BOE 2025-09-16

001We're here in the new student support services area of Mifflin High School. Before these spaces were scattered throughout the building, and now students and counselors have a private space to access all of those student support services. We're sitting here in one of our three new extended learning areas at Mifflin High School. They're all furnished slightly differently to allow a different posture for students and staffs. Some of them are more focused around technology. Some of them are more focused around lounge and conversation to allow students and teachers to pick the space that suits their needs for the day. We're standing in one of our completely refreshed classrooms here at Mifflin High School. Throughout you'll see new flooring, new ceilings, new lighting, our new sound system that allows for an even sound distribution throughout the whole classroom

002and furniture that was customized for each teacher to suit their needs. Looking at the refreshed auditorium space, you'll see new seating, new theater curtains, new lighting and sound system to support our next big production here at Mifflin High School. Here in the relocated weight room at Mifflin High School, we have combined the weight room and the health classroom. So, you'll see state-of-the-art new weight equipment combined with flexible furnishings to allow us to use this space for after school events as well as after school weight and strength training. Moving into the art and construction technology spaces, which were both refreshed here. You can see in the art room, we've got completely new seating for 72 students, which supports both of our art classes. We've added a lot of built-in cabinets to support all those art materials

003needed to do all of the different studio functions for our high school art students. Looking at our construction technology space, you'll see a brand new desk collection around the perimeter. This will allow us to keep a safe, clean environment to teach our students these critical skills to become part of our modern construction technology world. At this project, we left no stone unturned. As you walk through the building, you will see upgrades throughout. Our hallways have been completely painted, upgrading with new ceilings and new lighting. Our cafeteria space has been refreshed, all new furniture, all new flooring, and all new lighting. Our brand new gymnasium space has been equipped with everything we need for the next big game. We have new bleachers, new basketball hoops, and a completely refinished gymnasium floor. When you walked through Mifflin

004High School last school year, it was a dark, outdated, uninspiring space for our young learners. When you walk through this year, you'll see a bright, refreshed space that allows our students to dream big and achieve more this school year and many school years to come. [Music] The record last year was three and 10 cuz we only had five players And the record this year is 7 and N. >> We was going to make a team Atlanta Mckini if we had a coach or if we didn't. And we're having people come to our games to come watch us play. >> Share the ball a little bit more now. And I actually see the team as like a sisterhood >> to go into an actual uh program that does have those type of losses. You feel like

005there's no expectation. And I seen from previous games that I had looked at that they actually were talented. >> Arishiana, she loves to get buckets. shy. She's strong with the ball. She'll body anybody. Faith, she brings the energy if we feeling down. >> Denny is doing real good. I love Denny. I got to play with my sister this year. She's a freshman. Marian Franklin. Cristiana Towns, she had 35 points, 25 rebounds, and 10 steals. She averages 18.5 points per game, nine rebounds, six steals per game. our Mifflin game that we had. Tamaya Harrington, she had 27 points, five rebounds, 13 steals. >> It makes me feel more confident. Start varsity as a freshman and play the whole game and make a lot of points with my teammates and a lot of assist. >> Changing the

006culture means a lot to me. It makes me feel real good that people aren't just seeing Lynon girls as trash. We here Monday through Saturday. So, we really putting in the work and I'm happy people are actually coming out and seeing us. We aren't just a team that's 3 and 10. We're actual high school basketball team. Once I actually did see Darthur and the program that he was actually running and how he was uplifting and actually caring, once they actually started to win games and to see their progress and to understand how much I did really care about them outside of just the game itself, it made them want to show up. It made them care. and made them want to actually work together and have a sisterhood to where they loved each other. >>

007My brothers are Philip, LB, Chris, and Emanuel. When I watch my brothers play, I look up to them and I play against them a lot, so it makes me a little tougher to play against girls. >> The town's name is very strong in the community and she's living up to her name. >> My goal for Lenny McKinley is to win more games and set an example for little kids. Being a senior is pretty bittersweet that the program is just getting together and I'm about to leave, but I'm happy it got together. Coach means a lot to me. She is actually my knowiser, so I be in her office a lot. >> Miss Grenaw, she makes sure I make it to individual workouts, things I need help with to be better. >> She set up some

008team bonding for us. We do a lot of stuff on and off the court. I do enjoy playing against East since they are our rivals. I had fun playing against Kennedy from Centennial, Kayla from Centennial, Leila from International. >> For college, I would like to study synography. College coaches to recruit me because I feel like I'm a good leader. I'm a good listener and I have good discipline and I can push myself. She's always going to put 110% into whatever it is that she does. So a lot of the times whenever coaches are looking for that one player, that spark, Somaya Harrington 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

009me because I put all the work in. I'm very humble. I could make buckets and I like to share the ball and communicate. College coaches should recruit Cristiana Towns because of her work ethic, the ability that she 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, and you can still teach them something. [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

010Sammy 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, that that student may not have a ride to school and that weighs on me heavily. And I take pride 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 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

011or leave the district until, you know, their kids graduate. >> This was one of the best decisions I've made in my life. Um, I didn't expect to live uh for this, but uh I love being part of the Columbus City School as a family. I just think because the building represents our districts, for me to see how clean the building is, I can take pride in my effort 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 is often times on what the next meal is going to be. In an indirect way, we affect the students in the kitchen. They can accomplish what they have to in the classroom.

012And for them to accomplish that, oftentimes that's going to better their situation for themselves, their family, and their community. So, in in a sense, helping the student in indirect manner with the food is something that I really enjoy. >> Columbus, Ohio has so much to offer our youth. The 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 excitement in the kids' faces when they know they can start school the very next 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 been working with kids all my life. Coming here, meeting the students, the

013relationships that I've built over the years is just phenomenal. I mean, I'm seeing students still see students to this day that thank me. Just, you know, thanks for everything you've done. Thanks for helping provide a safe learning environment, you know, thank you 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 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 really. There's so many different cultures and you come in contact with just on a daily basis, you know, with our students and parents and teachers. I've really enjoyed the last few

014years working here at CCS. It's got great 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. 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 is excellent. And um you know, we'll we'll do everything we can to help you get through and you won't regret it. I promise. [Music] In the early days, can we just take it back to the very early days? I think it was our first show together in Cincinnati and uh a fan was trying to like show their titties,

015you know, how people are wanting to do and like I don't know FCC >> the breasts, >> the nipples anyway. >> And like it was kind of a funny thing because none of us were into it, but you know what I mean? Like so that that was like an early on thing. We were like, "Oh, I don't think we're that kind of band." So we kind of were just like, "No thanks." you know, the shirt went back down and it was like kind of awkward. >> Was there a video of that going? I wish. >> Yeah, it's grainy probably. >> Whoever that was, we apologize for how that made you feel, but also like, you know, it just wasn't. >> You had to learn. We can say no. >> And then on the flip side,

016some of the highlights and like you can't believe this just happened kind of. >> Yeah. I mean, >> I don't know. Like >> the Macy's grade. >> Oh yeah. Well, 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 did 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 [Music] Greetings and welcome to

017this week's highlights from across the district. Thursday, September 4th, marked a milestone moment as we welcomed our prek students to Columbus City Schools for their very first day of school. With book bags in hand, and bright smiles on their faces, these young learners met their teachers, found their cubbies, and began the journey to becoming future leaders, building the skills and confidence that will guide them through every grade ahead. Additionally, preK registration is now open. Space is still available in our gold starrated preK programs across the district. Students who turn four by September 30th are eligible for our highquality fullday program which includes free breakfast and lunch, interactive learning, and exciting field trips. Don't miss this chance to give your child the best start to their education. September 4th also brought more than 100 high school

018students to Fort Hayes Career Center for a look into our career technical education programs in media production. Students rotated through hands-on sessions in music, video, photography, and audio engineering, testing soundboards, framing shots behind the camera, and even stepping into real studios, all designed to spark creativity, and connect classroom learning to future careers. Students were joined by WCBE and several local news outlets, providing students with a firsthand look at the world of media. A special thank you to proud CCS alum and longtime local news anchor Angela Pace for inspiring students with her story and reminding them that their dreams are within reach. Recently, Johnson Park Middle School welcomed Ohio Lieutenant Governor and former Ohio State University football coach Jim Trestle along with former Ohio State and NFL wide receiver Ted Gin Jr. as they launched the

019Team Trestle Fitness Challenge. Panther pride was on full display as students filled the gym, joining in on various exercises while learning how fitness, healthy choices, and discipline can help shape their future. Students who participate in the Team Trestle fitness challenge receive a fitness workbook to set personal goals in physical activity, nutrition, sleep, and quiet reflection. By taking on this challenge, Johnson Park showed what it means to lead by example, proving once again that leaders are grown here at CCS. To learn more about the Team Trussell Fitness Challenge, visit our district web page. On Saturday, September 13th, the Pathway Express arrived at its first stop of the year, Lynn Fruit Farm. Kicking off the fall season, CCS students and their families enjoyed a day filled with interactive activities and classroom lessons that brought learning to life.

020Families tested their navigation skills while winding through the corn maze, picked fresh apples straight from the orchard, and worked on creating an entrepreneurial business plan. The mix of seasonal fun and immersive learning made the day even more memorable. Be sure to mark your calendars for the next stop on the Pathway Express at the historic Lincoln Theater on Saturday, December 13th from 10:00 a.m. to 1:00 p.m. We look forward to another engaging opportunity for students and families to learn and explore together. These have been your highlights from the around the district for September 16th. Thank you so much for joining us. Good early evening everyone. Today is Tuesday, September 16th and welcome to our regular board business meeting. Uh Mr. Treasure, call the role. >> Miss Engles >> here. >> Dr. Pierce is online. Miss Reyes

021>> here. >> Mr. Simmons >> present. Miss Vera >> here. >> Vice President Adair >> present. >> President Cole >> I am here. Let's rise for the pledge everyone. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Right. So let's give a just a brief review of the agenda. Uh first uh we will of course adopt it. uh after which we will have uh opportunity to hear public speakers for which we have two. Uh we will then move into board matters and there's a lot to discuss on board matters but a few things to celebrate as well. Uh we'll then go into our executive uh reports, our exe executive direct reports uh

022sections 5 through 7. Uh we'll also have a well we won't we'll go right into section nine which is the adoption of our consent agenda and that's section 9.1 through 24.8 and then we will go into executive session. After executive session uh we will adjourn and we will not return to this room. Is there a motion to approve the agenda? >> Second. >> Motioned and seconded. Can we call the role? >> Vice President Hader. >> Yes. >> Miss Vera. >> Yes. >> Miss Engles. >> Yes. >> Miss Reyes. Yes, >> Mr. Simmons. >> Yes, >> President Cole. >> Yes. Motion passes. All right, we'll move right into our public speakers. And I believe that both of them are at least Oh, well, both of them are remote. Um, so if we can get started, Miss

023Isetta Thomas, >> are you present? >> Can you hear me? Well, >> yes, we can. Yes, we can. Welcome this evening. You have three minutes. >> Thank you. Uh, good evening board members, superintendent Chapman, and guests. Many of you know me. I am Isetta Thomas, a proud CPS alum, and lifelong Columbus resident, 20-year veteran educator, and the lead organizer for the Columbus Education Justice Coalition. I'm also a godparent, aunt, and big cousin to a number of current students and graduates of Columbus City Schools, many of whom have been impacted by past and the most recent decisions around school closings. Now, last week, I sent to each individual board member a budget shortfall policy that centers our student and community needs. Your community is concerned about the potential impacts of the budget cuts and their impact

024on our most vulnerable students. Since 2024, CEJC and others have come to you requesting a policy that doesn't center school closings in decline. We want to see our school district grow and stop becoming a dumping ground for charter schools popping up around every corner from every school that is slated to be closed, handing out ice cream and flagging streets like James Road with billboard advertisements. Each and every school in our district deserves the support it needs to create a full circle relationship between the school and its community. A couple of board members have recently brought to the table the idea of revisiting the previous task force school closing recommendations for what sounds like a revote on the schools that will remain open. Giving the overwhelmingly negative community sentiment towards the district's existing school closure and

025consolidation policy number 7105 during the last two successive facilities task force initiatives. We believe that would be a step in the wrong direction and would sever any remaining trust that the board has with its community. Now that these very real cuts are coming, it's vital that we put a budget shortfall policy in place that centers our student and community needs in the process. Specifically, a policy that involves a committee of students, parents, school staff, and community organizers in the analysis along with a representative from each school region in each high school feeder pattern. One that prohibits anyone involved in charter or private schools as well as developers from being on any committee involved in school closure analysis, recommendations, and decisions. and one that includes an actual robust analysis of the cost and savings that would

026result from each proposed school closure as well as carefully considering a plan to minimize the wellressearched harmful impact of school closures. An amendment or replacement to the current policy is long overdue. We want to work with the board. A board that is community conscious, takes action to truly collaborate with the community, and works to grow our schools. Please consider adopting this policy in place of the current school closure policy to help us get to that dream and the dream of a district where leaders have room to grow. >> Thank you so much, Miss Thomas. All right, our next speaker is Miss Marian Lupo. Yes, >> I'm here. >> All right, welcome. Welcome. You have three minutes to speak. >> She's still talking. >> All right. Our next speaker is very >> Oh, thank you. Thank

027you. Can you hear me? >> We can hear you now. Oh, great. Hello, Columbus Public School Board and Dr. Chapman. Thank you for giving me this opportunity to speak. >> My name is Mary and I live at 310 South Eureka Avenue which is in the central hilltop. I am a former educator. I live within walking distance of two neighborhood schools. I am here on my own behalf and on behalf of Albert Harper, Senior, Louise Glasgow, and Michael Lambert. I am requesting Dr. Chapman's help with the school bus drivers who persist in stopping in the geoence area at South Eureka Avenue and Fremont Street despite instructions from transportation to cease. I want the board to know that the influx of school buses from the state mandate regarding charter schools has had an adverse impact on my

028community. Of the neighbors I represent this evening, three suffer from chronic health conditions that are adversely and directly affected by the blaring warning systems and commotion of the school buses. This includes one neighbor who has a heart condition and is on oxygen and another who is a type 1 diabetic who cannot hear his own glucose monitor over the buses or the headphones he wears to drown out the buses. And as you probably know, these monitors are to prevent coma or death. Not nearly as important, my Toyota Corolla was also hit by the influx of the buses in the geoence area. Um, finally, and on a different point, I want to give my support to the proposal to give high school students code of bus passes. I took the code of bus myself to high school

029here in Columbus many years ago. It taught me to take responsibility for my own education and the ease of public transportation. I have been a code of bus driver on and off ever since. Thank you for your time and service. Dr. Chapman, do you think you can help us? >> Has that is that your conclusion, Miss Lup? >> That's my conclusion. Thank you. >> Thank you. Thank you and for your time and service. >> Absolutely. Thank you so very much for joining us this evening. All right. Um we'll move on to uh board matter section 4.1. Miss Farah. >> Thank you. Uh thank you, President Cole. Well, good evening. Um really excited for this evening's resolution. Um I would like to have Executive Director Giovana Alvarez please meet me at the podium. Um, tonight we

030get to provide a resolution to commemorate Hispanic Heritage Month. Um, to commemorate Hispanic Heritage Month and recognize the Ohio Commission on Hispanic and Latino Affairs for its leadership, advocacy, and service to Hispanic Communities across Columbus City Schools, the city of Columbus, and the state of Ohio. Whereas Hispanic Heritage Month, celebrated annually from September 15th through October 15th, began as a national Hispanic Heritage Week in 1968 and was expanded to a month-long observance in 1988, beginning on September 15th, a date of historic significance marking the anniversaries of independence for five Latin American nations. And whereas the 2025 national theme, pioneers of change, shaping the future together, reflects the commission's work to elevate Hispanic Voices, promote equity, and foster opportunities that benefit families and students throughout Ohio. And whereas the Ohio Commission on Hispanic and Latino Affairs

031has strengthened educational opportunities, expanded access to behavioral health services, and empowered communities through programs and partnerships that directly impact Columbus City Schools and beyond. Whereas 11% of Columbus City School students identify Hispanic or Latino, representing the third largest segment of the district's student population, making their success vital to the district's mission and future growth. And whereas honoring Hispanic Heritage Month affirms the district's commitment to diversity, inclusion, and cultural awareness while celebrating the contributions of those who work to create a more just and equitable future. Not therefore. Now therefore, be it resolved by the Columbus City Schools Board of Education that this board proudly honors the Ohio Commission on Hispanic and Latino Affairs during Hispanic Heritage Month, recognizing its invaluable service in reaffirming our shared dedication to equity, opportunity, and excellence for all students and families.

032That is a motion. >> Is there a second? Motion and seconded. >> Uh, please call the role. >> Miss Vera. Oh, I'm sorry. That's not my role. Yes, >> I'm sorry. >> So, she is my board's president. Emmeritus. >> Miss Engles. >> Yes. >> Miss Reyes. >> Yes. >> Mr. Simmons. >> Yes. >> Vice President Adair. >> Yes. >> President Cole. >> Absolutely. Yes. >> Motion. >> I hope so. >> All right. Uh before we offer a moment, I there's there's something I I want to take further action on and welcome some other some other folks to the podium as well in acknowledgement of this this wondrous occasion uh for this segment population of of our community. >> Yes, >> madam vice. >> Oh yes, thank you uh President Cole once again. Um, as you

033heard just a few moments ago, um, out of Washington DC, Washington DC, the National Council of Hispanic Employment Program Managers has announced the 2025 theme, which honors the rich heritage, resilience, and future contributions of Hispanic and Latino communities in the United States. And when I reflected on this theme, um, it really took me back to really thinking about the support and the contributions and leaderships of my colleague Ramona Reyes. And so tonight, we also want to be able to pay tribute to you, Ramona. Um, so this is a small piece of our appreciation. Dear friends and community members, in I can't even say it right. I'm going to get nervous. But in honor of Hispanic Heritage Month tonight, we gather to honor and celebrate the extraordinary service and legacy of board member Ramona Reyes. A

034trailblazer, tireless advocate, and source of inspiration for our students, families, and community for more than 16 years. Miss Reyes has served the Columbus City Schools Board of Education with distinction, becoming the longest serving current member of the board. In 2009, she made history as the first Latina elected on the Columbus Board of Education and the first Hispanic elected official in Franklin County, Ohio, breaking barriers and opening doors for future generations of leaders like myself. Throughout her tenure, Miss Reyes has been a steadfast champion for equity and opportunity, ensuring that every voice is heard, every student is valued, and every family is supported. Her leadership reflects the very mission of Columbus City Schools to ensure each stu student is highly educated, prepared for leadership and service, and empowered for success as a citizen in a global

035community. As a passionate advocate, she has worked tirelessly to amplify underrepresented voices, foster cultural responsive education, and expand access to resources that help students thrive. Her efforts have strengthened the partnerships across this city, uplifted our schools, and advanced policies that will benefit children and families for years to come. The 2025 national theme for Hispanic Latino Heritage Month, once again, pioneers of change, shaping the future together, perfectly captures Miss Reyes's journey and impact. She has truly been a pioneer shaping the future of our district through her courage, vision, and relentless dedication to public education. On behalf of the Columbus City Schools Board of Education, we extend our deepest gratitude to Ramona Reyes for her her historic service, trailblazing leadership, and unwavering commitment to our students and our community. Her legacy will continue to inspire generations of

036students, families, and leaders throughout Columbus and beyond. With appreciation on the behalf of the members of the Columbus Board of Education, we honor you tonight as well. >> All right. Um, so Miss Reyes, now before we get started, there's still yet one more acknowledgement. I want to take the privilege on behalf of the board of education. Uh we are honored to recognize board member Christina Vera during Hispanic Heritage Month for her remarkable leadership and lasting contributions to our district and community. As a proud graduate of Columbus City Schools and Brook Haven School High School, Miss Vera has embodied the promise and potential of our students. Through her dedication to nonprofit leadership, small business development, and public service, she has been a powerful example of what it means to lead with vision and purpose. Since her

037election to the board of education in 2021, Miss Vera has distinguished herself through service and courage, rising quickly to leadership, first as vice president, and then in 20 2024, making history as the first Latina to serve as president of the Columbus City Schools Board of Education. She has championed equity, collaboration, and opportunity for every student and family we serve. Beyond her board service, Miss Vera co-founded FMGY, an organization dedicated to empowering women and girls and has served on numerous civic and educational boards, further demonstrating her commitment to creating lasting change. Her leadership has strengthened our schools and built bridges across our community. As we commemorate historic the historic Hispanic Heritage Month, we celebrate Christina Vera groundbreaking achievements and extend our deepest gratitude for her vision, service, and enduring impact on Columbus City Schools and our

038cities. With grateful appreciation on behalf of the members of the board of education, I submit this acknowledgement as well. Please both approach the podium with your families as well. their families have come to join them. What I will do is open the podium for our first set of remarks and then I will certainly allow any design that wanted to say something on behalf of board members Reyes and Varys Vera to to offer a kind a kind word. Okay, please. >> Good afternoon, distinguished members of the Columbus City School Board. Thank you so much for this recognition, this resolution for the Ohio Latino First Commission. The Hispano Latino community in the state of Ohio continues to grow. We are over 566,000 or around 4.8% of the total population. But despite that, we have a great impact.

039We have created more than 3,000 business and we bring over $1.1 billion dollars in revenue to the state at the rate of the growth of the Latino community. Those are the future educators. Those are the future students that are going to continue to populate the school. So we thank you so much for investing in our youth and all the youth and we all together could make a significant impact in our future. Thank you so much for this resolution and the recognition and keep up the great work. Thank you. >> Oh, gracias. >> Gracias and congratulations to my amazing colleagues. Yeah, please. Yeah. >> Right. >> Go ahead. Good evening, President Cole, Vice President Adair, members of the board, Dr. Chapman. Um it is indeed a pleasure to be here on today to um and congratulations

040to my wife um Ramona Reyes and to Christina Vera as as as well. Um the people that are here today we certainly consider members of our extended family. um our of course our daughter Carrington who's a recent graduate from the Ohio State University and um um our run Ramona's closest friends who she served on the this board of education with um W Shauna Gibbs heirs and her husband JT um the distinguished president of the um Hispanic Chamber of Columbus Cesar Bravo his wife Adriana to her sister from another mother and and Mr. Michaela Johnson and Mr. Jeff Sweet. We're certainly honored to be here on today. Congratulations to Ramona. Ramona has I I believe one of the greatest American stories of um a a a daughter of migrant farm workers born in the great state

041of Indiana because that's where they were picking at raised by partially by her grandmother in the south of Texas in a little town called Wes Loo and uh made her way to the Ohio State University and the rest is history. So, congratulations to her and to the many things that she does in this community um um beyond serving on on this board of education. Um she would not be able to do so without many of you that um support her in in Columbus. Thank you for this time. >> Thank you, Reverend Coats. [Applause] >> Good evening, board. Thank you so much. I'm Christina Vera's mother. um extremely proud always. She never cease to amazes me. Um one of the things that I have to say about my beautiful daughter is that when she has her

042mind set on something, that is what she's going to accomplish. About 15 years ago, we had a conversation where she said, you know, I want to really do something to impact this community. I want to do something that will leave a legacy. And that was when she started thinking about femory, never thinking that she was going to impact the community at a different level. And this is definitely an impact. Um, so thank you so much for your support of her, for your recognition of her, and we're extremely proud of you, baby. >> All right, [Applause] >> Mrs. Ays, Good evening, President Cole, members of the board, Treasurer, Turner, Auditor, Superintendent Chapman, all of those gathered here. Uh, my first time back. >> Welcome. >> Because of these two. >> All right. If anyone would bring

043me back to a podium to applaud their courage, their confidence, their character, and their contributions to not only this district, but to our community as well, it would be Ramona Reyes and Miss Christine Neetta, both who I've known for a very long time. I will offer to you that as you look at them at their seats, their seats only tell half of the story. It is their commitments when they get up. It's what they do not just here on behalf of everyone, but what they do in the community as board's members to be in the governance row of the largest school district in the state of Ohio knowing what's going on everywhere in the state and in this nation. I applaud every vote every time you stand up and I applaud your commitment to our

044our most pivotal word in our mission. each that each student and not just them. They they have fought as hard for Latino students as they they have everyone else. And so their work goes beyond here. It goes into food pantries. It goes for girl programs. It goes for um every single I think piece in our community that that uplifts us so that our students can be citizens of a global community. They bring their global to great and they make us great and y'all make us better. I am proud of you, Christina, from the time you've been in high school up until now. And Remon, I am proud of you from the moment you've stepped on this board and all the tough challenges. There's tough things ahead. A tough thing to be them, but I am

045thankful that they are here and we are better for their service. Congratulations, ladies. >> Congratulations. Thank you all. Thank you all so much for being here. It is always a beautiful opportunity to give people their flowers early. So, thank you for this opportunity for the board to give you that acknowledgement. All right, we'll allow for a quick photo and then we will move on. All right. Okay. As board member uh Reyes makes her her seat, Dr. Mr. Chapman, we'll get started with our second part of our agenda, which is the uh in board matters, which is board monitoring goal three for closing opportunity gaps. Thank you and welcome. >> Good evening, President Cole, Vice President Adair, board members, staff, and community members. Tonight, I'm very excited that our team will be bringing forth a monitoring

046report on our metriculation goal and updates on the state report card during the superintendent report. But first, I would like to provide some highlights. Dr. Brown will be presenting details tonight on the state report cards and I want to share a few highlights because these highlights lead as a perfect segue into our conversation tonight about our board monitoring goal. We have an overall twostar ranking again, but that does not tell the whole story of our progress. CCS has dozens of high-erforming schools, and that is a fact to be celebrated. This year's report cards rate Columbus Alternative High School as a 4.5 star school. Five other schools are rated as four stars, and 10 schools are rated as 3.5 stars. And 25 schools are rated as three stars. Each star represents the progress of our students

047and staff and the belief they can learn and grow as leaders. While we celebrate this achievement, we are not going to stop working hard to improve the entire system by giving every student the services and supports they need to improve. I want to be clear. Whether you look at the state report card or our board goals, which we will look at this evening, we are making measurable measurable progress in several areas of the report card. Mathematics, workforce, career readiness, the performance index, our graduation rate, and we are keeping more students in school by focusing on attendance and decreasing chronic absenteeism. We still have more work to do, especially in literacy. We are committed to continuous improvement and have made significant investments to continue to support continued growth. I'm especially proud to see us rank so

048well in the new college, career, workforce, and military readiness section of the new Ohio of the new report card. This section is new and you will hear a lot of details later about this section, but it shows that we are actually one of the best school districts in central Ohio and getting our students ready for jobs and college, which is a point of pride for all of us. I would also like to provide a quick update on a new initiative connected to the monitoring report. In Columbus City Schools, we know what's possible when you remove educational barriers for students and families. Three years ago, CCS partnered with Mayor Ginther, City Council President Shannon Harden, Columbus State Community College President Dave Harrison, I know I can CEO Katina Fulen, and so many others to launch Columbus

049Promise. That program said to our graduates, "Col is within your reach." The results have been inspiring. Before the Columbus Promise, about 313 of our grads enrolled at Columbus State each year. Today, that number has more than doubled with more than 850 students enrolling in 2024. One in three of our graduates is now a promise scholar. Our college going rate has risen from 32% in 2020 to 50% in 2023. And our students are persisting in greater numbers with termtoterm success, climbing from 65% before the Columbus Promise to 80% today. And the impact goes deeper. Nearly 80% of those Promise scholars are PEL eligible. More than 60% identify as black or Latino and many are the first in their families to attend college. The Columbus Promise is proving that when we invest in our students, they rise

050to the challenge. The promise is about access, economic mobility, and workforce development. Columbus is experiencing unprecedented job growth, and the promise ensures that local students are prepared to meet the demand. Yesterday, I stood with Lieutenant Governor Jim Trestle, Columbus State Community College President Harrison, and the Ohio State University President Carter to announce the Buckeye Bridge for our eligible Columbus Promise scholars, the pathway doesn't stop at an associates degree. Now, thanks to this partnership between Columbus State and the Ohio State University, students can now earn a bachelor's degree tuitionfree. that is life-changing for our students, families, and our entire Columbus community. In Columbus City Schools, we say leaders are grown here, and the Buckeye Bridge proves this. With every barrier we remove and every door we open, we are preparing the next generation of leaders for

051Columbus and beyond. I am proud that CCS is helping to lay the foundation for this next chapter for all of our scholars, and I'm deeply grateful to our partners for believing in our students and investing in their futures. Together we are pro are proving that in central Ohio's greatest strength is its young people and when we stand with them we all win. Now we're going to transition into our board monitoring report on metriculation. This report focuses on the targeted growth we have made on our graduation goals including updates on our graduation rate. During this presentation, we are going to provide you with an update on graduation progress over time and new graduation requirements that began in 2023. You will hear me a couple of times during this report point out that the gains that we

052see this year will not actually show up on this year's state report card due to the way the Ohio Department of Education and Workforce criteria is set. Graduation is always reported one year in a rears. Before we get started on this month's monitoring monitoring report, I want to take a few minutes to remind everyone about the student outcomes focused governance model that we use as the framework for monitoring board goals. Since this is our first monitoring report for the new school year, we are using a process that prioritizes a focus on student outcomes above all else. This student outcomes focused governance framework developed and facilitated by our partners at the council of great city schools centers the work of the board of education on the vision and values expressed by our community of what we

053want our students to know and be able to do. The goals give my administration specific targets for achievement in three key areas: early literacy, math, and graduation. The goals call for percentage increases to be met over a five-year period. Simply put, the goal of monitoring is to review whether student outcome goals and guardrails are being met. The report provides evidence of progress toward our goals and guard rails. Each monitoring report will name the goal or guardrail being monitored, a graph showing how we have performed during the last three reporting periods, and our current performance compared to the annual goal and end goal. During the monitoring session, I'll provide my evaluation of whether we are on track or off track for meeting our goals as well as the plan for any needed next steps. Each report

054will be approximately three but no more than five pages. As the purpose of this report is to help the board understand the current reality of our students for our students compared to the vision and values of our community and the goals we have adopted. Board members can expect to receive the data two weeks prior to the board meeting and have time to pose questions in advance of the monitoring session. If our students are meeting or exceeding the goal and we are on track, we'll continue implementing the current strategies. This is what you will hear tonight. We met our goal for graduation. If our students are not meeting or exceeding the goal, we are off track and we will have robust conversation to determine the root cause for being off track and the steps we'll take

055to get on track. During board monitoring sessions, it's about understanding current student outcomes related to our goals. During this time, the community will see board members focus on what is true for students, asking questions such as what students are the what students are the data showing are moving or not moving? What else do we need to know about this data? Why is the strategy working in this area and how can the board help? At the end of the monitoring session, the board will vote to accept or not to accept the report. And this is our board monitoring calendar for this school year. As you can see, this calendar will support the board in meeting the student outcomes focused governance expectation that at least 50% of board meetings are spent monitoring student outcomes. Each month, we

056will report on one of our goals or guard rails. The calendar of topics is driven largely by when data for that topic is available during the year. To the extent that we can make learning visible in our monitoring presentations, we will send the signal to our students, teachers, staff, and community that by focusing on continuous improvement and learning as an organization, our student outcomes will improve. Thank you for the opportunity to provide this overview, the level set on our monitoring report before we begin. And now I'd like to discuss the requirements our students must meet in order to graduate, including the differences between the graduation requirements and those of the state of Ohio. The requirements for graduation in Ohio changed three years ago. Students must now meet requirements in three different areas. First, students must

057cover the basics. They must earn 22 credits and take the end of course tests in algebra, geometry, English 2, biology, American history, and American government to graduate from Columbus City Schools. This exceeds the Ohio Department of Education and Workforce, which requires students to each to to each 20 to earn 20 credits. Second, students must show competency. They demonstrate competency by earning a minimum score of 684 on end of course exams in English 2 and al algebra 1. Ohio Department of Education and Workforce defines four alternative pathway areas if students are unable to demonstrate competency after retesting in those course areas. These pathways include remediationfree ACT SAT score, earn college credit in a non- remedial math or English course, complete two career experience and/or technical skills demonstrations. One must be from the foundational list provided by

058ODU or enlist in the military. Finally, students must show readiness prior to graduation. Students must earn two diploma seals. In alignment with their graduation plan, students choose seals that align with their goals and interests. These seals give students the chance to demonstrate academic, technical, and professional skills and knowledge that align to their passions, interests, and their post high school pathway. Of the two seals that students are required to earn, one must be state defined, such as the Ohio Means Jobs Readiness Seal or the industry recognized credential seals. Local seals are community service, fine and performing arts and student engagement. The state's introduction of readiness seals for technology and community service fill the purpose of the additional credit requirements that were and remain part of the requirements that Columbus students must meet in order to graduate.

059These additional requirements do limit opportunities for elective opportunities for our students to pursue their own interests as they prepare to graduate. It is also important to call out here that there is no exemption for English learners nor the students with IEPs. All CCS students must meet these rigorous requirements. Now, I'd like to invite Dr. Brown to walk us through our progress on our goal of closing the opportunity gap. >> Good evening. >> Last year, we had an extraordinary gain in our graduation rate, 5 percentage points. And at the time, I remember board member Adair saying, "Well, should we reset our goals or, you know, perhaps uh this was the one time I'm I'm pleased to say that we retained the majority of that gain this year. Uh it was anticipated that we would see a

060little bit of a dip. Um the trajectories for gains like this aren't a straight line. You go up, you come down, you go up. But the objective here is that you're always making progress and that you don't lose the ground that you gained in a prior year. And the majority of our gain was was retained. We retained 3.1 percentage points of of the prior year gain which was five. Uh this performance meets our board goal for this year. And when we look at our student u groups um this was also our largest graduating class post pandemic and six out of the 10 uh student groups met or exceeded the district goals for this year. All our student groups either exceeded their goal or maintained um the majority of their progress from the year before. Even

061uh two of the groups that if you see here, if you look at Hispanic and English language learners, they had the largest dips on this, they still maintain the majority of their gain from the prior year. And again, that was despite the growth of both those populations in the past year. With that, I will hand things back to Dr. Chapman. off this year. The heart of this work has been the regular metriculation team meetings which provide a structured consistent way for staff to collaborate and share information with an early warning indicator system now in place. Our teams are able to flag at risk students earlier and intervene more quickly, ensuring supports are in place before small challenges grow into big barriers. Some of you even had a chance to attend a metriculation meeting, whether that

062was this year, last year, or the year before, and talk with school staff and certainly identify and respond to specific student learning challenges. This work was especially effective last year as our metriculation teams leveraged tools we already had, Infinite Campus and Panorama. By using these platforms in a very coordinated way, we improved communication, reduced duplication of effort, and began to build a stronger safety net for all of our students. The result has been better coordination, and a stronger sense of connection and belonging for all of our students. We know that highquality learning experiences matter and I'm happy to report that this is the focus districtwide. Strong engaging tier one instruction for all students at grade level is the foundation of student success. Metriculation from grade to grade and ultimately through to graduation. When we talk

063about engagement, we are describing students who are actively thinking, problem solving, and applying their learning in class and outside of the classroom. Our commitment is to ensure that every student received rigorous and meaningful instruction in every class every day. Teachers have participated in content specific professional development on PD days and as part of department chair-ledd learning sessions to help them plan and implement lessons that are engaging, aligned to standards, and meet the needs of their students. Building leaders are central to this work. Our school leaders are coached on how to monitor classroom practices and provide actionable, highquality feedback to teachers. This ongoing cycle of observation and feedback and support strengthens instructional practices across our district. Students also have multiple opportunities to earn credit for advancement or recovery during the school year and in the summer

064to offer more time for learning. This past summer, we provided more learning opportunities for high school students. Our principles, counselors, and teachers continually tracked and monitored credits, earned, and provided individual encouragement to those students who needed the extra push to stay the course and meet the credit attainment goals. Because most students were able to attend summer school at their home high school, they were often able to work with teachers they knew and had already built relationships with. This enabled students who needed more time, the additional support in the summer as we continued the work of metriculation teams. We saw an additional 85 students graduate during our August graduation ceremony. Our students are earning credits earlier and are focused on the work they need to complete in order to be on track to graduate. As the

065data shows, for the past three years, we have had an increase in the number of our early graduates. For some very motivated students, early graduation provides an opportunity for them to enter college or the workforce early. They may have more scholarship and intern opportunities than traditional students. While this is not the best path for all students, some students thrive with this opportunity. For our schools to continue moving forward, it's critical that we maintain our systems of support, especially those that are essential for student success and for maintaining supportive school environments. The board is encouraged to look at the policies related to graduation and whether they align with the updated state requirements. The current policy has not been updated since the state made changes in 2023. As an example, the state requires 20 credits to graduate

066and CCS requires 22 credits to graduate. Our internship credit is now reflected in the graduation requirement as the community service seal. So, this may be an opportunity to revisit our policy to make sure that they're aligned and certainly consider our expectations. Finally, as we all know, the college and career connected opportunities in Columbus, Ohio cannot be rivaled anywhere else. We want to ensure that our students have every opportunity to be the candidate of choice. Whether that is in pursuit of a traditional college degree, entering the workforce, opening their own business, or joining the military, we should all be constantly looking for opportunities to provide experiences that help our students find their passion right now and into the future. We are proud to have met our graduation goal thanks to the effective instruction of our teachers,

067our staff across the district, our implementation of metriculation teams, the leadership of our schools, and collaborative efforts across the district. We know that high school graduation changes student lives and puts them on a trajectory opening doors to a brighter future, improving job prospects and contributing to greater success and greater self-esteem and long-term success. And at this time, we are certainly open to entertaining any questions that you have about our monitoring report for this evening. >> Thank you, Dr. Chapman, for the presentation. Uh, Dr. Brown. Um, so before we get started and I'll open the floor for questions. Again, I want to remind everyone that we want to stick to the data that has been presented in this in this guard rails report. Um, we want to make sure that we're confined to what guard rails

068are actually designed to observe. Of course, much like the monitoring questions and things that we have utilized before for student outcomes, uh we have that same kind of line of questioning. But we want to keep this as substantive as possible. We also want to make sure that we refrain from comments that otherwise become advisory. We want to stay close and near to asking the questions of substance that are directly aligned to this report and what it is you wanted to see an outcome or not. Uh so we can get started. Anyone have questions? Uh madam vice president >> I have a question that's already the same question um that you know that I'm going to ask about the trend here. So, like we talked about last time and you you addressed me straight out in

069the presentation. Um, you know, now we're on a downward trend. Um, was there something different in the strategy uh that we used uh between last year and this year? I mean, I'm hearing the same strategies were being implemented, metriculation teams, which you know are amazing like got to see those. Um, was there something different in that strategy that caused that decrease? And then are we changing anything about that strategy to make sure that we kind of swing back up? Um because while technically at this moment in time you're already meeting we're already meeting the 2026. If we go if we're on a downward trajectory, we are not going to hit it. >> So we did have a dip this year and again I think that was anticipated 81.4 and again that exceeds this year and

070exceeds next year's as well. That isn't a trend yet. That's just one point. And actually the trend is upward right now. Um I'm not aware of any change in practices that would necessarily explain this. There are cohort differences. There are things that happen. We have had a a large growth in English language and learners over time. And that comes with some unique challenges particularly when students come to us with limited English skills. It takes approximately five to seven years to acquire academic English. So if somebody comes in a secondary setting, the deck's stacked against them. And as the superintendent pointed out, um there's no adjustment to the requirements for graduation for students who who come to us perhaps with no English skills at all. And then we've gone from about 18% of the population to

071about 23% of the population being English language learners at this point in time. Um, if I were looking for one bit of variance that has occurred in in our data over the last couple years, that's that's it. The uptick in that. And honestly, that will vary by cohort of kids that come in because some kids will come in with prior um educational experiences in the country they're coming from and maybe even prior uh exposure and and language skills in English. But for those who don't, it it is an uphill climb. And again, other states have advocated in the space to extend uh the window for kids to be able to graduate and and allow them to acquire the English and meet the graduation requirements over a longer window of time based on that language requirement.

072>> Just to make sure I understand what you're saying, um you think one of the reasons why we are seeing uh this downward is because this this cohort had more English language learners. It's a it's the one bit of variance that I can see that might explain that that difference is that we've had a large influx of English language learners and those who come in a secondary setting um have quite a challenge to meet the the requirements for graduation. Um, I have a inappropriate technical question, but I think it's I never thought about it. So, sitting here when we're talking about early graduation, do those students remain in their initial cohort or do they Okay, >> that's not an inappropriate question. They count for the cohort. They're part of their original cohort. >> So, then

073they graduate early, but they actually don't show up for two more years in the in the actual graduation data. they they will show kids who graduated early uh as say part of the 26 cohort. Next year at this time when we're talking about the graduation rate for the 26 cohort, we'll be talking about them. They won't show up in the report card until 27th. >> So they stay in the same so their freshman year is what defines them. >> When you enter 9th grade defines your cohort. >> Thank you, Madam Vice President. Uh, board member Pierce, >> thank you so Cole. So, um, I think there's some value in the community hearing some of the responses to the questions that I sent in earlier. So, I'm just going to ask a couple of those. Um,

074if Superintendent or Dr. Brown can speak to the type of PD that our staff is receiving to improve um, the scores for the students that we are seeing that are below target. I'll defer to President Cole. Typically, as a part of our monitoring, the questions that are sent in advance, we don't repeat, but if it's the pleasure of the president, we can certainly go back over those questions. >> It is a pleasure of the president. We want to ensure that all of us understand where we are. >> Okay? >> I always want to be fair to that. Uh but I also want to make sure too that we're discussing the adult output aspect of what's required in this type of monitoring report as well. Um as you made direct illusions to throughout the report, there's

075some things that were adultoriented. The guard rails deal with that space largely if I'm not mistaken. >> So we're at go three, right? >> Gotcha. Got you. And so for me, I think there's value in our community understanding the great measures that your team is putting in place to help our students be successful beyond simply the metriculation coaches. So you talk about the grading for equity, the grade book setup training, the credentiing calendars, and the compliance trainings. I mean, I think there's some value in all of us hearing those measures that are being put in place. >> Dr. around. Do you want to talk a little bit about that? >> Actually, that would be best for Dr. Grubs, I believe. Okay. To speak to that because Dr. >> Rubs are not doing it. Good evening.

076>> Good evening, >> president, board members and superintendent chaplain. I was taking uh looking at the questions that was posed. Mhm. >> The first question that was raised was which staff have been trained >> or being trained to improve the outcomes of our student communities that have not met the target goal. Mhm. >> The response to that question that was provided to the board is staff receiving training to improve outcomes for student communities that have not yet met target goals include metriculation specialists who are engaged in new and refresher training to ensure consistent equitydriven practices. Our department chairs who are participating in grading for equity and grading setup training to promote fairness and assessments. principles and building leaders who are trained on credentiing, lead lists and monitoring systems to strengthen accountability and apex coordinators who

077receive onboarding and training to manage credit recovery and acceleration pathways. In addition, counselors are prepared to lead prevention meetings, scheduling checks, and transition supports, while social workers are guided in indiv interventions such as no-show blockers and orientation activities, all which serve to remove barriers and provide direct supports for students not yet meeting their goal. >> Thank you so much for that, Dr. Grubs. I was interested in question two. if you could share what you all shared for question number two. >> Copy. >> Yes. >> The second question that was shared, what type of PD has or will the staff receive to improve the outcomes of our student communities that have not yet met the targeted goal? The professional development PD for staff focuses on training, development, and equity practices designed to directly impact student communities

078not meeting target goals. Staff have received or or will receive new and refresher training for metriculation specialists to ensure consistent equity driven supports for atrisisk students. U grading for equity and grading gradebook setup training for department chairs and teachers. Credentiing calendar and compliance training for principles and building leaders to strengthen monitoring, report and accountability systems. Apex coordinator training and onboarding to manage our credit recovery and acceleration programs, expanding pathways for students behind in credits, counselor PD and guided practices, including prevention meetings, graduation plan reviews, and scheduling equity checks to identify and intervene early with struggling students. then social worker preparation and structural interventions such as no show blocker and tier two and tier three case load updates reinforcing support for our disengaged students. >> So then my last question builds on the question of board

079member Adair as we look at these trends and we're seeing um the percentage of our students that are not meeting target but we have these great resources and tools that we're putting in place to kind of counter that. Is there one or two that our board should really be focused on supporting you all to uplift that work? >> One or two strategies that the board should be supporting? >> Yeah. Like it as as we start to think about what should we really be focusing on as the north star that's going to help you all really get that trend upward to get um those student populations and communities that are not on target on target. Is there one or two or should we just be focusing on all of these as a board? >> So the

080board doesn't focus on the strategies. That would be management's responsibility. We focus on the strategies as a part of our district leadership and district or DOT work. And so the board focuses on the goal again as a part of the monitoring report. when we're presenting a board monitoring session and we have a goal where we've met the goal the board we're not really having dialogue about the strategies in terms of midcourse corrections so our supports and our ask from the board are on the last slide >> and I will review those for you if it would be helpful >> on the last slide there were three areas that we wanted the board to support us with which is maintaining systems of support. That is resource allocation certainly in the board's purview which is funding. Policy

081is number two which is certainly in the board's purview which is about the alignment between our board policy and the new state requirements for graduation and um continuing to connect students with workforce opportunities. So thinking about how we create partnerships with community organizations that provide those career connected learning opportunities for our students. So the in terms of support that's the support that we need from the board. >> So let me ask the question differently. >> Yes. >> Understanding that you all are working on the strategies and you gave us the three very general >> as we look at these ones that you list. Is there two or three that fall within the three categories? Monitoring support, for example, you know, board, I really need to make sure that you all are protecting the resources and

082the dollars that we're going to spend on the Apex coordinator training and onboarding. Can can you give us a little bit more? No, at this time there are not any specific instructional strategies that we have named that that we provide professional development to our teachers and our staff. We have not named any of those strategies related to professional development that are at risk that are need that need immediate attention from the board in this moment >> and just because and thank you for that Dr. Chapman because your your responses to the questions in terms of the delineation between what is management and administrative versus what is board focused is actually quite on point. So I thank you for that. I appreciate your your questions Dr. P uh Dr. Pierce. But at this point in time,

083let's get back on track with the information that we actually have. I just want to remind folks that effective monitoring questions are questions about strategic issues rather than technical or tactical issues. Remember, let's focus on where that space actually is. Does the question reference special metrics data that has been provided in this report that has been repi provided as per the request? Is the question open-ended? So again, we want to make sure that this is not necessarily just some sort of open-ended question. We want to try and leverage as much of use of the data and and how we direct questions as possible. And then is the question focused on current performance, past actions rather than future performance or future actions. So again, I just want to give a and and I know this is

084a work in progress. So please, this is not some sort of indicting opportunity on my part. I just want to keep us on track to make sure we're asking the best questions possible and then giving further directions after this about what it is we'd like to see moving forward. Uh are there any additional questions? Yes, sir. Mr. Simmons. >> Um thank you, President Cole. Before I begin with my questions, I do just want to um quickly share um maybe so we could level set. I was a bit troubled by the superintendent's response to Dr. Pierce's questions because we do have an agreed upon communications plan and under the SOFG section, it does say board members should ask questions before the meeting where a report is being discussed but are not limited in asking the same

085questions at the meeting itself so that the public may hear the dialogue. So, I just wanted to u level said I was a bit troubled by the superintendent's response to that. I think Dr. Pierce was doing just that um wanting the public to hear the dialogue. But my questions are >> if I can just interrupt you very quickly, but that is why I open the floor again for the opportunity to to dialogue >> and I I appreciate that very much, President. I was more sharing that more so for um our superintendent. Since we're learning out loud, if it's the pleasure of the board, we can certainly include the questions that are asked in advance as a part of the monitoring report so that we can have that information readily available so we can continue to

086have a robust dialogue. We appreciate the board members who send in the questions in advance and provide that feedback and we can certainly repeat it back at the board table as a part of the monitoring session if that is the pleasure of the board. That hasn't been the previous format of the monitoring report. So if there's a request to modify the format, please let us know and we'll be happy to accommodate that request. >> President, can I ask you a question? >> Hold on just a moment. Yes, you may. Hold on just a moment. And as as we move forward in the future, I think as fully transparent as we can make this dialogue in a way that helps guide us to ask the right questions, develop the right response. Yep. >> I think that'll

087be >> We can print them for everyone, have a copy as well as the Thank you. Hold on. Hold on. >> Can I just ask a quick question? >> Hold on just a moment. Let me acknowledge you have a further comment, Dr. Chap. >> No, I said we can make sure that everyone has a copy of them, print them as well as include them in the report. >> I thank you. I will add I will allow the floor for one question from you and then we're going to get back to board member Simmons. >> Help me. Am I thinking about this correct? I >> what I'm feeling is that this report is a bit of a challenge for our board because the superintendent and the team have met the goal. Right. As a board, we

088are we have took it upon oursel to say we are going to discuss goals and guard rails for a certain allotted amount of time and at a certain number of meetings, right? And so I think this is a growth opportunity for us as a board and as a team because we've met the goal. But I think the questions that are being posed by our board members are valid. Are they not valid? So the question of validity is is not necessarily the issue. The question that you asked about asking for a be repeating a question that might have been asked previously that wasn't out of a court at all. It wasn't. I think what we want to do because the format works a certain way with these monitoring reports and the relationship between the board and

089the superintendent. The way that this works is that we're asking questions that are germaine to the report itself, that they're they're effective in the way that they're targeted and and worded. And at the same time, we're trying to make sure that we get everything we need to establish an idea of whether we're going to accept this report or not. So, at the end of the day, what what we want to do is stay focused on that line of business. your question. >> But I would say the questions that I posed were valid when they were posed in advance. They're valid being posed here at the board table. >> Dr. Dr. Pierce, you didn't hear me. You didn't hear me question at all or disqualify what you as you didn't hear me say that. >> It

090felt like it a little bit. That's why I'm clarifying. >> Feelings and facts are two different things. >> That's why I'm clarifying. >> Feelings and facts are different. >> Now we've made that distinguishment. Now we've distinguished between feelings and facts. I want to respectfully move to Mr. Simmons and we'll continue on. Thank you. Then >> um I have two questions for the superintendent um that I did not ask in advance. Um my first question is um if we did what is the current obstacle to graduation? So if we remove those two requirements, you know, I I we talk a lot about attendance, maybe not tonight, but in the past you've spoken a lot about that. So, if we did remove those two requirements, would which it seems one is kind of maybe more of a

091double requirement with the seal, but if we did remove those, would we see um a noticeable increase in the graduation rate or is the obstacle more the ability um and just think about my own experience as a student in our district. Is the obstacle more the ability to obtain the credits moving um you know from 9th to 10th to 11th grade as to metriculate I guess you could say. And then my second question, I will just pose it now that way you can answer both. Um, you know, you mentioned there was, um, Lyn, I will go back to the slide here on my computer. Um, you mentioned VCAP, and I just, um, had a question if you were of the opinion that the VCAP courses are rigorous enough for our students. Are they getting the

092um, the right, you know, they're obtaining credit? But again, thinking about my experience as a student, um, you know, I completed some VCAP courses very quickly and I'm just concerned that, you know, those might not be rigorous for our kids. So, I'd love to get your opinion on that. Um, second question about VCAP rigor. First question, what is the current obstacle to graduation? And if we did remove those two requirements, would we see a noticeable increase? >> Thank you, board member Simmons, for those two questions. We'll start with the first one, which is um a big question. Um, and it's a heavy one. Um so when we think about the barriers to graduation and why students do not metriculate, we can start um as early as prek to look at when and how students get

093off track. Um so when our students um we know that when our students are engaged and participate in highquality prek, they are now set up for success to begin K their K12 experience. Students who have a high quality experience as early as prek are more likely to be on track to graduate from high school. Same correlations and data can be made in third grade. Students who are um attending school regularly, achieving in third grade, they are going to be on track to continue to metriculate with their peers. And that can be say said for students in each grade level. So the more students get off track earlier starting at preK, it's going to be very unlikely that they even transition stay with their peers and transition to high school, stay in school and metriculate with

094their peers. The biggest gap that we are finding with our graduation rate is in the ninth grade cohort. We see that there are students in the ninth grade that don't metriculate with their peers. That's the biggest It's the biggest roadblock to graduation is that transition from 8th grade to 9th grade. So our biggest challenge is making sure that we keep students engaged in ninth grade. We keep them on track and they stay and can metriculate. And so when we think about some of those barriers, yes, it's credit attainment. If our students stay in school, they're going to be engaged. They're going to earn credits. But it's the students who are not in school. It's the students who don't stay in school. And that that drop usually happens in ninth grade. Um Dr. Brown talked a

095lot about um an in we're seeing an increase. This is the largest cohort. We saw an increase in students um who were ESL. um we saw a a huge increase in a number of students who were um new to the country um in CCS. Well, when they um do not they come to school and they're in entering school in high school and they don't have enough credits, right? They're, you know, maybe overage in the ninth grade and they don't have enough credits. It takes a lot to motivate them to stay in school and metriculate with their peers. The same can be said with students who get off track for a number of reasons. Perhaps they have um housing instability. Perhaps perhaps they have medical needs. Perhaps they need to work. Perhaps they have child care

096needs. When they get off track and they're spending time outside of school, they're not spending time in school. They're not earning their credits. It becomes a huge barrier. So we actually have when we think about the when we look at our graduation rate for each cohort at each school the students who are in school are metriculating. It's the students that are still in that denominator that doesn't change. We can't change but they have not been engaged in school meaning their attendance has been inconsistent. those are the ones that that skew our graduation rate and our students are not they're not attending school and that adds to a dip in the cohort. So, thank you for your question, but that that um specifically that freshman cohort is really really um the the signal that lets us

097know how strong this cohort are, how how engaged they are, and how much um additional efforts and supports need to be wrapped around that cohort so that they can metriculate. The does that answer the question for the fir the first question? >> Um it it does partially. I just I want to get a better understanding of you know if we modified our policy would that would we notice a it doesn't sound like the optical is >> so I'm just I want to get a better understanding of your recommendation to examine our you I think that's how you worded it to examine our policy around aligning our graduation requirements with the state graduation requirements and it doesn't sound like the obstacle is obtaining those two additional credits it sounds like the obstacle is just being on

098track in general starting early you know from that eighth to 9th great transition especially. >> So those are two separate issues but closely related. >> Well, that was the nature of my question. >> So the the question the question about the policy change that's an opportunity now that the state has changed and um increased the rigor of the requirements for graduation. It is an opportunity for us to look at our graduation requirements. Our graduation requirements actually require that the students earn more credits. above and beyond what the state requires. So the question will be for us now that the seals were were created by the state and the internship hours that we required could actually be earned through a seal now we're saying the students earn can earn a seals and these two additional requirements

099for credits that we have. That's an opportunity for us to consider. We're certainly going it's it's our policy. we're following it and we set the expectation that our students have to meet that policy and um we'll continue with that until we revisit it. Those two additional credits aren't the obstacle to graduation for most of our students is what I'm >> for some of our stu for some of our students it can be it means that we're spending more time earning additional credits when they could be focusing on earning the the credits that are establish let may >> just a quick analysis on this um we have a number of students who garner 20 credit hours but don't graduate >> and that would account to one to two% of our student population. So a change in

100the policy could have a 1 to two percentage point change in our graduation rate. But I think the real opportunity cost is folks who are chasing down duplicative requirements lose opportunities for elective choices. they lose choice >> because it it's time like they're on a clock. We when when they start in ninth grade, they have four years to graduate. And so we're saying that our students have to use spend additional time, effort, and energy to earn these credits that are not in they're addition to the state requirements, but they're already reflected in what the state requires. So, it's an opportunity for us to consider a policy change as we move forward, but certainly um to be continued. >> Thank you. And then >> second question. >> Yes, please. >> Um so, the second question was

101about um the rigor of the VCAP courses. Was that the question? >> Okay. So, um I think that um our team has been looking at this as um taking it into serious consideration because we certainly want to make sure that when our students are using this online resource to earn credit that it it merits the and um certainly earns the the credit that they would deserve. And so what we have transitioned to, we're actually looking at a newer platform, a different platform that provides more safeguards and provides more rigor. This is a platform that where we were using before the pandemic and we might had to make a transition. And so we have been looking at this and reviewing several options um to make sure that it aligns with our expectations for what a credit

102um that would would be worth. And so we're looking at that and making a transition as we speak. Thank you. >> Thank you for that. Just before I transition to another question, um is there a way in which Dr. Chapman, we could have incorporated some additional datas, things that you actually have very clearly alluded to in your space right there into this report that would have made it a bit more comprehensive for us. Um for example uh you made illusion to eighth grade metriculation and what ninth grade looks like in terms of that lag behind that that gap widen in addition to that um is there opportunity for us to see at all how that looks in terms of metriculation grade band for grade band so from 9th to 10th 10th to 11 and be

103able to look at it from that standpoint even on an interim basis. Is there a way for us to look at this in a way that we're actually seeing gap closure where we're actually demonstrating that? Um I think we got a lot of highlevel information and I'm I'm thankful for that. I don't discount the hard work at all. Um I just wonder if there's additional information that could be put in here that makes it a lot more comprehensive for us. >> So President Cole, we have lots of data. There's certainly always more information that can be added, but certainly we were um trying to honor the format of the monitoring report and be consistent with how we provide that data for the purpose of monitoring, but certainly we can um follow up with additional information.

104>> Thank you. Uh Dr. Pierce, >> um my question, >> but there's no one else. Were there any other questions? Dr. My question is more so to uh you President Cole as well as uh the colleagues on the board. Given the information that has just been shared by um Superintendent Dr. Chapman, um can we as a board here today take action to request that the policy governance committee review our graduation requirements? Because as our superintendent has said, there is some overlap. So there's an opportunity for us to go back, review, and to see if that overlap is in fact causing students to have a delay or some challenges in terms of graduation. So that's one. >> Um well, I think that the actual place would happen in a couple of different ways. One, it would

105be academics, facilities, and alignment. I think would be that space to give that initial observation. And then it would be collaborative work with govern policy and governance to ensure that you know there's some sort of language identified in support of the administration uh to ensure whatever it is we need to to work on in that space. I'm willing to consider that moving forward. Um but at this point in time I want to make sure we're also sticking because again we're we're veering off track. I want to make sure we're sticking to the report itself. So I think again with this report because they have met the goal. It is the the the and I may be wrong with SOFG but I as I understand it it is to make us better to change adult behaviors

106to challenge us to do better. And here we are identifying opportunities where we can do better. So I don't see this as veering off. I see this as good quality work. We're having the discussion and we're seeing where the opportunities are and we're we've pointing that in this particular instance we have two committees that can look at it individually then come together collectively to make the change that our superintendent has called for. So that's just one. two, um, echoing what board member Simmons said, I would request that our board really look at VCAP and Apex courses. We have a number of students, my my family members included, and I'm it is what it is that are taking a number of these courses and they are in essence graduating with courses that are not as rigorous.

107you need that direct instruction. And so I would really encourage our board to look at that policy and and to be courageous and brave and put a policy in place that says our students can only complete so many VCAP or Apex classes that we value direct instruction. And so I would love that we have an opportunity as a board to support our superintendent and have that conversation. I am certainly willing to entertain aspects of that conversation outside of this board monitoring committee, board monitoring report that is actually supposed to be focused on the data that is actually supposed to be focused on the data at hand. Are there any additional questions about the data at hand as reported in this goal monitoring report? All right. if there and and your comments are duly noted. Um

108but there are there's always time to submit those either prior to or after we wrap up the discussion. There's always opportunity to w to for us to wrap the this this monitoring discussion up and then you provide your insights as to what you would like to see added differently. So again, it's not to disqualify, it's just about timing. That's all. It's not to disqualify him. It's just about >> this has nothing to do with the report. It has to do with what actions we take as a result of receiving the report. And the information stated this so beautifully that it is not about the report and that is why I'm saying to you there's a better time to actually make that comment. There is. All right. Uh if there is nothing further in terms of

109question or report, we thank you. Please, >> you have to accept. We'll I'll make a motion to accept the monitoring report on board goal number three uh close opportunity gaps that was sent to the board on August 28th as well as um incorporating the presentation that was done tonight. >> Second. >> It's been motioned and second. >> Second. >> Call the role, please. >> Miss Engles. >> Yes. >> Dr. Pierce, >> yes. >> Miss Reyes, >> yes. >> Mr. Simmons, >> yes. >> Miss Vera, >> yes. Vice President Adair. >> Yes. >> President Cole, >> yes. >> Thank you, Dr. Chapman. >> Thank you. >> You've heard the feedback from us. I think moving forward, there's some definite adjustments that we can work certainly with Synindle and AJ on uh to make this even a

110tighter process. >> Absolutely. >> Then continue improvement is always good. >> Thank you. >> All right, we will move forward in the agenda to the >> joint committee. All right. Um, so just as a the joint committee uh took place this last week, last Thursday, September 11th, um had the opportunity to convene most of our board members and most of our committees, our committee chairs were all present. Um we had the opportunity during that time to discuss careermies and receive a presentation on what careermies look like. And for anyone who wants to actually see the special board meeting, you can actually view it on YouTube and there might be other a couple of other places, Facebook as well, but definitely YouTube is my go-to space. Um, you can type in joint committee and see what

111comes up and you can actually find it September 11, Thursday, uh, 2025. All right. Uh we had also the opportunity to receive an updated version of the five-year forecast much in just at 5,000 feet. We'll go through the actual uh presentation this evening. Um in addition to that, we discussed transportation and cost modeling along with academic impacts. We had the opportunity to ve to get a very uh deep dive conversation and you know reality re reality check about the cost of transportation its possible impacts on students and not just ours but also charter nonpublic students. Um in addition to that we close with facts about open enrollment and lottery. Now the open enrollment and lottery conversation will continue further in our next coming uh special board meeting which will be another joint committee meeting and

112that will be the second Thursday of October. Uh what is that date? >> Yes, I believe it is October. >> It's the week after we'll certainly it'll certainly be posted but it'll be the second Thursday of October. Um with that there were a number there was a particular recommendation that was raised uh by the joint committee and approved to be sent to us as the board for very serious consideration. That was actually this actually is a part of our policy diet so to speak. Um that is a revision of policy 8600. A revision of the policy 8600. 8600 specifically deals with transportation of students. Now, um albeit we are not going to make this decision this evening, there were some things that I at least from a principal standpoint wanted to uplift to you all

113to take under very serious consideration. I know many of us have already taken a look at uh at board policy 8600. I will ask you for those who've not had the opportunity to please continue to look through that as you're looking through policy 8600. I want you all to consider just a few things. I think it's important. There are a couple of clauses. There are a couple of uh sections within the policy listed as A, B, and C. A, B, and C. uh all of them at as the policy is written right now say that we shall provide that students all these students encapsulated in those bullet points of A B and C are entitled to transportation. Now what I'm thinking of us doing is doing three things. One is aligning making sure that we

114align this policy to state standard to state minimum standard to state standard. State standard qualifies that up from K to 8 is actually worthy of being transported as students. And forgive me for saying putting it in that way, but the way that I want to put it is is that the state standard requires that K through 8 are actually students that are transported. For years, we valued the opportunity to encapsulate 9 through 12, which is actually section C that live outside of a two-mile radius. We included that for years. After looking at the costs of what this entails, after being after given a few options as to how we could, you know, assure students further transportation opportunities that are outside of our traditional yellow bus model. I'm asking that we also amend the policy to

115consider a change from shall to may. A change in section C specifically from shall to may as a consideration. The point of this consideration is this is that we don't want to take off the table in any way at least I don't and I believe we all stand in in in allegiance with that. we don't want to take off the table being able to transport our 9th through 12th grade students. What we want to do though is ensure that we do that in the most economic efficient way as possible. And I think one of those was or a few of them have been outlined in the options that were presented to us. But as we're thinking, as we're pondering this policy, I think it's important for us to think about how we align it to

116state standards as they are current to amend the language and do it in a way that assures that all of our students have the opportunity for transportation afforded to them, but we do it at a much more affordable, much more effective, much more efficient manner. And uh again, one of those options or if not two did provide that opportunity for us to consider that tonight. If there are anything if there's anything that you want to take under consideration, you can do you can make mention of it at the table. We can talk about it or you can also put this in writing and make sure that the superintendent and team get this as well uh as as illusions to different things that we might want to consider in the conversation. Now, we want to be

117able to take action by next month. We want to be able to take action by next month. Our administration requires us to take action by next month for two reasons. one to ensure that they are able to start the work and the direction of identifying those viable options for us that are going to work. Two, to ensure that upon our support that we're able by December, no later, to make a decision about exactly what it is we're going to do in a way that gives them the opportunity to inform the community. Now, if you understand this Ohio Revised Code related to this, the board policy that we would otherwise amend and change, that would take effect immediately. That would take effect immediately. What would not take effect immediately is how we're going to do it.

118In fact, when the when the clock starts in that work, the clock would actually not start until the following school year. So, it's important that everybody understands that the the policy change itself would take place immediately, but the actual legal aspect does not go into effect until the following school year as planned. As planned. So for folks who are who would be otherwise concerned about whether children not having bus transportation, particularly uh 9th through 12th graders, the yellow bus transportation in January of 2026, that would not be an issue. That would not be the issue. Um so I'm opening the floor up now to any any comments, any suggestions that folks want to be able to make. I want to make sure that uh we're able to notate this and take it down. Uh I'll

119start with Vice President Adair. >> I just want to make sure we're super clear on what's happening. Um so thank you um President Cole for articulating um the robust conversation that our community members had and the and the committee did vote to advance this to the board. So, I know President Cole used um the word I, but it was really the committee and and uh the community had robust uh discussion about these things weighing all of uh the things that President Cole talked about. So now it will be before the board and um you know part of that is uh the committee has recommended that we do make changes to the policy um as outlined uh uh that as president Cole stated and the process for that would be just a normal uh process. Uh

120so in our next meeting we would have a first reading. So we would have the language with the changes. Uh we would have discussion and dialogue just as we would with any other policy and then the meeting after that uh it would be a second reading where we would uh vote to make any amendments. Um and so I just wanted to be clear about what the process would be and when uh discussion would be about uh the language itself. um because we actually do not have language before us currently. Uh we are just talking about the recommendation that came from the committee. >> Can I ask a question of clarification and point and um chair please also help to answer this question. What I hear, President Cole when he first began talking asked us to

121look at the policy 8600 to look at the places where it says shall and consider using may. Am I understanding that correctly? >> Okay. >> Yes. >> And and uh board president Cole um if I may just to explain the purpose of the policy, it is not that the board would immediately take action on transportation. That is something certainly the board is considering through its joint committee and its regular committee work as well as um the work of the administration. But right now the policy mandates that we provide transportation 9 through 12 in grades 9 through 12. And so right now it would be inappropriate for the staff to work on potential ideas to move forward and change that transportation because the current board policy mandates that that transportation be provided. So what we're doing

122or what could happen uh with a policy change is that the the change from shall provide that transportation to may provide that transportation. We may continue to provide exactly what we're providing now or we may not. But the change in language is necessary in the policy so that the administration has the authority from the board to go ahead and work on proposals and think of those ideas and then present them to us for consideration. So I just wanted to be clear about that as well. >> No, thank you for that point of clarification. Maybe I just said it differently, but the whole point is is about timing of making sure that the administration is clear about the direction requested on part of the board so that they can do two things. they can work on

123the options A and B be prepared to disclose to the community exactly how this process will work from an administrative standpoint when it actually takes place next year and how we're going to make sure we're we're getting word out about that. All right. Uh did someone uh board member Vera? >> Uh thank you, President Cole. I just want to also make a mention. Um, you know, I think it's critically important for us as a board to really talk about the engagement strategy as to how we're going to have these conversations with our community at large. As my colleagues have indicated, no decision is being made tomorrow. However, we have to be mindful based on the timeline that has been explained tonight how we really are going to take the time to hear feedback, provide student

124voice, uh, parent voice. And so I have put that in writing to board leadership, to the superintendent, um, you know, recommending even possibly a special meeting to talk about engagement specifically because we have a lot of big decisions that we are reviewing as a committee, as a board. And it's critically important that we're not just saying we're going to have engagement and we're going to collect feedback. we need to really have a strategy that we are ready to commit to um and that we can you know ensure that our community has agency and opportunity to really provide feedback as to what these changes could mean for their families. And so I just want to offer I did submit that in writing and at some point I would like to get a followup as to when

125we're going to have that conversation. >> Thank you board member Vera. Dr. Pierce, >> thank you so much. Um, and I want to echo the concern of board member Ver, but more from a student centered perspective. We just heard from our superintendent that we need to keep our freshman and our ninth graders engaged. So, how would a potential decision such as providing or not providing limited transportation? How is that going to affect the academic outcomes of all of our high school grade levels and in particular the ones that we are currently facing? um we have an opportunity moment with where we have growth opportunity moments with. So um is there a way that data can be presented around that and we could really have the conversation around you know how this might impact those academic

126outcomes. >> I I absolutely agree with you and I'm expecting I'm anticipating that that conversation will actually happen in our next joint committee as a part of that data sharing. So yes, >> yeah, that was discussed in the committee. >> So I guess what I'm what I'm echoing is that that conversation should also be had when we're engaging the community. So as we're talking to these parents that we're sharing with them, hey, we understand that this this change is going to affect your family, the entire community. But here's why we need all hands on deck. Because we know when kids don't come to school, it affects the A going down to a C, right? It affects you being able to graduate in four years versus six. It It needs to be an all-encompassing conversation. It

127can't be segmented. >> Understood. Board member Simmons. >> Um yes, thank you, President Cole. Um I had a couple questions. Um one for board leadership and then um a couple things I think our board should consider. Um the first is I think it's important something I learned from the joint committee um session is that there's actually a different state minimum for our public school students versus charter school students. Um you know something that was said in the presentation is that if there is more than one transfer on a public bus required then we would still have to provide yellow bus service to charter school students. Um I don't think there's any reason why we could not adopt that same rule for our students. I think it would be a mistake to establish um you know

128the state's given us limited options, but I think it would be a mistake for us to um provide less transportation to our own students versus what we're legally required to give to charter school students. And so I think that is one consideration for our board is do if we do do the bus pass solution as presented as one of the options. Um do we want to implement as part of our policy that students who do require more than one transfer would be eligible for yellow bus service? Um, my other consideration is I still remain a bit uncomfortable with modifying the policy without really identifying what the solution is, especially given that there were really only two options presented to the committee. I'm not sure, maybe there is an opportunity, but I'm not sure why the

129committee could not make a recommendation on one of the two options and then we modify the policy at the same time and codify whatever recommendation that is um the committee made. Um, and so with that, I think, you know, there's even room to change the policy to just eliminate bus and just put transportation. Um, and so we're going to provide something and if that is the code of bus passes. Um, and then in addition to that, I still remain very confused as to why this policy in order for the administration to work on possible solutions, why this policy requires a advanced policy change of the work being done. But we also have another policy and I did raise this at the joint committee session. I didn't really get an answer. So this is my question

130for board leadership is why do we have to change policy 8600 in advance of the administration starting transportation change work if you will compared to policy 7105 that we don't have to make a change to. But yet it would appear that at our next joint committee meeting we're going to be getting some type of realignment conversation or recommendation. And so my question it my concern is you know it doesn't make sense to me that we would allow the administration to work on realignment suggestions for a task force which is not up and running right now for the committee whereas this policy you know but we do have to make the change here. So I'm just confused why we're treating one policy differently than the other. Um, that's my question to board leadership. But again, I

131think it's very important that we do not establish for Columbus City School students a lower standard of service and transportation. Even if it's not our choice, it's the options we've been given. I think it's very important that we do not establish a lower standard of transportation for our own students versus students attending um charter non-public schools. But again my question I would just repeat it is why do we have to change policy 8600 in advance but we don't have to change policy 7105 in advance. The uh for me just a very quick answer to that um is a number the number is 75 million plus dollars. 75 million plus dollars that are a tremendous hit on our budget to ensure that transportation is provided for students. But that cost is increasing. The penalties alongside that

132cost are increasing as well. And this is one of the major reasons for me personally. Um, and I think the joint committee as well took serious consideration in looking at this situation and making a decision to say we want to recommend to the board that they seriously consider amending policy 8600 in a way that aligns with state standard, in a way that helps reduce costs, but at the same time ideally in a way that maintains transportation for our 9th through 12th graders. in high school but >> very simple for me 75 million the legal reason absolutely >> we're not going to discuss a legal reason mechanism >> here's the truth though we >> point of order >> vice president has the floor now you can >> we have um in fact picked up that policy

133it's been it was sent to policy committee for review that committee then transferred it over to affect for review um I think you're right Brandon that If uh it depends on what the recommendations are going to be. Right now we know that the recommendations that were presented to us the the options for transportation do require this action that the board is doing. Uh we are anticipating hearing some recommendations next month from the superintendent that might require the same thing. Um I think we just don't know yet because we haven't seen it. Um but that policy will need to be handled. that's being handled within committees and it needs to actually come to the board uh for action before we can make any decision about the realignment. So, you're right. Um and so that that does

134need to occur, but it it hasn't been forgotten. I don't want to, you know, it's just in committee and it needs to come back up here to the board. >> All right. Any additional questions, comments? So administration I think you've heard from the board exactly some of the considerations that we want to get a bit further analysis on that we want to be very uh deliberate in our contact with the community and ensuring that we are engaged in this process in a manner that keeps them informed and you know keeps us aware of exactly what their concerns are and the the door is always open for emails or any kind of manner in which you wish to contact us. You can also come to uh the board meetings and speak during public session, public comment

135session as well. But we do want to maintain a relationship with the community in a way that keeps them inclusive with feedback to us about what it is that they're concerned with in this process. Am I accurately stating that? Am I off base in some way? I just think we should be very thoughtful about our process for engaging the community. Again, um echoing what board member Vera has said, you've said to come and give feedback. Um, if I'm a parent who comes down here and rushes off of work and gets here and can't speak at the podium or I'm only given three minutes to speak at a podium when I have four different kids going to four different schools and yes, it involves two or three bus passes, I'mma feel a certain kind of way

136if I don't get my voice fully heard. So, I just think we need to be really thoughtful about the amount of work we are putting on the superintendent and the team to engage the community and what we as a board can do to engage the community in a very intentional, authentic and thoughtful way. >> Point taken and shared. Thank you. All right. Yes. Yes, please. >> I just want to um echo Dr. Pierce's sentiments. Um, and as a uh community engagement committee, we have provided some recommendations to the superintendent um just this past Friday. Um, some additional ways that the board, as you've mentioned, this is not just on the administration. This is on us as board members as well. Um, so I have provided some um some engagement ideas, opportunities that does include the

137board as well. >> Okay. All right. We will move right into uh section 4.4 which is our first reading of policy 5223 release time for religious instruction. This is first read. >> Thank you board president Cole. Um, so on September 8th, which was last Monday, the policy and governance committee met and considered a few policies including the religious release time and instruction policy, the cell phone policy, and um the food services policy. Uh, in addition, we had a AI recap, but that is not part of the agenda, so I'm not going to discuss it here. uh the religious release time um policy. There was state law that came down that said that we have to amend our policies um and that entities school districts have to amend their policies to include certain language around the

138specific um periods or number of periods uh that a school must provide for the religious release time. And then in addition um how many religious release time or how many periods must be provided to elementary and middle school students and then how much time must be provided to high school students for that um religious or that release time for religious instruction. And so the board has considered this policy and just considered it earlier this year, adopted new language in May um May 19th or I'm sorry, it was in March of this year. Uh we we re um we adopted a policy uh with lots and lots of language. Uh but the state legislature said that we had to come back and amend our policy uh to make sure that we uh have this particular language.

139And so on board docs you will see a draft and the first page is us pretty much directly addressing that mandate that um students shall be excused from school to attend a release time course in religious instruction for at least one period per week provided that each of the following requirements are met. And then it gives a number of requirements including st student parent and guardian um consent in writing sponsoring entities maintaining attendance records and making them available um providing and assuming liability for the student when the sponsoring entity takes the student out of class and um assuming responsibility for any missed school work. Um in addition there is uh some language around elementary and middle school students two periods per week and for high school students the equivalent time of to attend two units

140of high school credit per week. That is state law and that is why we are changing that language of the policy. In addition, um the the budget bill, House Bill 96, put additional restrictions on religious release time and uh stated what can and cannot be in a policy, including um certain limitations on what students can bring back into the classroom. Through further um investigation and legal analysis, uh the board has been presented uh with where the law stands. Um and there is a current AG opinion. um that limits um or or directs school districts uh on what they can do as far as materials being brought into the classroom. And so the committee considered and recommended to the board that each member get a legal briefing on what that AG opinion entails and think about

141it clearly when considering language. And then the language that I am going to propose to you tonight I believe is fully legally compliant and addresses lots of the concerns um that were raised in the committee. And so I want to go through those with you. The first uh green section on the second page states that students are not prohibited from bringing external education and program materials into school. Students are prohibited from distributing literature for a release time course to other students during instructional time while on school property or when engaging in such students as student speech causes a material and substantial interference with school work or infringes on the rights of others. We believe that language to be legally compliant and address the committee's interest and needs and making sure that, you know, folks aren't

142coming back uh from programs or really any program um and and creating a disturbance in the classroom by passing around materials that are not the materials they're supposed to be focusing on in the classroom. And so um that is the language that we have proposed into the policy. Uh, in addition, you'll see language that talks about release time and religious instruction during lunch providing a school meal for consumption and that the meal will meet all USDA meal pattern and nutrition standards requirements. This board has actually already voted uh that that would be the policy of the board moving forward that we would provide school lunches to students who do participate in these programs. And upon review of the policy, we thought that it would be important to add it here. Uh because if a student

143is looking for whether or not they are entitled to a lunch, they're probably not going to go to the food services policy and dig through all of that. It can be quite confusing. And so we thought it would be it would be um important and useful for our families um and those participating uh to see that language here so that they have a full understanding of what um they may have. In addition, and what is not on board docs, one thing that I would encourage this committee uh to consider is language. Um we talked about last board meeting that we had considered this policy. um the optional language that was provided uh through the statute to require entities who are participating in this release time for religious instruction to give a background check or have

144a background check on the individuals who to whom we are releasing our students. Um we as a board discussed that that is um something that we do with many of our if not all of our uh participating um organizations and entities that are working with our students and our children. And so we thought that that would be appropriate to apply here. One thing that we kind of missed in the language and what I would like to propose to you all tonight um is the inclusion of the type of background check that should be provided. And what we're attempting to do is match it to the type of background check that is provided and required of all other entities. So just making sure that it's very very clear um that you can't just like come up

145with your own background check whatever that means um that it has to be the same type of background check that we require of um all entities that are that are um working with our students and taking our children uh places. And so um in addition to the language that is in board docs, what I would like to uh propose is language that says um if you read the top paragraph on the second page, it says the current language says private entities proposing to provide religious instruction during release time as set forth herein shall be required to provide the district with criminal record record checks. And what I would suggest is we insert there through the Bureau of Criminal Infination and Investigation and through the Federal Bureau of Investigation records as is required by the district's

146own employees. And then the current language says for any and all of their instructors and I would suggest and drivers um because we know folks are may not be the instructor in this religious release time but may be driving our kids to and from and that's what we require of our own employees. And then the language would continue with what is currently written and volunteers providing a release time course in religious instruction. And there I would add to district students. Um because district students are who are affected by this policy. Um so I'm happy to repeat that. I know that that's a lot. Uh but in talking with our internal auditor who brought this up at our policy and governance meeting, um you know, what kind of background check are we doing and are we

147doing the bratback program uh that we require of our own employees and in reflecting upon that conversation and analyzing the language and then also analyzing, you know, how we're doing these background checks and what um the entities that are currently participating, what they are and are not doing. Uh, I felt that it was important to bring additional language to um the board for consideration that would simply put um the compliance with background checks in this policy in alignment with the background checks that are required elsewhere in board policy. >> Thank you. Board member Les. >> Couple of questions for the modified language that's proposed for page two, sentence one. Um, Chair Engles, is that creating an undue cost and burden for those organizations and entities that is different from an organization or entity that might

148just be providing academic or um social emotional supports? >> I believe no because it is the same exact requirement that we are putting forward with every organization and individual that's working with our kids currently. And also it was explicitly outlined in the law that we are allowed to require background checks. It did not say exactly what kind of background check. Um but I do think that it's fair that if we're asking anyone to provide a background check that it match and it be of the same standard. >> And is that standard the standard that is used for our and I use educators inclusively. I use it for teachers, staff, bus drivers, everybody. So is that the same background check that we have all of our volunteers do that is alignment with the same background check

149we have our educators do? >> Yes I believe and that is the intent with this language. >> Okay. >> So are we just going to have discussion or >> is it going to be a first reading? >> I have it marked as a first reading. Um I'll pass it back to the board president. Are you is this the idea at this point in time that you are considering waving the first read and entering it as m making a motion to accept it? >> I would be open to waving I would be open to waving the second reading to accepting this first read. We've had discussion. I don't hear my colleagues objecting um with the exception of the proposed language on page two because that is currently not documented in board docs. So if there is

150the will of the board to accept the language, >> my motion would be to your motion wave. My motion is to wave the second reading accept this first reading with page two sentence one modified to align with what chair has stated. >> I'll second >> motion and seconded. Can we call the role? >> Dr. Pierce. >> Yes. Miss Reyes Reyes is Mr. Simmons. >> Yes. >> Miss Engles. >> Yes. >> Miss Vera. >> Yes. >> Vice President Adair. >> Yes. >> President Cole. >> Yes. >> Motion carried. >> All right. Okay. So, now we've >> gotten that out the way. Let's move to our first reading of policy 8500, food services dread. >> Okay. So this uh policy um is to come into compliance with USDA requirements and non-discrimination um that is found in the

151federal code. Uh what we are attempting to do is simply adopt the non-discrimination statement that comes right out of the code into the policy and make sure that all of our students when they are receiving uh the the services provided by our food services team that they are uh receiving services that are compliant with that federal standard and that federal requirement. And then in addition, you'll find language um in here that refers to uh the religious release time and that we will be providing lunches for our students who participate in the religious release time. And that's more so so that our food services folks know know to go to the religious release time uh policy. So this is for ease of reference. It's an attempt to be transparent and clear uh with what the rules

152are. So that's why we've included that there. Uh but really um at the at the committee meeting we didn't have we had a great discussion um in that we got a presentation on why we need this policy but it really boils down to federal law requires us to have uh this particular language and have the non-discrimination statute or statute language and so we're merely adopting that into our policy to remain compliant. Given the action that we've taken on the previous policy, I would like to wave second reading and to make the motion that we accept this policy as um presented in board docs and as discussed by chair. >> Second. >> I will second. >> All right. Motion and second and we can call the role. >> Miss Vera, >> yes. >> Miss Engles, >>

153yes. >> Dr. Pierce, >> yes. >> Mr. Simmons, >> yes. >> Vice President Hadair? >> Yes. >> President Cole? >> Yes. Motion passes. All right. We have policy. Okay. Uh moving on to uh first read existing policy 5136 personal communication devices. >> Okay. Um President Cole, if it is okay with you, 4.6, 4.7, and 4.8 are kind of hard to isolate and have conversation about. And so I may be referring back and forth uh to the three, but we are we are talking about um board doc item 4.6, 6 4.7 and 4.8 and I'll explain that here. Um, policy 5136 is recommended for recision. Um, the policy currently is entitled personal communication devices and it entails both electronic equipment and devices and cell phones. When we started reviewing the cell phone policy, um, which I'll

154go into in a second of why we're reviewing that. Uh, but when we started reviewing that, it got very confusing very fast because there are certain rules that make sense for um, personal communication devices or electronic equipment and devices that are not cell phones. And then the language just gets like really mushy and it was very confusing. And um our policy and legal team did an incredible job trying to set us up for success in the policy governance uh meeting and even then it was very difficult. And so what we decided is it might be more it might be more advantageous for the board to have separate policies and refer to the cell phone policy. that would be new in uh what we would now call the electronic equipment and devices policy which is um

155on board docs as 4.7 um and would be policy 5136. Um to remind the board uh Ohio law is requiring school districts, community schools, and STEM schools to apply pol to adopt a policy prohibiting cell phone use by students during the instructional day. um we have to have a policy in place by January 1st, 2026. So, we do have a little bit of time. Um an instructional day is a is defined in law as a period of time in which the student is expected to be in attendance and includes not only formal instruction time, but also supervised activities such as transitioning between classes, recess, meal periods, and field trips. Um the districts and schools that adopt cell phone policies after a certain date uh would have to do it at a public meeting. We were

156going to do that anyway. Um, and each district uh board must make their cell phone policy public publicly available and post the policy prominently on its publicly accessible website if it has one. We already had a cell phone policy. Columbus yet again is ahead of the game. Districts and schools can prohibit students from carrying cell phones on school property. And districts and schools may also prohibit the use of all electronic communication devices, which includes cell phones, smartwatches, and other devices that are powered by battery or electricity, and that are capable of receiving, transmitting, or receiving and transmitting communications. Um, it also requires that the policy list exceptions and disciplinary actions uh for violations. And that's kind of rare to see in laws that you have to not only have all these requirements, but also you

157have to outline how you're going to discipline students, but that's what's in the law. Um, if a policy prohibiting cell phones on school property is implemented, the policy must be posted in a central location in each school building and available to students and parents upon request. Um, the law also identifies that students may need to access their cell phones for educational or medical reasons. And the law allows students to use their devices for specified purposes including individual IEPs. Um students uh plans developed under section 504 of the Rehabilitation Act of 1973, student learning, monitoring or addressing health concerns or an active or emergency an active threat or emergency as detailed in the building's comprehensive emergency management plan under Ohio law. Um, so if a student has a written note from a doctor requiring use of

158a cell phone to monitor a health concern, the district or school must allow the student to use a cell phone for that purpose. Other considerations that our committee talked about um in addition to what is required by law uh were the idea that um it seems to be our students seem to be doing very well with this policy currently. Um it is current law that you have to have your phone away, can't be using it during the instructional day. um regardless of what your policy says. And so our district sprung into action, put that into effect for day one of school and beyond. And has it ha from my understanding it has been pretty successful so far. Um and so we're excited to hear that. Um in addition um the pol the policy and governance

159committee took time to make some additional recommendations for the board to consider when making its policy. And the things that we discussed are, you know, the point of this is to eliminate distraction in students uh while they're in that in key instructional time because we get such limited instructional time as is. Um and so it's really important that students are able to participate and able to focus and and the removal of cell phones um can certainly help with that. So, one recommendation was to encourage the board to pass a policy that requires cell phones to be on silent and or off uh during the instructional day. Uh the conversation included not no vibrate because vibrate can still be very distracting if it's vibrating all day every day. Um and so that was a recommendation that

160came out of the policy and governance committee. We also discussed where the cell phones must be and uh the recommendation was to require have language that requires them to be out of sight. Um and that uh started some interesting conversations around what out of sight means. Um and different schools have taken different approaches. There are some schools that encourage students to leave them in their locker. There are some schools that let students keep them in their backpack or keep them on them, but it has to be out of sight. And so the policy and governance committee uh really considered that and thought, you know, out of sight and let's let our district administrators kind of determine what that means and what how that works with their building and with their tact because all of our

161buildings do have a little bit of different rules around do they have lockers available? Can they have their backpacks with them? What are those types of situations? But keeping them out of sight was the important part. Um and then in addition allowing certain circumstances like after school curriculars when you're on the bus. Um our previous policy actually said that you cannot use a cellular device when you're on the bus even during an extra uh extracurricular activity or on the way to and from extracurricular which is a critical time uh for kids to be able to talk to their parents or whoever it is that is going to be picking them up uh from the bus or meeting them at the game. Um, and so the discussion at the policy and governance committee was, you know,

162the point of the policy is to eliminate the distraction during instructional time. And students going to the basketball game on the way to the basketball game and talking to their parents about you're going to be at the basketball game today is not necessarily inhibiting their ability to receive uh that true instructional time. And so we thought that it would be okay to modify what was previous policy and allow students to use it during that time in addition to on the way back. Um in addition the recommendations were um just being really clear like put the phones away um allow for the use on buses and then we had some discussion around ELLL students particularly uh because ELLL is we heard in our board monitoring report today uh significant and I think uh Dr. Brown said

163we went from around 18% population of ELLL to 23%. So that's a significant portion of our population um with varying degrees of what ELLL means. Uh but certainly um it is something that a cell phone could help uh with and and be a tool. And since the law does allow uh one of the exceptions to be for student learning, we had discussion around uh the fact that perhaps that would be an opportunity to allow students to use cell phones uh as needed um on appropriate basis when uh it can further that student learning. Um so those were kind of the recommendations. So now to take you through the policies. Um I'm so sorry that this is so much but you know it is what it is. Um, so the policy that we recommend to rescend

164entirely is policy 5136, which is the current policy that encompasses all of the cell phone rules, but also all of the personal um, electronic equipment and devices rules. Um it is the policy that we recently reviewed in compliance with SB29 earlier this year by all the legislative changes that were uh coming around related to use of electronic devices and what's appropriate and what's not appropriate. Um and so what we have done is taken what was policy 5136, the recommendations that came out of the policy and governance committee and we tried to simplify them and put them into a policy that is more um user friendly and easier to understand. So we've divided them into two. We have the electronic equipment and devices policy that is intended to encompass all of the requirements that came out

165of Senate Bill 29 earlier this year that we as a board um adopted new language in order to comply. Um and then in that policy it references the cell phone policy and so um the use of electronic equipment and devices. We've got all of that language there. much of it will be similar to what is currently in policy. Now, um it does reference discipline will be progressive and that's because the law requires us to outline uh weirdly um uh disciplinary actions for violations. Um so that policy is pretty simple except for it refers over to what is a new entirely new uh version of a cell phone policy. So I'll take you through that as well. Um the cell phone policy would be then entitled or would be enumerated 5136.01. um and talks about you

166know our commitment as a board uh to providing educational environments that support our students and fully engage with our classmates so that they can fully engage with classmates, teachers and instruction and gives the overarching um objective which I know board president Cole had mentioned in a previous board meeting was very important uh to increase the focus on learning cultivate a strong foundation of knowledge and foster a sense of community within our schools while eliminating distractions within the learning environment so that that purpose is set forward and clear uh for our our community. Um it applies this policy specifically applies to use of cell phones during the instructional day. And then we pulled straight out of statute what the meaning of instructional day is. Um that comes from the ODU model language that was released. So

167instructional days, any period of time in which a student is expected to be in attendance and includes not only formal instruction time, but also supervised activities such as transitioning between classes, recess, meal periods, and field trips. And you heard me read that earlier because that came right out of ODU's model policy language. Um, in in compliance with the new law, students are prohibited from using cell phones at all times during instructional days. And then we've outlined those EL or I'm sorry, we've outlined those exceptions uh that are afforded in law and what we talked about um in the committee the elelll and you know the um student learning opportunities we think would be encompassed by a the language and exception a if determined appropriate by the board students may use cell phones for uh student

168learning. So we think that that encompasses all the recommendations uh that would relate to this talking about IEPs and 504s being an opportunity. Um and then you know of course health concerns and those and those types of things um being part of the exception. In addition uh we have language here that says cell phone storage. Students shall keep their cell phone storage uh cell phones in a secure place such as a student's locker, a closed backpack or storage device provided by the districts at all times unless the use of the cell phone has been approved due to an exception. Um what we didn't write there uh and what the board could consider uh is putting the words out of sight. Um what we were trying to do is not prescribe anyone method in which the

169the cell phone has to be hidden because as we noted in the policy governance uh committee meeting some schools have lockers some schools allow backpacks some schools you know maybe it's it it should be building by building to determine but the point is get it out of sight it shouldn't be it shouldn't be um distracting you and then I would recommend the board consider some language for our next read about uh whether the whether we want to prescribe that uh cell phones should be silent andor off during the school day. And you won't find that in the policy, but that's something that I would encourage the board to consider between now and our next read. Um and then you'll see the discipline um the progressive discipline that is alluded to in this electronic equipment and

170devices. Um but what what that means exactly. So uh that is the first read on those three policies. uh that is quite a bit to chew on and so um I would ask uh for our board members uh to really consider this as being a true first read. I think it could be helpful for us to digest in lie of the information shared tonight and then um afford the community any opportunity for feedback for the things that maybe we didn't catch or we didn't think about. >> Madam Vice President, >> thank you. I would just like to put a couple uh questions just on record right now. um not to be answered but to be considered. Um first of all, thank you to the legal team because this is so much better than when we

171saw in committee. It's more clear. Um uh question one around smart watches. So smart watches are directly outlined in now what is 5136 and it says we may uh may limit them. Um but then that it seems to be silent in the cell phone policy. So we know some smart watches are connected to cell phones. So that was something we discussed in committee. So just clarification about where that goes and who is then making the decision if it is a true may prohibit. Um the other question is in the new policy in the exceptions um exception A if determined appropriate by the board students may use cell phones for student learning. Um I agree that's what we definitely talked about. I just wonder how the board determines what is appropriate and if more language needs

172to be there. um because really we're allowing the the teachers or the principal, you know, it's not really like we're not going to do every one of these. So, I don't know how that actually happens. Um we did talk about a lot of different scenarios where we think it would be okay, but I just wonder in practice how that works. And then lastly, uh, we did discuss in committee the I believe it's in the law, Sarah can correct me if I'm wrong, that does allow an exception for emergency situations in accordance with our um, emergency planning. Um, I didn't see that in here. I know we did discuss that in committee as one of the exceptions. Those are just my quick notes right now and they can be addressed later and if for reasons we

173decided not to put them in uh that can be answered too. >> Thank you madame vice president. Uh just for me uh for uh you know committee chair and also for Dr. Chapman. Um it sounds like one of those questions might likely be tied to administrative guideline. >> Totally. >> Um you know and one of the things that we even discussed was the possibility of how that could align to a lesson plan on a kind of scheduled or calendared kind of basis. Um, but I think one of those definitely alludes to a administrative guideline. Um, the others I think are have incredible virtue in terms of the inclusion that you the last piece that you just mentioned um that we need to consider in terms of the safety protocol around that as well. So, >>

174if we want very helpful >> if we want it to, which I'm totally fine with having an administrative guideline on that, then that sentence would then need to authorize the superintendent to be in charge of that, if that makes sense. We're allowing her that. >> Are there any additional questions? >> Madam, >> question. Um, thank you, President Cole. I think kind of just circling back to the administrative guideline, recognizing that this is going to be a huge shift for a whole entire generation, right, of young people and families. You know, as a parent, a quick text, especially if your kid left a little rocky that morning. Um, now no longer being able to have access, especially at a time where safety as it's is a top of height for most parents. Um, just wanting to

175ensure that if our students need to call their parents, are we prepared for the office to be back to how it used to be when I was in school, I can go use the phone. Centennial had a pay phone. And so just thinking about, you know, as part of Yeah. Centennial had a pay phone in the lobby. I don't know if it's still there, but it's not there. >> Okay. But you I remember putting a quarter in there having to call my mom. So that's how But I I say all that to say that we are essentially understandably so. I'm not arguing what we where we are, but recognizing that this is going to be a shift for students and families and just wanting to be mindful as we're thinking about administrative guidelines. Also thinking

176about the student and family experience with essentially cutting off access to communication for their child for that period of time. How are we prepared to meet the needs and the sensitivity of families who may feel like they need to have contact with their kids or vice versa, kids who feel like I need to be able to text my mom or whatever the case may be. So, just a conversation and more. I know we're doing our best to communicate these changes with our community at large. Um, but I think also from a translation uh service standpoint, a lot of our families who don't speak the language don't truly understand what is happening with cell phone policy changes. Um, so just continuing to be mindful as to how we're communicating these changes to the community at large.

177>> Thank you for that comment about inclusion. >> All right. Uh, yes, Mr. Simmons. >> Um, thank you, President Cole. I just had um one question for um, Chair Engles in the um 4.6 Six is there's a line in the policy um the fourth paragraph down that would be not part of our policy because we're rescending this because I'm confused because it says resend but then it's in green and green is >> yeah yeah the that's where it got really messy is we were trying to adopt policy and the different stuff and so this policy would entire would just not exist. >> Okay. >> Thank you. >> Yeah. >> With the vote. >> Yes. With the vote. Thank you for that point of clarification in the question. Um, all right. If this concludes, uh, we

178look forward to what's to come out of, uh, policy and governance committee. All right, we will move on to, uh, section five, which is the state report card overview. Dr. Chapman, thank you again. >> Good evening again, President Cole, Vice President Dare, board members, staff, community members. Um this evening we are pleased to provide an update on our 2025 state report card that was released just yesterday from the state. I've invited Dr. Brown to the podium to begin the presentation. >> Good evening again. As the superintendent mentioned, the um report card was released late yesterday morning and so some of this data um has been available to the public and frankly some of it's only been available to us since late yesterday morning. I'm going to overview two report cards for the system. The traditional

179report card and also our career and technical education report card. As I go through our traditional report card, I'm going to focus on changes that happened in our K12 environment, achievement gains, progress, changes in chronic absenteeism, and graduation. And then I'm going to shift and spend time talking about our career and technical education report card. Uh really the things that that we're aiming for in terms of preparing students beyond high school. And you know, I think it really speaks to the notion of what can our graduates do when they leave? Are they prepared to enter the workforce? are they prepared to uh begin into some sort of post-secary training environment or go on to college. So when we look at the traditional report card um last year it had five components were related this year

180it has six uh those components include achievement progress which is growth or value added uh gap closure which is tied to federal requirements tied to AMOS uh graduation early literacy and post-secary readiness is the new requirement these are combined to produce a single star rating for the system and as I've mentioned before star ratings for the system because it's large rough 47,000 kids are slow to change. So with with that we will be looking beyond the stars. We'll look into what's behind them to look at the changes that have occurred because some of those changes are quite substantial and in some cases exceed those that have occurred across the state during the same window of time. The second report card is the career and technical education report card. Again, this one has four components. They

181each receive a star rating of one to five, very similar to what we've seen before with the traditional report card. They reflect achievement, graduation, career and post-secary readiness and post-program outcomes, but these are com and these again are combined to produce an overall star rating for the system. But these are are focused on our students who participate in CTE pathways. And so when I get there and we're talking about it, it's a subset of our students, a much smaller group of students, though a substantial representation of our graduates to be perfectly honest. Uh but because it's such a smaller group of students, there's room here for this to change change more quickly. So looking at the traditional report card again, here are the components. Um they're not weighted equally. It's important to know that achievement

182and growth are weighted twice as much as any other component in the report card. They're both weighted 25% a piece. A lot of times we focus on achievement, but frankly growth carries just as much weight in the report card as is achievement. When we look at graduation rates, early literacy, gap closing, and career and college readiness, each of those is worth 12 and a half% a piece. And they all come together to form that final report. So starting with achievement, the achievement's measured with something called the performance index. And this um when we talk about achievement actually takes into account every test our students participate in, every state test they take, reading, math, science, social studies, all of it goes into this. And every student performance level is weighted and valued. So because every student

183uh performance level is weighted and valued, this incentivizes growth because if you can move students from the lowest level of achievement up, it it shows gain for the system. It shows progress over time. It doesn't just focus on that proficiency cut point. It looks at going from the lowest level of achievement to basic to proficient to advanced, accelerated, etc. And again, this makes up 25% of the report card. Underneath this, again, the lion share of this, this is connected to reading and math. And so, when we look at reading for this year, we did see a decline uh for this year going from 23 24 to 24 25. Where we saw declines, so did the state. So, the state had similar declines in reading as to what we observed this year. We did however maintain

184gains from the u 23 24 years in third grade, fourth grade and sixth grade. And I'm going to talk about post uh pandemic trends here in a moment because that's where we really shine. When we look at the changes that have occurred post pandemic for our students versus the state as a whole, it really stands out. Speaking of standing out, math really leaps out. We saw uh gains in every measured subject in math and we saw that they were sustained gains over where we were in the 23 24 year as well. So it wasn't just a shot in the dark. It's two years of gain in a row. Uh and again sustained from that 22 23 year. Now coming back to that pandemic comparison, we go back to the 2122 school year. The column on

185the left shows how much scores have improved in Ohio. column on the right shows how much scores have improved in Columbus in that same window of time. The far column shows that's all green shows where we have closed gaps with the state in that window of time. You'll see that we have closed gaps with the state in almost every tested area measure and sometimes significantly more. So students in Columbus City Schools have shown much greater gains post pandemic that post-pandemic recovery than their um colleagues around the state taking the same tests. Not surprisingly, we had 22 schools that met or exceeded state standards for achievement and those are here. And we certainly want to celebrate their hard work and the accomplishment that they they have done this year with that. underneath that performance index. Um,

186some of you may have seen our article. We've improved that performance index since that 21 uh 2021 school year to the present by 15 points. Much larger gain than what has been observed by the state as a whole, but not enough to move move the needle to a third star. If I looked at the state data overall and and if they gave themselves star ratings, oddly enough, they give districts and schools starred ratings, but they don't give themselves if they gave themselves a star rating here, they'd have three stars. We're not that far behind. And again, we've been closing the gap in reading and math. Moving on to growth. Again, the next heaviest component of this, again, an area where we really shine. are the growth component for the report card anchors to third grade

187and then as kids move forward do they make the expected learning gains that are expected as they move to fourth grade to fifth grade to sixth grade and it takes into account that history and again this you know gets at whether or not we're closing gaps or moving uh forward with achievement over time and it takes into account where kids are and then measures that move forward. We had 72 buildings, 72 that met or exceeded growth targets this past year. They met the state standard for this with the three or above for that. There's so many that they don't fit on one slide. So, pardon me while I bring up the rest of them. Again, this I think is really critical because when we talk about closing gaps, when you talk about how we are

188actually seeing greater gains for our students post pandemic than the state as a whole, it's because of this. It's because we're growing students, because we have focused on growth. Moving forward, gap closure. Again, this is the one that frankly is not going to look good for us over time. is not going to look for good for many uh systems around the state because the the trajectory for this is set at a federal level and it's quite steep. Um again it only accounts for 12 and a half percent and there are some places in this that we have a little bit more um agency or place to act than others. Specifically that growth component that I've been talking about that's a place we can lean in. It helps us. Graduation's another place where we can lean

189in and it helps us. and reducing chronic absenteeism certainly helps us in this. Now again, we got two stars on this. I can't make a comparison to the state on this because the math is not transparent for the state to to do this. But again, we have some agency in this particularly around chronic absenteeism, graduation, and progress. And speaking of chronic absenteeism, again post pandemic, we have reduced chronic absenteeism by 20%. the state reduced it by about 5% during that window of time. So again, substantial improvement, but we all know that chronic absenteeism is something that we continue to need to lean into. As the superintendent mentioned earlier or is brought up earlier, students who don't come to school 20% of the time are very unlikely to to meet our targets, any of them, graduation,

190reading targets, etc. Coming to school is really important. And as the superintendent mentioned earlier, attendance patterns are set up early. They're set up when kids are in preschool, kindergarten, first grade. That sets the pattern that follows with kids on into their rest of their education. So, incredibly important to get um good attendance patterns started early and continue with them throughout a student's education. And again, you just leaning back into it again, attendance is correlated to every single academic indicator that we're looking at them and chronic absentism again puts our students at risk. So again, focusing our whole child supports, thinking about what it means to create positive conditions for learning, conditions for teaching. Again, predictive of every outcome that we're interested in the how. And sometimes is as important as the what for us as

191we move forward. Moving on to early literacy. Uh again, the board goal uh for third grade aligns very well with this. Again, the state went down in third grade. We did as well this year. And so we maintain one star on this. Um and again uh as as the scores around the state went down did as well. And this is one area where again there's room to improve. That being said, these buildings met or exceeded the goals for for the state at this point. So again, three stars or above for every one of those. Finally, moving on to graduation. The graduation component of the report card is got two pieces to it. It's based on the four-year graduation rate, which carries 60% of the value, and then the five-year graduation rate. The state incentivizes us

192to continue to work with students even if they don't quite get done in four years. We get credit for getting them to close that gap in that fifth year. And it's better for the community. it's better for the student. Uh we know that the lifetime earning potential for students uh who graduates about twice that of of one that doesn't. And so we'd certainly want to have uh students be able to graduate. And that investment makes sense. As we talked about earlier, uh board member Adair, it lags. So what you see on the report card this year is actually last year's graduation rate. And when we talk about the uh five-year graduation rate, it's not the uh 23 24 but the 22 23. So um the grad typo the the four-year graduation rate uh for 2324,

193pardon me, uh was 83.3%. The graduation rate for was 81.4%. which gave us a weighted total of 82.5% total which is a one star. The state's graduation rate is 88.3%. State again doesn't give itself a star rating but that would be a twostar rating. They're below their own standard on that statewide. when we look at again last year we had a tremendous gain in our graduation rate but I I think sometimes you know during our board monitoring again the board monitoring is focused on whole group but there is something to I think really celebrate within this our African-American students actually graduated at a much higher rate than the the overall population for us 87.9% of the cohort of 23 24 graduated on time they exceeded the African-American graduation for the state as a whole which

194was 79.1% this is a place where we are outperforming the state and outperforming them significantly. Matter of fact, the a African-American graduation rate for our students actually approaches the state graduation rate overall of 88.3%. So, this is not typical in urban settings. Oftentimes, you see these inverted. You'll see the African-American graduation rate actually lagging behind other graduation rates. That is not the case here. We do a wonderful job getting our students across the stage and it is our largest student group. Again, the following buildings uh met or improved their star rating for graduation this year and you see the list there. We don't have as many high schools as as we have K8. So, it's a shorter list, but again, these met or exceeded the target or grew this year. Finally, around to that last

195component for the traditional report card. Traditional report card again has a post-secondary readiness component that's been added. This is the first year that this component was rated and we are meeting state standards for this requirement. We are in three stars for this. 64% of our graduating cohort met one or more of the readiness requirements. So 64 almost 65% of our students are leaving high school meeting one or more postsecary readiness requirements. that is they're ready to go on to college. They're ready to go to the workforce. They're ready to enter the military. They've achieved a remediationfree score uh on the ACT or the SAT or they've earned industry credentials. There's a whole list of things here that again um speak to being ready to either enter the workforce or enter some sort of po uh

196post-secary training program or military. Again, makes up about 12 and a half% of the The following buildings again met or exceeded the state standards for post-secondary readiness and you'll see the vast majority of our high schools are in this list. Again celebrating that again when we graduate students they are postsecary rating. Now I want to emphasize this postsecondary readiness measure focuses on the entire cohort of students who graduated. when I come into talking about the the CTE program, I'm going to be talking about CT concentrators, kids who participate in CTE program, smaller group of students, and we'll talk about that. But so roughly uh two out of three of our students are gra when they graduate are graduating postsecary ready to go into the workforce, ready to go to into a career or post-secary training.

197Our overall rating for the system as a whole stayed stable. It's two stars, you know, and that means as a system, we continue to need support in order to to meet standards. But these 40 buildings met or exceeded the state standards, and that is that they are three stars or more. 40 of our schools, a lot. And again, when you pair that with the idea that students in our schools in reading and math have shown greater gains post pandemic than the uh their colleagues around the state, it says that we're moving the right direction. So again, putting it all together, two stars for achievement, two stars for progress, one star for graduation, one star for early literacy, two stars for gap closure, three stars for the newly introduced career and college uh workforce postsecary readiness

198indicator. All of which combined to give us a two-star rating for the system as a whole. That's our traditional report card. I'm going to shift now and talk about the career and technical education report card. It has four components that lead into it. Achievement, again, career and post-secary readiness, graduation, and post-program out outcomes. Again, this is looking at students who participate in career and technical education. Actually, a fairly large subset of our students. And all of those things are equally rated. The performance of all our CT students is included in the first measure which gets it achievement. 80% of that is anchored to CT students who uh score proficient on a CT technical assessment that's aligned to the coursework that they're taking. Credentiing 20% is based on perform uh the performance index which we've talked

199about before. It's all those other tests that they take that uh tied to the state. Again, our students met this standard. The students who participated in CTE pathways outperform our student our overall population as a whole, you know, and we're talking about more rigorous coursework and we're talking about coursework that is more uh engaging for our students because it's relevant and aligns to potential work opportunities for them as they move forward. It just gets better from here. In terms of career and post-secary readiness, 97.2% of our CTE graduates meet this criteria. It's almost all of them. And we're talking about,18 students in that cohort. That's almost half our graduating class. So the it's not an inconsequential number of kids. It's about half our kids participating in this. And the kids who participate in this come

200out ready with flying colors. Almost all are ready for this. Yeah, we got five stars on that. It's outstanding performance. This exceeds the state standards. Substantially exceeds the state standards. And it just keeps getting better. We talk about graduation rates. Kids who participate in CT, 94.4% graduate on time. This way outperforms the state in terms of grad rate. You think about we're floating around 83% for the graduation rate. The state's floating around 88 total. We're not that far apart really compared to the state as a whole. And then you look at our CTE grads, about half our population. They're knocking out of the park. Five stars. Finally, post-program outcomes. This is where the rubber meets the road. What happens after they graduate, which I think really speaks to the validity of, you know, if I'm

201a grad and I walk out, am I ready? 96 and a half percent of our our students engage in something uh successfully as a post post-secary opportunity. When they go out, they they're either um again earning a credential that that indicates that they're ready. They've entered a an apprenticeship, joined the workforce, joined the military. This is the post-program outcomes. These kids are very successful. It is something that a success I think we need to build upon. So putting it all together, achievement three stars, post-secondary readiness five stars, graduation five stars, post-program outcomes five stars. All that comes together to to give us a 4.5 star rating for our career and technical program services across the system. With that, I'm going to hand things over to Dr. Chapman for a moment before we take questions. >>

202Thank you, Dr. Brown. In addition, we just recently learned from the National Assessment of Educational Progress that reading and math scores have declined substantially for seniors across the country. Our students, on the other hand, have made significant gains in graduation and more importantly in their preparation for post-secary opportunities, be that work, college, or additional training. This is true for our most recent graduates as a whole who earned three stars for demonstrating their post-secary readiness. For our graduates who participated in CTE pathways, the results are even more encouraging. For students who participated in CTE, over 97% graduated ready and over 96% successfully earned credentials or entered a post-secary placement. Our CTE program earned 4.5 stars overall, significantly outperforming the state standards. This is a success that we must build upon across the entire district. The launch

203of our careermies reflects my vision for the future of Columbus City Schools. One that builds upon our successes and more importantly ensures that our students are prepared to be a part of the future workforce of this community. That being said, there is much more work to be done. While our students have shown greater post-pandemic improvements in achievement in virtually every grade and subject area than the state as a whole, we know that there is room for ongoing improvement. I'm thankful for the board goals in reading, math, and graduation to continue our focus on this work. I certainly want to conclude by thanking all of our students, our families, our teachers, our staff for working so hard to create these changes. 40 of our schools have met or exceeded the state standards on this report card

204and 72 of our schools are meeting or exceeding the growth expectations of the state. We are moving in the right direction and I look forward to ongoing improved outcomes for our students. Thank you for allowing us to provide some highlights and overview of our recent state report card to the board this evening. We'll now take time um for any questions that you may have. >> Thank you, Dr. Chapman. Uh the floor is open for questions from the board about the state report card update. Please, Madam Vice President, >> can I just ask a quick um question about the career technical report card? Um so tech so just technically this is a it's a it's a mini district within our district. So that's why it's graded separately. Um and we have students we serve regionally and

205so I'm wondering who's in this who are in these numbers. Is it only our students like our CCS dual enrolled stu students or is this any student that attends our career district? >> It includes both. Um but the preponderance of the students are from CCS. >> Thank you for that. Um I'm really appreciative of the number of buildings and the buildings we cited that are either meeting state standard. state standard being a three. So it's it's important that we understand that out of the five stars if we met three or exceeded if we met three we've met the state standard. If we have exceeded three then we have exceeded state standard. I think it's important for that clarification. It doesn't disqualify the two stars. It does not. But what it does when you're looking at

206the meta data, the individual school impact, and seeing that there are so many that are three and beyond, I think that's important to recognize. With that in mind, are we giving any consideration at all to these at standard at state standard or beyond state standard buildings um as a part of our realignment process? Are we looking at them in terms of what is making them successful? What is ensuring their preparation? Um, are we looking at them in terms of, you know, how we're processing the idea of closure and consolidation, enrollment? I I look for it's not a question you necessarily have to answer now, but I I certainly look forward to learning if there if at all at this point is a thought alignment to how this can develop any relationship with our realignment student

207academic progress plan. >> So certainly um this will be something that we consider as we move forward. I will say that when consolidation was looked at previously, academic performance was definitely part of uh the consideration and I would think we would look at that as we move forward as well. >> I thank you for that question. Um the other one that I have if no one else has one, the other question that I have is along the lines of the weight factor in in terms of how these overall ratings work. Um there's a 50%. It's it's just interesting how one is evenly weighted at 25%. And then the others are heavily weighted in two different categorical areas and then the others weighted differently at 25%. How much does that impact uh our our state report

208card rating? Is there is there any correlation as the impact of that on us? >> Well, it's certainly an expression of value, isn't it? When you put twice as much weight on a couple factors, you're you're saying that that has a lot of value. You're saying that achievement and growth in this case have more value than graduation or more value than post-secondary readiness. You're giving them twice as much value in the model. That's a question. Um, you know, I think it points out and I I put the weights there. I want everyone to understand. I want our community to understand um some of the the complexity in the model that's behind our report card. It's not nearly as transparent as older report cards that had indicators and you could look at how kids were doing

209in third grade, fourth grade, fifth grade. It was very easy to see that. Not to say you can't drill through to that, but it's not on the surface and it's not what drives achievement solely in this case. It's actually a little bit more complicated when you get back under that. I and we've talked before that the steps between the stars are particularly in the traditional report card are huge. So in order to get three stars for graduation, you have to have a 90% graduation rate. the state's not there. So, every one of our buildings that exceeded that target is outperforming the state just for context. And the state in terms of achievement, it's about a three star. So again, the steps are pretty large and the bar is incredibly high, you know. So, we could

210spend probably an hour going through any one of these components. They're just not that transparent. And it I find it concerning that we could have more gain in reading and math in virtually every grade level from 2021 to the present and it doesn't show up on a star rating. We could show 15 points of gain on the PI. and it doesn't show up on a star rating. That that concerns me. >> I thank you for that insight. Uh uh board member Vor Reyes, I'm sorry. Bo Reyes, >> thank you. Uh this is not much. Well, there's a question here, but uh uh external sources do a very good job of highlighting what we don't achieve. So, I'm really interested uh and it doesn't have to be answered today on how we celebrate our successes, not

211only um our children, but obviously our educators, our administrators. This is it's um it's a it's a heavy lift when you're talking, you know, double digit increases in almost every every every level. We talked I know I've talked at this board table many times that as soon as Columbus City Schools gets close to the mark, they move the mark. Uh you know uh and and and this is something that's been repeated in the many years I've been here. So I'm hoping that they don't move it. I'm not saying that. So that does. But um I really feel it's important that all those efforts, all those things that are happening, all those interventions, all those late hours, all those parents that have dedicated their times, all those folks are celebrated somehow. Obviously, we don't have lots

212of cash, but I really do think I know I appreciate it as a child getting that gold star. And actually, I competed for that gold star. Um, and I think it's uh, uh, though we still have work to do. Uh, I think every child, every person in this district needs to celebrate. And I'm not going to even say small wins because when you're talking double digits, that's not a small win. Small wins I moved I moved, you know, a 0.01. That's a small win. But double digits is important that it needs to be celebrated. I hope that we have a good communication uh, strategy on letting people know what this means. almost every school in the district, if not all, were mentioned in one at least one or two of your slides. That's that's big

213for us. So, um I hope there's some way uh from a from a board perspective even uh I think we need to also think about um what goes out to the community uh uh the the district community uh and also as a community because it again it does take our our parents on um celebrating the big small win. >> I thank you for that board member Reyes, board member Ver. >> Uh thank you uh President Cole. Um, Dr. Brown. So, just really quick in terms of early literacy, um, and I echo my colleagueu sentiments around celebrating all of our schools, um, recognizing that, you know, we had about eight schools that did meet the state standards. And I guess my question is, you know, what do we attribute to those buildings having this level of

214success? And then ultimately, how are we leveraging what's working well in those buildings to support other other sites? And so just recognizing that they obviously hit the mark and what are we doing to really figure out what was what was impactful there. Was it allocation? Was it I mean just trying to get an understanding as to what's really working in these buildings and then ultimately is there opportunity or conversation around how we can provide um learning opportunities for other teachers or or staff members. >> So I don't know that I can answer that definitively today. begin access to this data was late Monday and so we're we're still trying to process and digest uh this information. I can say that though our team has been doing learning walks and we have been specifically organizing those

215around third grade reading, seventh grade math graduation etc. as we we go through this is really I think going to give us an opportunity to again learn what's working in our schools and be much more targeted as as we move forward. Uh Dr. Grubs has been organizing that for us as a system uh and has a broad swath of the organization that's involved in those learning walks. So we have shared learning, shared understanding and a shared dialogue about what we need to do to move forward. So I'm convinced that we will have an opportunity to gather not just the quantitative data but the qualitative data to inform as we move forward. >> Thank you. All right. Uh we'll move forward. Uh thank you so much for the presentation. >> Thank you. >> I definitely want

216to make sure that we are keeping on time. Uh Mr. Internal Auditor, do you have something for us this afternoon or evening rather and thank you for being with us. >> Good evening. Nothing this evening. >> All right. Uh moving on to uh Mr. Treasur, Treasurer Cook, you have a number of things to report and share with us. So, welcome and thank you. >> Thank you. I will say uh a lot discussed tonight. The forecast is a good planning tool, but it's apparently excellent at clearing out a room as well. So, we'll we'll get ready to kick off and start here. All right, here we go. Um, so this is our first five-year forecast. I'm going to scrap that term, five-year, our first forecast since the board uh took action on cuts. So, it's important

217to level set with that context and then also with House Bill 96, the dates for the forecast has shifted. In the past, we had a November presentation and then a May presentation. This year it's an October forecast and then I feel like we're almost going to immediately turn around and have a February forecast. So it's a very very condensed window when traditionally we've had more of a gap in the past. So with that cycle, I anticipate we could see some big shifts as we head into that fall season next year because we're going to be taking a look at our numbers from a February standpoint instead of May. So, we're just much much earlier in the year. So, I want to note that for the board. So, before we dive into the numbers tonight, it's

218important for those in the audience, the handful that are left and those at home. Um, a financial forecast, it's a it's a painting of where we're at today. What do we know? What are we seeing in my office? And then it's a key management tool. We again have to update this periodically. I like a little bit more space in between those updates. We reserve the right. We can certainly do an optional update. We may take advantage of that in the spring depending on where we're at, but the statutory deadlines have shifted. It's critical for the board and the community to know the numbers really only tell a small part of the story. Um, for the numbers to have context behind them and make sense. You really need to dive in and look at the notes

219and assumptions that we've prepared. Those are out on board docs. We will make sure that we get them on our website as well. But those really provide the story behind the numbers. They paint that picture and and really wrap everything up. Forecast encourages district management teams to examine our future projections and identify when challenges are going to arise. And I think it became apparent to this board as we navigated House Bill 96 and where we ended last fiscal year that we had some challenges. Um we knew that when I arrived last year. We've seen previous year's forecasts. So we began to use this tool to be more proactive with where are we going to be in the long run based on these projections. We did end up deficit spending 22.4 million last fiscal year. So

220that really caused us to to hit the pause button. and what do we need to do as we look into future years? We've talked about the report card tonight and we know that it takes resources. So, how do we begin to navigate this fiscal challenge that we're in the midst of and try to maximize those resources to protect the classroom and ensure long-term fiscal stability. So, we've used this tool to help guide us what proactive moves do we need to take, even if they're painful. But, we've done that. The board has approved a $50 million reduction and those plans will be forthcoming in in the coming months. Again, it helps the administrative team to be proactive and have difficult and critical conversations at the board level. Why does it matter? Again, we heard tonight community

221engagement is important as we begin to make reductions in our budget. It's scary. it's real. We need to have conversations with our community, our stakeholders as to why we're taking those actions. So again, this is one of those tools that we possess and have the ability to deploy to help explain why we're doing what we're doing. It also serves as a basis for the school district's uh certification, OC, the 412 certificate. I talk about that a lot because as our finances tighten, the board president, the superintendent, and myself, we have to certify any contract that is over a half a million dollars. We take great personal risk when we do that. The the state can actually assess us a personal fine of $10,000 each. If we certify a contract and the funds aren't available, they

222base that on this document. So, it's critical. Lastly, the Department of Education and Workforce along with the auditor of state uses this to look at our fiscal solvency. Where are we? How are we performing? What speed bumps may arise in the future fiscally? This is again the document they look at to tie it all together to determine do they need to go into fiscal caution, watch, emergency. So, there's a lot that rides on this forecast that we submit to the state. five-year forecast. It's divided into two key components. Uh the revenue and our expenditures. And in this forecast on the revenue side, as we've discussed before, our local share is 78% and the state share is 21. So, we're right there with where we've been on that 8020 mix. 80% local, 20% state. On the

223expenditure side, which is predominantly salaries and benefits, purchase services, and then our materials, our personnel run 81.7% and purchase services are 9.9%. Again, I say this a lot, it makes sense that the personnel component is the largest portion of our budget because we're in the people business. The inverse of that is when we have to make tough budgetary decisions, oftent times that's an area boards are forced to at least examine because it is the single largest source that we have on the expenditure side. As we look at this forecast, again, it it's critical and I need you to impress as we go through this numbers. It reflects the board's action on the $50 million cut. What the numbers that are online don't reflect is where yet does that $50 million breakdown occur in our different

224buckets. We've not designated in my office that X percentage or dollars go to salary purchase services. The superintendent and her team will determine that and then the board will approve that. Once that decision is made, we will reflect this in the February forecast based on the decisions that her team arrives at. I don't want to telegraph one way or another because that's not my ball to call. We've done our work with the number. We're now going to work with that side of the house to score that as the board and the superintendent's office engage on the cuts. But again, once that determination is made, it will be reflected in our February update. With that cut, it's important to note our cash balance is now positive through fiscal year 30. Um before we were running into

225some challenges significantly in 28 and 29. We're now seeing fiscal year 30 show up. It's important to note that we're projecting our ending cash balance this year to be approximately $260 million. But at the end of this forecast, even with a $50 million reduction that's ongoing and sustained, our ending cash balance in fiscal year 30 is $9.3 million. That equates to three days of cash balance, as we'll see in later slides. It's a critical point to note because even though we're still making reductions, the deficit spend hasn't stopped. We've begun to slow it, but it's still there. This year we're projecting just over a h 100red million in deficit spend. Next year it'll drop down closer to 50 million, but by the end of this forecast we're back up to approximately 72 million a year

226in deficit spend. Again, one of the frustrating points as we came through House Bill 96 was we see that inflationary pressure, wages, electric bill, fuel bill, supplies, materials. That's why we see that continued uptick on the expenditure line and it forces pressure and action to write that ship. We didn't get those updated cost sets. Those are those very things that were so critical to the district and every district across the state because it would have helped offset some of that pressure that we see continue to be applied to us. As you can see here, the FY28 and 29, because the state's looking at that three-year balance, so we don't have really a lot of discussion on 30 at this point. Our cash balance increased by 96.9 million and 134 million. That's a direct result of

227the approved reduction that's in this forecast. If something were to shift with that, I'm not suggesting it will or won't up or down, we will adjust that balance accordingly in the February update. Right now, we've got it at that 50 million which the board approved. So, a summary of changes on the revenue side. Um, throughout this forecast, we've seen an increase in revenue of 19 million. That includes state budget. We've seen a reduction in expenditures of 115 million. And again, it's not that 150 plus million over three years because we see inflation erode that our costs continue to increase. So, we're beginning to just offset that delta between revenue and expenses. And again, of that 19 million, House Bill 96 was 7.2 million over the 5-year forecast. So we didn't catch lightning in a bottle

228that was going to dramatically alter the financial course based on the state budget. I really want to highlight this point. There's a lot of discussion around our transportation penalty. I know at the joint committee we spent a lot of time on that. I I want to be crystal clear that the board doesn't budget $15 million a year for the penalty. That is a straight reduction in our revenue. So, as we receive in money, for example, $100 million, a $15 million penalty means we're going to recede in 85 because the state takes that directly from our foundation payment and we really don't know what that's going to be until that final settlement arrives. We we've all discussed and heard the story about the folks that were holding some transportation issues and then that penalty came in

229late at the last minute. So, we're not we're not budgeting for that because we don't know what will or won't hit. The the frustrating news in this forecast is we're we're now looking at another $8 million negative impact on that transportation penalty because the states notified us now our maximum exposure is just over 17 million. We've been at 15 million and now we've got an additional 2 million a year that we could face. So, we continue to see upward pressure on that as well. So, it's critical to note that all other revenues, we've got an increase in our investment income, of course, on the consumer side when the Fed cuts rates. That's good. It should stimulate the economy. But we will begin to see that shift on our forecast negatively because it's just that much

230less in interest income that we're likely to receive. We've continued to take a conservative approach on that. We'll continue to adjust that as we spend our cash balance down. and the Federal Reserve potentially adjust rates. The second significant item that the district has done a great job of is Medicaid reimbursement. Uh we've been extremely diligent on that and we've seen an uptick. However, now as we're painfully aware at the federal level, we're seeing adjustments and discussions and concern. It's an area of risk for me. So, we're beginning to back that down because we just don't know that the stability of those funds is going to remain what it's been. We'll certainly continue to monitor that. I would love nothing more than to miss and we get more, but all of the discussion around DC indicates

231a lot of pressure on that line item. So, again, we're being conservative with that one there because we think there's some immediate risk to that federal line. summary of changes on the expenditure side. We've updated payroll and our payables, our light bills, what we've seen trend out from the May forecast through now. We've just projected that forward to get as accurate of a picture as we can going forward. Um I said in joint committee the other night, there's been a lot of discussion around the non-personnel budget and how can we really avoid cuts in the classroom. Dr. Chapman and her team, they've been diligent with that. I will say we've been shaking the couch cushions since late last winter on how can we reduce costs in that arena. We've been diligent on that. I think

232there's more we can do. We continue to have those discussions, but if I find a dollar, they're willing to take that savings. So again, we're maximizing every dollar in savings that we can outside of the classroom to help alleviate that pressure. non-personnel amounts. Again, that's it. We're revised to agree with our budget and we're going to continue to monitor that. Um, I think we need to really take a hard look at academic ROI. I know Auditor Okconor and I have had a lot of conversations around that. Really change our mindset around not just the dollars we budget, but how do we budget? Does it work? Does it make sense? Do we need to focus on that? Do we shift here? So, my team, we we're we're already skating to where that puck's going to be

233and and we're going to offer that assistance as we enter the budget season this year just to help drive those conversations forward because I think that's a critical component that we need to have and it can help drive some results in performance and savings, especially on the fiscal side. the $50 million reduction. There's no great place to just stick that in a forecast because the difficult piece with this is I just don't know where it's going to grade out, if you will. So, we've stuck it as a line item in all other financing uses. We'll see that evaporate as we head to February, but I just want to note that will shift. You see it plain as day now. We'll score that number as Dr. Chapman and her team arrive at it and then we'll

234put it in those buckets. But there was really no good way to do it. So, we stuck it in there because the board approved it. It's important that we see the impact of that action today. So, that's why that's in there. Revenue and expenditures. Uh again, I think it's it's it sounds good that our cash balance is positive through FY30, but I want to caution the board that margin is razor thin with 9.3 million on a 1 billion88 million budget. So, you can see the scale of that general fund. Yes, I can deliver good news. It's positive. We have more work to do because as I I talked in the opening slides, we have a cash balance of 262 million today. It continues to decline even with that present cut of 50 million. We have

235more work to do. What what does that mean? No great answers yet. It's a combination of further cuts, maximizing attrition, which I'm always a huge fan of, and then revenue increases or a combination thereof. But even though we've begun to take action, we we'll see a slide in a second about the storm that can be on the horizon. it it's here. Unfortunately, we're taking action now. We have to use this as that planning tool for those future years where we have more to shore up. Cash balance is important. We've had a lot of talk around that. I'm still a fan of and I think we need to continue to develop a cash balance policy. But I really think we need to begin to continue. I know we've started the conversations shifting our mindset away from

236just a strictly cash balance, but focus on that deficit spend line. Where are we at? Because from a fiscal standpoint, what gets measured gets done. And it's really that deficit spend that puts us in a predicament. If we can eradicate or really slow that deficit spend, our cash balance takes care of itself just by simple mathematics. So, I really am going to continue to bang that drum as we go forward. Yes, cash balance matters. We've got to focus on that deficit spend. That that's the wicked line that will just cause us nothing but pain and grief and impact what we can do in the classroom. So, it's it's critical we focus our attention on that line. estimated general fund. Just to provide some context, um our property taxes that that local tax base is this,

237let's call it Pac-Man chart. I mean, when you look at that, I think it's more powerful than a number that that not great with colors, purple, blue, whatever that is. Um it's massive. And so when we talk about the impact of a House Bill 96 and not getting additional revenue from the state, well, that has to come from somewhere. The shifts around state and local funding. We're going to bear more of the brunt of that. They're going to continue to push that back on the backs of the taxpayers who are already providing 80% of our funding. So, I think this provides excellent context. Yes, we have state foundation in there, you know, 17% um state share of property tax at four property taxes 73% right there. It's powerful to me. estimated general fund expenditures. Again,

238graphically, we've got that personnel component, which I'll label as the Pac-Man. It's it's 80% of our budget. Again, no surprise. But I think when I talk about the work that we've done already with non-personnel, there's such a small bite of the apple left outside of personnel. Eventually, we run out of things in non-personnel to really reduce and it forces our hand back to the personnel side of the equation. Those are tough. Um, I think I said it at one of I take no joy in having to deliver the news that we have to cut, but again, I think it's being proactive because we know that that storm's here and it's borne out through the numbers that we're seeing, the the political environment and climate that we're now facing and and living in. So, that's what

239this forecast really encompasses. Yes, we've taken painful and direct action to begin to write the ship, but I'd be remiss if I said there isn't more work to be done, and we know that we have to get through this first step. And I often say to my team, we eat the elephant one bite at a time. Let's let's get through this step. We'll take a look at the next steps as we go through it. But the critical first step was at least taken. In conclusion, our ongoing risks. Um, we we've talked about this since beginning of the year. Pending state and federal budget issues, fiscal pressures, um, 160 some odd, 136 million on the federal side. That's significant when we're already facing deficits. Any reduction we see dollar for dollar on the federal side is

240going to have an outsized impact here locally because that that's a direct impact in the classroom. While we're deficit spending, when we begin to write the ship and we begin to grow our cash balance, we still have to be concerned about what the state may or may not do. I don't think the conversations are done around limiting what districts can hold in reserve, which as a fiscal guy drives me nuts because that's the fiscal stability we need to be able to maintain academic programs and supports. It's it's our cash reserve that allows us to eat away at it when we hit those challenges. So, we've got to continue to monitor that. Ongoing personnel negotiations, a lot of talk about this. We made a change uh very openly last year. We've updated this forecast to reflect

241our settlement at two and a quarter. And then as we move forward, we have a 1% salary adjustment in the outy years. So, we're remaining consistent on that at this point. And that's a forecasted amount. The board will obviously negotiate in good faith, but that's a baseline figure that we're comfortable with at this point in time. I said it a couple minutes ago, dis district revenue and expenses are misaligned. Expenses are larger than our revenue that started last fiscal year. So again, we have to be mindful of of what can we do to begin to close that gap, lower the delta between them. And it's it's continued reduction of expenditures that we can looking at increases in revenue. But I want to note as we look at those reduction in expenditures, it's critical that we

242we really hone in on attrition because again I think folks that are choosing to leave us are less painful than than us telling someone to leave. They're both difficult. Don't misunderstand me. But I think that's what we've done a good job in my office of. We're trying to capitalize on attrition where we can. Um it's still painful. We all know that. But I hope that can help us offset some of that 80% we're staring at that Pac-Man as we get into personnel discussions. Again, deficit spending is here. We've made a painful reduction. We've lowered the delta in the amount on that deficit spend, but it continues to grow in the out years. We'll see a pretty good bite of that apple next year from that 100 million projection this year, but we're right back off

243to the races at the end of this forecast with deficit spending growing to 72 million. So, we have to begin to address that structural deficit we've started. There's more work to be done. >> Thank you, Mr. Treasure. >> Any questions? >> Floor is open, everyone. for me. >> Um, thank you, Treasurer Cook. I really appreciate all of your continued just information and guidance. Um, obviously these conversations are not easy conversations and I just want to as a point of clarification, um, does the 50 million include any potential changes to transportation or is that separate from the 50 million reduction amount? >> Great question. It would be a separate item. For example, if we were to make a change in transportation that would lead to a $20 million estimated savings, there would be a remainder of

24430 million left of the 50. Um there's nothing baked into that other than just a figure that the board has approved at this point. >> Okay. Thank you for that clarification. Um then in terms I know you mentioned Medicaid. um you know that you know regardless I I hear a lot of what's happening in the legislature as it relates to Medicaid. Um, but I just want to make a note or go on the record that I think it would be a huge misstep for this district not to continue to have individuals overseeing our Medicaid process because as you've indicated um that is funding that is on the table and certainly recognizing that we don't really know how it's going to shake out. But not having somebody that is in charge of overseeing that, I believe

245is a huge misstep, especially after all the recommendations over the past several years that we've had in different committees about the importance of Medicaid uh reimbursement and really maximizing those reimbursements. I know you mentioned you couldn't put that in your projections. Um but certainly just want to just want to highlight the importance of ensuring that someone is overseeing that process so we are maximizing those reimbursements. Um, one other kind of point of clarification. Um, you mentioned, um, the revenue and I know that's something as a board we are having a lot of different conversations and discussions. Um, and so just wanting to, you know, at some point as a this is really more to my board colleagues as we continue to have conversations about what our plans um because I know a lot of this

246we won't see in the immediate, right? um which is also kind of reflective with um realignment. You know, as we talk about future use of facilities and we talk about potential additional closures and changes like transportation, all of that ultimately affects this forecast and the later we put those decisions off um unfortunately just continues to put this district further in a deficit. So, it >> does. No, thank you. If I could for just a second, I'd like to tackle that Medicaid question. Um Dr. Chapman briefly mentioned that to me tonight. And I know Auditor Okconor and I have met. Um he's raised the issue with me. I think there's some work that we need to do around that. To your point, >> um we will absolutely continue those conversations to take a look at what

247we can do to help address that. >> Yeah. And I would only other add Thank you, uh Treasurer Cook, and I think it's critically important that also as a district that we're really managing grant funds. Um, I've read that we've had some lapsed funding in the past and at this point, I mean, at no point is it okay to ever not utilize grant funds, but certainly as we're talking about, you know, maximizing opportunity that that is something that, you know, as a board when I see that for me, it's concerning that we are lapsing some grant funding and certainly that's not something that we should make a practice. >> Yeah, I I I will echo that. Um, I've been concerned about it. I do want to clarify grants are separate from my department. Um, no

248excuse. We're we're aware of it. We have some ideas and I think we need to have some further discussions. Um, again, I know Auditor Okconor and I have had a lot of talk on that. We clearly see the budgeted versus spent, but I think to your point, I would note not spending those funds is nothing short of unacceptable. I would agree with you. >> Thank you. >> Uh, thank you, Dr. Pierce. Um, no question, but um, just a comment that I really appreciate, uh, you highlighting how important it is to really think about that return on investment as it relates to the spending for academic outcomes. And so, I just want to acknowledge and appreciate the work that your team is doing along with our internal auditor, u,, Mr. Kevin Okconor along with the superintendent

249and her team to make sure that our our community understands that while these cuts are being made, we are being very intentional and deliberate around ensuring that we are maximizing the results, the academic results, the social emotional um wellness of our students, families, and staff while we're making these cuts. And that's a huge component of it. So, thank you for highlighting that. >> Thank you, Dr. Pierce. Yes, Mr. Simmons. Board member Simmons. >> Thank you, President Cole. Um, thank you, Treasurer Cook, for your report tonight and the presentation of the forecast. Um, I just had two questions. Um, my first was, um, I understand this forecast just covers the general fund, but I just wanted to ask, and it's okay if you don't have the answer right off the top of your head, are there

250any other funds that are currently deficit spending at this point in time? >> Yeah, I think um, I I'd have to look up the number, but WCBE is an area of concern. We always at the end of the fiscal year transfer funds over. Um I can tell you with the federal issues, we've seen the the Corporation for Public Broadcasting has ceased operations. Um we were the recipient of a grant that helped with that. Um my office is anticipating a transfer right around a million dollars this year because of the loss of funds. So yes, it would be fair to say that is one fund right off the top of my head that that I know is in a deficit spend scenario. >> Thank you. Um, and then my next question is kind of a two-parter.

251Um, with considering our remaining budget deficit, um, after the $50 million reduction of roughly $50 million additional dollars, um, from your perspective, is it better for us to kind of tackle that, so to speak, um, sooner or is it, you know, considering our the inflationary pressures, will the impact be the same to our system three years down the road, even if that dollar figure grows, or will the impact to our system be lesser if we take action sooner? Yeah, I think the impacts the impact's going to be painful regardless. I think from a financial standpoint, it makes sense to tackle it with with immediacy. Um, these conversations started taking place last February. Okay, what do what do we need to navigate to? I mean, Dr. Chapman and I had these conversations with board leadership. The

252question was, how much of a systemic shock can the institution take? Um, obviously a hundred million dollar reduction would have really writed the ship almost instantly, but I think the systemic shock would have been almost too much to bear. So, we've taken a more measured approach. As to answer your question, as we get to those out years, I would prefer as as your finance guy that we don't wait for that storm to get here. It's that hurricane. We we know it's coming. The question is how big is that number? Because it is still murky. We've got a couple state budgets in there. I think we would all agree that the state's not coming to save us and now the feds aren't helping. So, I think we have to begin to tackle it with urgency and

253immediiacy because the law of large numbers will just compound against us as we see. So, I think we have to continue to have these discussions and know that we're not done yet. And it's it's again not just a discussion about expense reductions necessarily, but also the painful discussion in our community about additional asks for revenue and perhaps the conversation of both. So it's levy timing with levy cycles, but also continued plans which are critical of where do we need to be and how do we get there on the fiscal side. So I would summize it as we can't let grass grow. Thank you, Treasurer um Cook. You're welcome. >> Thank you for that question. In fact, um just before we we end um I I think it's important for us to also take a little

254consideration in terms of where is their growth opportunity in terms of revenue. So we we've had this and have consistently had this traditional conversation about expenditure about traditional spaces of revenue. But where are we where do we have the opportunity to look at monetizing things in perpetuity? Where do we have opportunity to very seriously look at enrollment >> and re reclamation of students? I I think it's important that as much as we have that and that's a great question. It is. But as much as we have that talk on savings, I think it's also opportunity to broaden our understanding of where the opportunity is to grow revenue sources as well. >> Yeah, I appreciate that statement and question. Uh, one of the things I'm working on for the board is a plan to begin to

255address that very issue. Um, how do we monetize our assets? We have a lot of assets and how do we creatively begin to look at those and take advantage of those potential revenue streams. I don't have any answers tonight, but I'm I'm formulating a plan and I have a pretty solid framework of it in place that I plan to share with the board so that we can begin to take a pretty thorough look at those assets and what we can do to monetize them again for additional revenue streams. >> Thank you. the first joint community in closing had a conversation and uplifted enrollment as a priority space for us. Um, where does that play a role in this opportunity for revenue? >> I think you couched it best and if I'm misquing you correctly, but

256rumps and seats are very important to the school district from a myriad points. >> You said students and seats. >> Students and seats. There we go. Um, it it's a critical component. I mean, that that's really what we're based on. Um when you look at the private sector and you know how a company has widgets that they make that drives their revenue, students are a big part of that equation. Obviously we don't receive the lion share of our revenue from the state, but I think Dr. Chapman and I, Auditor Okconor and the board, we would take any additional revenue we can get from the state due to an increase in enrollment. And I can tell you that in this budget, part of the increases we may see is due to enrollment growth. It's onetime money,

257but I'll take it when I'm shaking the couch cushions. So, that metric of growth is critical as we go forward for students. >> Thank you, uh, Mr. Treasure. Thank you so much. Okay. Um, if there aren't any other questions, uh, we can move forward to a consent agenda and approving of that. Is there a motion to >> motion to approve our consent agenda? >> All right. Motion. Is there a second? >> Second. >> Motion and seconded. Mr. Treasure, can we call the role? >> Yes. Miss Engles? >> Yes. >> Dr. Pierce? >> Yes. >> Miss Reyes? >> Yes. >> Mr. Simmons? >> Yes. With the exception of 22.2, which I vote no on. >> Got it. >> Miss Vera? >> Yes. >> Vice President Adair? >> Yes. >> President Cole? >> Yes. >> All right.

258Motion passes. Uh we will move now into executive session. Madame Vice President, >> it is recommended the board of education move immediately into executive session pursuant to a higher vice code section 121.22G1 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 a public employee, official licency or regulated individual unless a public employee official licency or regulated individual requests a public hearing. and G4 preparing for conducting or reviewing negotiations or bargaining sessions with public employees concerning their compensation or other terms and conditions of their employment. That is a motion. >> Second. >> Motion second. >> Call the roll. >> Dr. Pierce, >> yes. >> Miss Reyes, >> yes. >> Mr. Simmons, >> yes. >> Miss Engles, >> yes. >> Miss

259Vera, >> yes. >> Vice President Hader, >> yes. >> President Cole, >> yes. We are now into executive session. We will not return to this room upon uh adjournment. Thank you. Please get home safely.