to Dr. Chapman for challenging those community partners on what more they can do. Um, so I just want to after going through I don't know how many of these monitoring reports acknowledge that this report is a solid report to thank the team for the hard work that they've done and to say that I'm excited

108to see how these interventions will help our students become successful. And last but not least, to continue to empower and encourage our educators, whether it's staff, the bus drivers, the community partners that are helping our students learn how to read, to continue doing that and to continue sharing that feedback with our team. So kudos. >> Thank you, Dr. Pierce. Just um want to reiterate, we've been responsive to the feedback. Um we appreciate um the the push from the board um to refine um the reports. You'll see in both of these monitoring reports that we have added additional data and um so that you in response to questions that have come up before. So we're getting better at the monitoring process. We are learning together and um I appreciate um you know the conversations that we

109have the dialogue and Dr. Piers one more piece too. I know that before you have asked about the questions that we have that were raised in the previous um in the prep and so we've also posted those online um for this meeting. So that's a first. Again, we've been receptive to the feedback. We've made some changes and we've figured out how to do get it better. So just want to name and double stamp that um we are all in this together. uh we are learning out loud at the board table when we have these conversations about our monitoring report and more importantly we're modeling similar conversations that are happening in our schools and across our district um every day as they're looking at data and responding to the data in real time because we can't

110wait for our students to get further and further behind. We have to be responsive to that data in real time and that requires change and that requires a willingness to do something different on behalf of our students who are counting on us. >> Thank you. >> Yes. Um Miss Adair, >> um similar to what I asked with the graduation. So um the board's responsibility is to make sure that these strategies are resourced and um as we are going through the exercise of uh budget cuts and reductions um I asked the same question before about uh if you had any academic return on these or costs association associated with these types of efforts. Understanding a lot of these are again in staffing, professional development time, things like that. um because we want to definitely make sure

111we're supporting this through our budget uh discussions and your answer might be the same. I just want to put it on record that we have to be thinking that um as a strategy to ensure that you are resourced properly. >> Yes, thank you um board member Dare for that question and that push. Um I also want to name that uh when we think about the previous report our focus on metriculation and this report our focus on our K through2 interrums we know to get these results it there's a heavily a heavy reliance it's not certainly we've made some investments in our curricular resources but it also requires the talent and skill of our people right and so when we think about when I made the comment earlier earlier where I said teaching reading is rocket

112science. It means that you need a very certified, highly skilled, trained professional in the room and we're making sure that we our students have more time on task with their highly trained, highly skilled teacher so that the teacher can respond to that data in real time. And that is why as a part of all of our conversations and even the decisions that we made at the last meeting is that our cuts that and the reductions that we've been making, we have done everything that we can to protect the resources that are closest to the classroom. This is why think about the last report that we gave. We talked about metriculation teams. And so the cuts that we've made thus far have been furthest from the classroom. And that was an intentional strategy so that we

113did not interrupt or disrupt the progress, the effort, the energy around the work that we have been doing um for the last couple of years to build the supports needed to reach and exceed these board goals. So I appreciate that push. These are ongoing conversations that we'll be having together at the board table and our board committee meetings as we continue to think about how we manage our resources and make some really, really, really, really tough decisions. >> Board member Simmons. >> Um, thank you, President, Dr. Miranda. Um, Dr. Mr. Chman, as we um you know consider how we can you know more effectively manage our resources um as it relates to the goals. I know we've had some conversations about um you know when is the right time to go back out to our

114community and talk about our um maybe some our goals and guardrails. But I wanted I know um a lot of times when we have these monitoring discussions, you know, we talk about is the goal, you realistic or not. And a lot of times the feedback um has pretty consistently been, you know, we need to wait a decent amount of time for the strategies to implement and to set in. Um, and you know, I'm not disagreeing with that, but I just wanted to check in, you know, since it's it's kind of been a while since um, you know, I' I've been here and you know, have had that dialogue with folks. Um, and so I just wanted to check in with you on if you thought um, you know, per our governance model, if you had

115thoughts on when the right time to kind of recalibrate um, some of the goals are. And the reason I asked that is because we've also heard in the past from, you know, yourself and Dr. Brown that um, you know, typically the most improvement we can see is about 2% year-to-year. um and that retaining increases more than 2% can be really difficult. Um, and as I look at, you know, the interim goal, also thinking in mind, you know, pulling up our summative report from last October where our summative goal is at, um, about, you know, maybe 1.5% off. Um, you know, I I I just I have concerns that as we, you know, continue to have to make reductions in the services we provide to our students and that our goal is already, you know, our

116the data is coming back far under the two, you know, what's capable of achieving growth if we're still going by that 2% figure. Um, and so I just wanted to to kind of check in um on that. And I also had more of a question for board leadership about um last year we didn't really do a lot of the guardrail monitoring because we it took some time to get metrics, but we now do have at least some proposed metrics from the superintendent which I looked over and Dr. Chapman very um thankful to have those and I looked over them and they're very exciting. Um and so I just wanted to check in about our monitoring calendar also if we planned on doing those um guardrail monitoring sessions later in the year. um or how we

117thought, you know, the best way to move the the metrics forward around the guard rails. >> Thank you, board member Simmons. I think we can talk about that. Right now, we have the monitoring report on on the table, but I think those are things that we can talk about in the future. And um are there any other questions, comments? Yes. No, I would just again highlight that while the team has in a in a very prompt and aggressive way um shifted the strategy, again appreciating that we've moved beyond just the theory of attendance and we really have a theory of action around our MTSS system. Um acknowledge that we do see the downward trend. Um but I think we're being very responsive in acknowledging um the approach that is being taken and so I think

118if there is some discussion as um board members Adair and Simmons have pointed out it's the discussion around do we think that the strategies being suggested or being offered are appropriate and I would say that at this point I support those strategies. I think they're appropriate. And so again, I think this is a very sound monitoring report and I would motion to approve it. >> Second. >> Thank you. If there's no other discussion, we all will call the role. >> Dr. Kennedy, >> yes. >> Vice President, >> yes. >> Dr. Pierce, >> yes. >> Mr. Katzenmeer, >> yes. >> Mr. Simmons, >> yes. >> President Miranda, >> yes. >> Madair, >> yes. Motion carries. Thank you. Thank you, Dr. Brown. >> Thank you. >> Now, we will look at resolution 5.4. The resolution, whereas the

119attached Columbus administrator's compensation package modifies the package currently in effect. Now therefore, be it resolved that the board of education hereby approves the compensation package, and be it further resolved that the board of education adopts the attached salary schedule consistent with the compensation package now adopted. And be it further resolved that the compensation package shall be effective August 1st, 2025, unless otherwise specified therein, and shall remain in full force in effect until modified or superseded by action of the board of education. >> Motion to approve. >> Thank you. Second. >> Second. >> Discussion. Okay. Any discussion for member Simmons? >> Um, thank you, President Dr. Miranda. Um, Dr. Chapman, I did want to ask um when we did the 2 by twos, the chart that is attached now um which I believe is titled um

120final 2025 2026 CA salary schedule. Um that wasn't covered as part of the information of the 2 by 2. And this is my first time voting on um legislation like this as a board member. And I see there are step um one step increase for um the category chief officer and the first year is 158,854 and then it goes up a step to 17135,000 which is a um $12,541 increase. If I'm you know well my first question is is is that a correct understanding of the data that from folks in going from that chief officer um step A the 158 figure to um step B 171 that is a raise after they have been in that role for one year. >> I don't have that in front of me right now at this time but

121if Amy uh Grover chief of HR could come up and answer that question. Um it sounds like what you're referring to is a a annual step increase, but I'll have her um confirm. >> Thank you. And then I have um a follow-up question as well. >> Um Dr. Chapman is correct. Oh, thank you. Um there was no change to the non-school-based administrator salary. That is what has been posted online for the last year. There was no change. That's why we didn't go over that. >> But that is a a increase. So, someone who has been a chief officer for 366 days is then going to be bumped up $12,541 or 7 8 9% just by being on the job for one year in the chief officer role. Is that correct? >> That is correct. >>

122Okay. So, when I look at the rest of the salary schedule, no one else has increases comparable to that. everyone else's steps for the first year um and even the subsequent years. You know, you have some folks who might be, you know, I look at executive director, one of the categories, C to D is about, you know, $4 or $5,000, but you know, no one else in their first year is seeing a $7.89% increase or a 12,000 over $12,000 increase. Um and so I guess my question, Dr. Chapman is recognizing and respecting that you as all of us inherited an existing system and you have to operate within that and I want to be clear I'm not suggesting we take anything away from current existing folks or you know I'm not making a comment about

123any existing you know whether or not these individuals deserve it but what I am trying to get a better understanding of is the market really competitive for these folks in terms of talent um you know or is there um are we paying below market in that first year with the hope that they're going to stay to get that second you know your increase. I just, you know, where we are right now is we have legislation on the table that you're recommending us to approve. Um, that's what it says on the board docs. It is recommended that the board of education approve the legislation. Um, and I just I don't understand, help me just understand why we're going to give these folks a over $12,000 increase just because they've been on the job in the chief

124officer role for the duration of one year. Um, I'm going to ask Amy to just talk about how this salary schedule was developed, but this was not there was not any changes that was made to this as a part of what you're voting on. So, this isn't new information, but to your point, there were some questions about moving forward and where we go from here. Um it what I heard in that was there's a question about whether or not there could be a market analysis about the salary scale particularly this one but that's not work that hap that's happened in the last year >> right well I would say um you know again I'm not suggesting we make any changes to you know existing folks but someone we hired you know tomorrow say in the

125chief officer role um you know they would be on this salary schedule now um And that's maybe doesn't necessarily have to be that way. Um, but I I guess in terms of Yeah. What I'm asking is, you know, what's the rationale for continuing to do this over $12,000 increase for chief officers in the first year of their role or after the first year they've been in their role. Um, you know, what's the rationale? I was thinking maybe we've done a market analysis. U I think that would be part of determining compensation. Um, but you know, I do want to just clarify before we get to that answer. No one on this salary schedule has a comparable increase in that first year. Nobody else. When you look at it, I didn't have a chance to do

126all the math, but folks are going from 108 and some change to 109 and some change. >> Okay, Brandon, let's see if we can get her to answer it and then I'll take Dr. Pierce. >> Okay, thank you. >> I am honestly not prepared to answer that at this time. This was created prior to my taking over this role, but I would be happy to go back and pull information on the compensation study, but I don't want to make um any kind of recommendation at this point without having any data in front of me. >> Right. Right. Well, the recommendation on the table is that we continue the system, and I'm I'm just trying to understand how this benefits um the board in pursuit of its goals. >> Dr. Pierce, >> I just want to

127name that we have not made any edits or changes to this sc salary schedule that we're asking you to approve of that's new or different >> for good, bad or indifferent, right >> tonight. This is the salary schedule that we have had. And so, um, if there is a push to consider and we could get back to you about a review moving forward, that is certainly can be, you know, up for discussion. But I just want to you to know that we didn't make a change to the salary schedule. Um, that was that's not part of the recommendation that is on the board's for for the board to review for consideration. I understand that but I will say that this is um >> Dr. Pierce. >> So I just have um one comment for context

128and then um I guess it would be one question or motion. Um so I think as we're having this conversation, it's important to give the context that when we're talking about this particular position as well as the deputy superintendent, the ch the senior chief and the area soups as well as the senior executive directors, they don't get additional steps. So with this position, it gets one step, but if they're in that position for seven years, they're just getting your normal allocated raise. All the other positions that are in this salary schedule are getting yearly steps. And so I think it's important to provide that context. So I just wanted to provide that context. Um secondly, I think what I'm hearing is that there needs to be additional discussion and maybe another 2 by two meeting

129around the information that is presented in this particular salary schedule >> or member dear. >> Um I'm actually confused why the salary schedule is part of the legislation to begin with. um because it's nothing that I have ever approved before as part of this legislation and it doesn't seem necessary if there's no change to it why you would have the board approve it if it if there's no change. We're approving the compensation package. So, I'm just really confused about why it's showing up within the legislation. I feel like that is a process change and I just would like to know why. And I did go back and try to find pre this chart from previous meetings and I I wasn't able to >> but board member Adair finish. >> That's my question. >> Was there

130a process change on why we're seeing this now? >> There was a recommendation. I've been working with the internal auditor to try to make sure that we're consistent. So it is part of the compensation package. So we attached it. Um it is public facing. It is on our website. It has been um there is a change to the school administrator salary schedule on the bottom. So that is impacted but um it was just for transparency and a change in trying to align with auditor recommendations. >> Thank you Dr. And so to that I would say that I think that is a a very good recommendation that the board be aware because I think in the past speaking to uh board member Adair's uh comment when we've been given the package resolution and the compensation package

131it has not included the salary schedule. So I think it's important that we followed what our internal auditor has recommended in terms of transparency. It's led to this open conversation that's allowed us to dig a little bit deeper and again it sounds like we need additional um time to review and maybe a couple of more 2 by two scheduled meetings. >> I just want to put on record that this is a process change from the past. >> Correct. Board member Simmons. >> Um thank you President Dr. Miranda. I did I kind of do want to clarify what exactly we're going to be voting on now. Is is this you know because it's attached to the legislation. So are we voting on just um you know the compensation package but in addition to like is the

132board giving a thumbs up to continue the salary schedule or is it just an attachment to be attached because it kind of sounds like maybe we're giving the thumbs up and I understand Dr. Chapman what you're saying as you know this isn't this is the existing system on the attached to the legislation right now. Um, but for me, this is my first opportunity as a board member, you know, just given the way the timing works with these types of legislation to to vote on this. And so, the way I was kind of interpreting this going into the discussion is I was being asked to either give a thumbs up or thumbs down for myself as an individual member of the board on whether I thought it was best to continue this practice for our district.

133And so, that's kind of why I had some pause and hesitation. Um, I do want to recognize what Dr. Pierce was saying. Um, you know, hey, I do there probably should be some more steps increases for folks on that. I'm not opposed to a step increase, but what makes me just so so so uncomfortable um at a time where, you know, we're going to have to are our our at a time where we're cutting over hund00 million out of our budget in just a short few years to give folks in the top three, top four step, you know, rungs, upper echelon of our organization such a large increase um where, you know, nobody else in our organization is seeing this type of increase in their first year as far as I can tell based off

134of this salary schedule. And so I'm just not comfortable giving um just the folks at the very top of our organization such a large increase in financial compensation for just simply being on the job for one year. I'm not. And so what I would ask is um I want to get a better answer on what exactly we're voting on to approve today. And if it is indeed to continue the current system um you know I might ask colleagues that we consider um you know having some additional future dialogue around that and whether that's we say okay we're continue the current system but we want to revisit it down the road as soon as we get it. Thank you. Um, >> I just want to clarify that I was providing context and indicating that there were

135no steps given to those particular positions. I did not advocate for additional steps being given. I was literally reading the data that is in front of us, >> which is very true. They go up one step and that's it. >> One question. Um, President Miranda, um, I would certainly like to invite our internal auditor, Kevin O'Connor, to weigh in if, um, we could decouple these two items. I don't know that we can, but we certainly want to be responsive to the feedback that he has provided in terms of the process change for including the salary schedule. We know that we're we want to vote on the comp package, but >> as we, you know, prepare legislation for the board agenda, we work collaboratively together across all three direct reports and just want to honor and

136invite your voice to the conversation um as we, you know, continue to figure out where we go from here. >> Thank you. Um, in the past, you've always approved the compensation package. The salary schedule has been something basically behind the wall that supposedly would have been honored on what was included in the compensation package. We found in an instance that that didn't actually occur. So for transparency, it's better to put it up here. So you're fully aware of exactly what is stated in that compensation schedule. >> And if I'm right, the resolution is is being put forth because we're modifying the package currently in effect. That's what we're being asked to vote on. >> May I? >> Yes, >> President. Dr. Mur, it the legislation does actually say be it further resolved that the board

137of education adopts the attached salary schedule consistent with the compensation package. So, it does look like we are voting on the salary schedule. And from my understanding of the ORC chart, there's about 10 chiefs. That's about 120 over $120,000. That's enough for one non-administrative position >> to serve our students. member. >> I'll just say that the to to be very clear um it is attached u per the auditor's recommendation. It sounds like our team is telling us that there are no changes except limited changes to certain school administrator positions which are outlined in verbiage in the um document that is entitled the 2026 revisions to the CA compensation package. So it is explicitly outlined exactly what in that chart would be modified um in that in that language >> or member Dr. Pierce. >> I

138think what is also being conflated here is the um amount at which these salaries are are or will be standing at given the amount of cuts that we have to make. And so I think a more appropriate question at this time might be Dr. Mr. Chapman, how are you and your team ready to come back to us uh prepared with the cuts that we need to make that um align with or acknowledge this salary schedule that we are about to to take action on? >> Well, I we we have not if you approve of the salary schedule tonight, that would be the salary schedule that we move forward with. Um I I guess I think another way of of thinking about this process is it is our board as a governing body to look at

139the information that's been given to us in terms of the salary schedule. Do we deem it appropriate and vote on that? It is the job of the superintendent then to enact and implement that scholar salary schedule in a way that is appropriate given the funding and the resources that we have within the district. And so I think board member Simmons, your your questions, your line of questioning is trying to get at will that action be taken? And and I guess for us, we have to have trust and that our superintendent, our entire team will take the appropriate actions to assume that that happens. >> One last question, board member Simmons. >> Thank you, President Dr. Miranda. Um if we were to remove the be it further the first be it further revolves resolved clause um

140you know because this is our current salary schedule I don't think you know nothing would change it the board wouldn't be saying we I guess we wouldn't be doing you know we would just continue to move forward I guess is is my question but I also just want to you know but the bigger question really is is how is this best moving forward the districts the board's goals and guardrails to give chief officers such a large raise in their first year um when nobody else on the org chart is seeing that type of increase. Um that's my big big question is what's the justification to continue doing that system which is what the board's ultimately being asked to do today. We're asking to be we're asking we're being asked to continue that 12% $12,000 7.89%

141increase is a big increase. As I say, I was just going to call out based on my understanding and if I'm being repetitive, I apologize, but I feel like the maybe for some clarification, the only thing that's really being asked of the board to act on now is essentially to acknowledge the two point or the percentage increase for the school-based administrators. >> The original the other part of the salary schedule that's unchanged was in effect and has been enacted >> in the past. So, it's not it's not requesting a change to any of that. So while your opinions are your opinions and all of that, it's that's not really the question at hand here. It's to essentially approve the change in the increase as it relates to the schoolbased dem. >> So you're saying the

142salary schedule doesn't need to be attached to the legislation that if we're not being >> I think it's being attached to provide that context as doc as Mr. Okconor pointed out so that you guys understand what the numbers are that tie to the language in the agreement. >> Yes. >> Thank you. >> Okay. But I Yes. So I do we have to actually approve the salary schedule. I understand we want to see it. We're looking at it, but the numbers come from the contract itself, which we're approving. And so what are we approving? Are we approving the salary schedule as a whole or are we approving the changes made by the compensation package? And then for me that seems redundant. I can understand why we want to see it and I can understand why it's

143a attachment. I don't fully understand why we need to approve it especially since we've never done that. >> But in the past we have done that. It's been behind the back door as our auditor shared when you approved the package the salary compensation was a part of that and that's what he explained. Correct. No, >> there was a statement in the legislation that the salary schedule will be adjusted by the percentages in the compensation package, >> right? >> So, you left it to administration to do that. We found a case where that wasn't that didn't happen. So, that's why we felt the need for transparency to put it up there so everybody on the board sees what's there >> and you're comfortable approving that. I mean it's a verification >> statement was just verification. >>

144Yes. >> Yeah. >> Yes. You've got the language. This is verifying the numbers that go along with the language. >> And that's transparency is what this is all about. >> Totally agree. >> It is. >> But when it's it's written as we're approving the entire thing, >> it says we're adopting the schedule for the 25 26 school year. um which I'd like to make a motion to consider the legislation in siratum which would um I'd like to consider the be it further resolved clause in siratum which essentially means colleagues that we can consider it separately um and so if the motion were to be seconded and approved by the board um we would be able to vote on um the whereas the now therefore and the last be further resolved um and then we'd be

145able to vote on the salary schedule language um separate um and so at this point in time I'd like to motion that we consider um 5.4 four in Saratum and that we remove the be it further resolved clause to be um voted on separately and I respectfully request a second. >> No, because it's >> that that was the question I was asking earlier, board member Simmons, can they be decoup decoupled? >> Um >> I'm asking the board I guess now I you know >> they can >> um it sounds like we're I mean from what we heard from Miss Vanover, we're not approving the salary schedule. What we're really only being asked to act on is the changes to the contract. And so just by removing >> but the salary schedule is the transparency. >>

146It would still be attached it would still be attached to the legislation and it would that would still be our salary schedule but the board wouldn't be giving a thumbs up that that's you know we'd be saying we're continuing the current system would just continue. The board wouldn't be giving >> modify say a previous board already did that. This is this board is being asked to approve it as is with the modified changes that we're >> and I'm not comfortable adopting the attached and the legislation says adopts the attached salary. >> Member Simmons, >> we have a motion on the floor >> and I would like to call the question and I think everybody knows what we're voting for. >> It's about transparency. It's about just bringing this forward to us. So, call the role.

147>> Vice President, >> yes. >> Dr. Pierce, >> yes. >> Mr. Katzen, Mayor, >> yes. >> Mr. Simmons, >> no. >> President Miranda, >> yes. >> Miss Adair, >> yes. >> Dr. Kennedy, >> yes. >> Motion carried. >> All right. 5.5. resolution authorizing revisions to the Columbus schools classified supervisors association compensation package. Whereas the attached Columbus City Schools classified supervisors association compensation package modifies the package currently in effect. Now therefore, be it resolved that the board of education hereby approves the compensation package and be it further resolved that the board of education adopts the attached salary schedule consistent with the compensation package now adopted. And be it further resolved that the compensation package shall be in effect June June 21st, 2025 unless otherwise specified therein and shall remain in full force in effect to a

148modified or superseded by action of the board of education. >> Point of order. Um present Dr. Miranda, there's no there's not an attached salary schedule like the legislation says. I'm not able to vote on legislation that references files that are not attached. And I guess I'm, you know, the pro, it sounds like the process change is not quite fully implemented yet. >> It's the same motion that the >> I assume it's the same thing with the increase. It's just not. >> Is it the same? >> Um, excuse me for just a second. I just wanted to invite um our chief of um HR back up. Um it's the is it the same salary schedule as referenced in the first um >> resolution for the second one? >> Yes, it is not. >> So I did

149not realize it was not attached. It is on the website. I can go have it added now if you'd like >> tell us where it's at on the language. I'd like to have the it would not include the 2.2 and a quarter increase. It's a little more um comprehensive salary schedule. It's um civil service salary schedule. So it would be the current one on the CCSO website. If you go to HR, there's employment contracts. Um, oh, and employment agreements and contracts. And then across the bottom there'll be CA, CA, CS, CSSA. Are you able to find it? You said under employee employer uh labor management and employee relations. >> Uh I don't >> union contracts. >> No, >> I see it under union contracts and compensation package. >> We just updated the website. So I'm

150>> what's on the website is current as the previous year. >> Um it's employment. Oh, there we go. >> One option colleagues and I will go ahead and make a motion to amend is we could delete the be it further resolved that the board of education adopt the attached salary schedule consistent with the compensation package now adopted and move forward with it as is. We could >> that doesn't reflect our current polic so we shouldn't discuss the amendment yet. >> Can we table it or take a fivem minute recess for you all to get us the compensation package please? >> Yeah let's take a recess. Take a five minute recess motion. Motion for a fivem minute recess. >> Second. >> We got a second and a motion. >> Have a second and a motion. >>

151Well that's yeah that's another option is to rearrange the agenda. do the consent agenda. >> Done a lot of rearranging. >> Let's just pause and just >> we need a formal vote. >> Let's just motion. You have a motion. >> You have a motion and a second. >> You have a motion in a second. >> Okay. We have a motion on the floor to recess. >> Second. >> We have a second. >> Is it? >> No. >> Dr. Kennedy. >> Yeah. Just let's just change the agenda. What do you mean? this. >> Go ahead. >> Yes. >> Vice President Dangles. >> Yes. >> Dr. Pierce. >> Yes. >> Mr. Kmire. >> Yes. >> Mr. Simmons. >> Yes. >> President Miranda. >> Yes. >> Motion carries. We're in recess. >> We'll be back at 8. No.

1528:12. >> Movement breaks are good. >> Say it again. >> 8:12. >> We will resume. Math is everywhere you look. It's in everything you do and it can be fun to use. Won't you join us on today's episode? >> Hello and welcome back to Math Math Everywhere. I'm Renee Harris, your math magician, helping you to see the magic in math. Today we're spending some time at Oakland Nursery with summer experienced students from East Lynden Elementary School. We're going to see what kind of map is involved in planning and preparing for gardens. Come on, let's go inside. So, look what I found. A nice little bag of beet Detroit supreme seeds. So, when we're thinking about planting gardens, we have to have a plan on where we're getting started. And that plan first involves what kind

153of seeds are we going to need for planting. Now, the cost of this bag of seeds is $2.79, but take a look here. Today, there's a savings of 25% off. So, calculating that discount, [music] that is math. And then some other [music] specs that are included in planting and preparing for your garden is they need to be harvested. It [music] takes at least 60 to 65 days for that harvest time. So the depth, in other words, how deep are you going to plant those seeds? That's part of measuring. You need to make sure the depth is at least 1/2 an inch deep [music] into the soil before you begin to plant those seeds. Let's see what else we can find here in terms of math at the nursery. Again, we're here today at Oakland Nursery

154with some [music] East London summer experience students. And here I have with me is >> Zion and >> they're going to help me do something called subetizing. I've got a really pretty plant to show [music] you. And I want you to look at the plant and tell me how many blooms you see. You ready? >> Yes. >> This one. >> Three. How did you know it was three? >> Cuz I was looking with my eyes. >> Yes. Did you didn't have to count? You just knew. Right now, we are still going to count so we can confirm that there are three. Let's count together. That's one, two, [crying] three. So that's three. Great job. Give me a high five. >> Yes. So, if you're thinking about planting your own garden, remember there are a few

155simple math concepts that [music] are wrapped up in gardening, like measurement, time, the size and shape of your garden, the square footage that garden is going to cover. Perhaps a visit to Oakland Nursery will inspire you to want to create your own garden. As always, thank you for joining us today with Math Math Everywhere. And as always, math is everywhere. I can [music] say it's truly magical. They love the taste of fresh produce just from the plant. Some of my student don't [music] even know where some food comes from from the grocery stores. So, they learn so many things [music] when they garden. So, they really want to be a part of it. Some of them at first they're [music] really excited about it, but then there are others that say, "I really want to

156know a little bit more about this." So, it's more than [music] just looking and glancing at it. It's like, "How can I be a part of this?" because I've seen it go from being just a seed and now it's growing and I want to be a part [music] of that process. So they they really take care of everything and do it [music] all and know how to do it all and they have a lot of pride in that in showing whoever comes into our classroom what they do [music] and how they do it and what they've grown. I think it's really cool that they're learning how food is actually grown now [music] because so many places are using all hydroponics and so it's really opening their mind to see different ways that [music] food can

157grow. >> Learning how to grow is really important and when you see it in person, it's [music] a lot different than just reading about it or seeing pictures of it. And taking the fresh produce that you grow and then being able to cook it and taste it in your classroom, then potentially going home and requesting it at home, I think is pretty powerful of an impact. It tastes different [music] because it's more fresh at the moment. And also when you pick when you freshly pick it and just go wash it real quick and then eat it, it's like it's crunchy and delicious. But when you buy it from the store, it doesn't taste normal. >> This is the best salad I ever tasted. This This salad This salad is so much yummier than my mom's

158own. >> Having like a [music] fresh lettuce that you just picked is really It has its unique taste. It was my first time ever trying to choy and kale. They looked pretty weird at first. When my friends [music] told me to try it, I just I just took a bite and it was super good. Oh, it's so cute because they really [music] have a new taste when they try like tomatoes from the grocery store. I mean, they don't taste the same as fresh from the vine. And just their their brains are explo like normally they [music] want to ask for ranch and they just pop it without it. So that's amazing. >> [music] >> All right. You guys ready over there? make a motion. >> Okay. Board member Adair. Um, I'm going to go ahead

159and make a motion that we table item 5.5. >> Second. >> Discussion. >> Is there um a time limitation or will this um to the next meeting? >> Okay. Till the next meeting. Can I finish my question? Um, is there a timeline that we need to follow to um approve this action? >> I think the next meeting will be fine. >> It'll be fine. It won't impact at the next meeting and then act. >> Correct. >> Okay. So, I just want to make sure this action doesn't impact any of our negotiated agreements. >> Okay. >> Roll call. >> Dr. Pierce. >> Yes. >> Mr. Katameer? >> Yes. >> Mr. Simmons? >> Yes. >> President Miranda? >> Yes. >> Miss Adair? >> Yes. >> Dr. Kennedy? >> Yes. >> Vice President? >> Yes. >> Motion carried.

160Thank you. All right, we're going to move into the executive reports. Dr. Chapman, do you have a report for us this evening? >> I have a few highlights and updates that I would like to share this evening. Um, so earlier this evening, um, we heard from Dr. Klene as she talked about our calendars, our proposed calendars for the two the next upcoming school year and the year following. Um, and as you all know that um, this season, the winter has been unusually snowy and very, very cold in Columbus. Um, that is why we're increasing instructional time that is required for each elementary, middle, and high school. And after our calamity days in January, the five days that we had out of school, we have a small number of schools that will need to make up

161instructional time this year to meet those requirements. We appreciate the collaboration with our labor partners and we'll be announcing specific details for making up that time soon. And once we have reached an agreement, families will be notified through parent portal, email, and through our phone communication system. So, that's just an update. There are small number of schools. I think it's seven schools um that will need to make up time. Today was our PD day, our February PD day. Um this morning, I had the pleasure of joining nearly 200 of our Columbus City Schools food service professionals for their PD day centered on the theme of appreciation. Each year, this dedicated team serves more than 8 million meals. 8 million meals. You heard that correctly. Across our district, for many students, those meals are the most

162consistent and sometimes the only meals that they receive each day. Was proud to recognize the experience in the room. We had 16 team members who had more than 30 years of service and 79 team members who had more than 20 years of service. So again, shout out to all of our food service staff who welcomed me and provided me with the opportunity to speak with them this morning. The power of the pen recognition. On Saturday, February 7th, seventh and eighth grade students from Dominion Middle School, Indianola K8 Ridge View Middle School represented our district at the power of the pen district writing tournament held at Licking Heights Middle School. For months, students sharpened their narrative writing skills under the guidance of these dedicated coaches. Mr. Edwards at Dominion Middle School, Miss McGawan at Indianola, and

163Miss Debbn at Ridgeview Middle School. Our students competed against middle school writers from across the southeast quadrant of the state, demonstrating creativity, focus, and composure. And we are proud to celebrate the following team achievements. Dominion 7th grade team won first place. Congratulations. Indianola 7th grade team won third place. Congratulations. and Dominion's eighth grade team won fourth place. Congratulations to all of our scholars who participated in the power of the pen. And this weekend, we are proud to invite families to the 10th annual summer opportunities and engagement fair hosted by our office of engagement. It'll be held this Saturday, February 21st, at the Columbus Metropolitan Library main branch. Morning workshops will begin at 9:15, followed by the full full fair from 10:00 a.m. to 1:00 p.m. This annual event connects families with more than 50 community

164organizations and CCS partners, all offering summer opportunities for our students and serves as a one-stop resource for families planning a summer field with learning, growth, creativity, and connection. We hope to see you there. Also, I would like to highlight a new amazing partnership with CCS and the Columbus Zoo and Zumby Bay. We're having an employment and hiring event. CCS is partnering with the zoo and Zumby Bay to connect our students to meaningful employment opportunities. This collaboration provides access to part-time and seasonal jobs for students aged 15 and older with competitive hourly ranges hourly wages ranging from $14.50 to $20 an hour depending on the position and age requirements. This partnership also offers valuable perks for employees including free admission, parking discounts, and special team member events. Families are invited to attend an in-person virtual family

165informational session on February 28th from 11 to 12. The if the official in-person job fair will take place on March 7th from 10:00 a.m. to 100 p.m. at Columbus Downtown High School. I also want to highlight our attendance challenge winners. Columbus City Schools proudly recognize our most improved schools during the December January restart, refocus, raise your attendance challenge held from December 15th to January 9th. Each month, we recognize district level winners in three divisions, elementary, middle, and high schools along with regional winners across the district. I'm proud to highlight our district-wide division winners from this challenge, which are Cole Rain Elementary School, elementary division winner, Columbus Aphroentric Middle School for the middle school division, Columbus Sciota High School for the high school division. Congratulations to these three schools. And I also want to say that

166in November and December when we announced the winning school for the attendance challenge, this has been one of the highest um impressions that we've seen across social media. So in November, there were 31,000 impressions clicking on social media, Instagram or Facebook to see the attendance challenge winners. vote. So, this is certainly an initiative that our schools, our families, and our community are paying attention to. And December was even higher with over 48,000 impressions across Facebook and Instagram. So, kudos to all of our schools school teams that have been promoting and celebrating attendance and encouraging our students to join in on the challenge as well as the fun. And thanks to all of our community members and partners who are following us on all of our social media challenges to see the great work that's happening

167in our schools. So, thank you for the opportunity to provide just a few more updates this evening. And that concludes my report. >> Thank you, Dr. Chapman. Mr. Okconor, do you have a report for us this evening? >> No report. >> Wait a minute. Anybody questions for Dr. Chapman? We're all good. >> We just want to make sure. No report to see. >> Okay. Um and I'm assuming Mr. Cook, who's not here, does not have a report. Does not. [laughter] >> So, we're going to consider our consent agenda. Um there are two different ones. The first one is 9.1 to 24.6. We will be pulling 22.1 out separately to vote on it. And so, the consent agenda except for 22.1 Um, I'd like to make a motion to um consider 22.1 separately. >> Second. >>

168Roll call. >> Miss Adair? >> Yes. >> Dr. Kennedy? >> Yes. >> Vice President? >> Yes. >> Dr. Pierce? >> Yes. >> Mr. Katzmire? >> Yes. >> Mr. Simmons? >> Yes. >> President Miranda? >> Yes. >> Motion carried. >> I'd like to make a motion to consider the consent agenda items 9.1 to 24.6 6 with the exception of 22.1. >> Second. >> Roll call. >> Mr. Katzenmeer. >> Yes. >> Mr. Simmons. >> Yes. >> President Miranda? >> Yes. >> Madair? >> Yes. >> Dr. Kennedy? >> Yes. >> Vice President? >> Yes. >> Dr. Pierce? >> Yes. >> Motion carried. >> I'd like to make a motion to consider um item 22.1 personnel agenda. >> Second. Roll call. Mr. Simmons, >> yes. >> Miss or President Randa, >> yes. >> Miss Adair, >> abstain. >> Dr.

169Kennedy, >> yes. >> Vice President, >> yes. >> Dr. Pierce, >> yes. >> Mr. Cassmire, >> yes. >> Motion carried. >> Approval of the consent agenda, items 26.1 to 26.92. Um, we are going to consider that consent agenda. Are there any items a member would like to have removed and voted on individually from the consent agenda? If not, motion to approve. >> Second. >> Discussion. >> Roll call. >> Yes. >> I just want to add um a a thank you to our team with their due diligence on doing this. Filing and contesting these evaluations are very important. And so with tonight's legislation, um we have 92 properties and we are looking to obtain um is that 4 million4.4 million back in that fair market value. So I want to thank our legal team, our treasurer's

170team um for continuing to have their due diligence on this. This is bringing much needed resources back into our district that will be able to um help the services that we're providing to our students. So, thank you, >> Madair. >> Yes. >> Dr. Kennedy, >> yes. >> Vice President, >> yes. >> Dr. Pierce, >> yes. >> Mr. Katzmire, >> yes. >> Mr. Simmons, >> yes. >> President Miranda, >> yes. >> Motion carried. >> So, I motion that the board of education move into executive session pursuant to a higher revised code section 12120.22 22G1 to consider the appointment, employment, dismissal, discipline, promotion, demotion, or compensation of a public employee or official or the investigation of charges or complaints against the public employee, official, lency, or regulated individual unless the public employee, official, lency, or regulated individual

171requests a public hearing. And G3 to confer with an attorney for the public body concerning disputes involving the public body that are the subject of pending or imminent court action. That is a motion. second. [clears throat] >> I just wanted to note that on board docs it just has the G1 um and so just to you know workhorse vote on the motion as has been put forward and second but I did just want to highlight that we need to get that updated at some point. >> Yep. Update the board docs to reflect >> G3 as well. >> Dr. Kennedy, >> yes. >> Vice President, >> yes. >> Dr. Pierce. >> Yes. >> Mr. Katzmire. >> Yes. >> Mr. Simmons. >> Yes. >> President Randa. >> Yes. >> Madair. >> Yes. >> Motion carried. >> We

172will return. >> We'll be going into executive session and we will not be coming back um to resume the board meeting. So, we will be adjourning after that.