001good evening everyone i call to order the september 12th 2022 business meeting for the cincinnati board of education we welcome everyone and request everyone in the audience to silence your cell phones and electronic devices ms wagner would you call the role please miss bolton president mr craig here ms jones here dr moffitt here mr marowski here mrs weinberg here president lindy here uh members of the public who wish to speak may do so by clicking the chat button now if you are online the chat feature will be open for your quest or we're going to leave it open i think till about 5 40 or so in case anyone thought we are starting at 5 30 tonight please submit your affiliation your school community your topic and your contact information if you would like a
002direct response to any questions you might have we have a slightly unusual agenda this evening because we're going to be spending uh some time with our governance coaches we're going to be taking several important steps forward in our work to have clear measurable goals shaped by the community's vision and values that we can use to hold the administration accountable when it comes to outcomes for children we're going to hold our hearing of the public first tonight so that it remains available to anyone who would like to speak at our meeting and then we'll be returning to our regular business after the governance coaching section as indicated in the published agenda i want to thank board members and staff for their time tonight i know this may be a longer than usual meeting uh this was
003an option of last resort when we could not find a day when all of us could be together in the style of a retreat so with that we're going to move straight to hearing of the public each speaker will have two minutes and will direct all comments to the presiding officer once a request to speak has been granted you'll be invited to enter if you're online please click click the camera icon to go interactive please provide your name your affiliation to the district your school community your topic and your contact information if you would like a direct response to any question you might have this con request is consistent with board protocol and we appreciate your help in the unusual event that someone is not willing to follow this protocol do reserve the right to
004end that person's time again each speaker will have two minutes to speak when the timer goes off your time is up please refrain from discussing any personnel items after speaking you will briefly see the welcome screen again as you transition back to the live stream meeting finally we ask that your public commentary be respectful of all listeners thank you um for mr hoing or whoever is is running the online speakers could you just do anything you can to pick up anybody who joins us between 5 30 and 5 40 so if they would like to speak and thought we were starting in our normal time they have a chance to do so if we don't have anyone no problem but we want to give everybody a chance okay thank you very much um we have
005any online folks so far none so far okay i have i think eight requests for in person what i'm gonna do is i'm gonna read the first three and if they could come down in that order it'll help us move folks through pretty quickly and i'll try to keep reading a few folks ahead so folks can get ready okay so our first three speakers tonight are going to be jimmy dollard tino b and bella gordon thank you you can start as soon as you're ready thank you uh good evening my name is uh jimmy dollard and i'm with a cincinnati socialist and in solidarity with the yac i'd like to comment on the decision of the renewal of the cps contract with the cincinnati police department after decades of defunding public education and running it
006dry of any capacity to offer the care work necessary to create an inclusive loving and healthy and healthy environment for children cps is pigeon-holed our imagination into two points that violence is inevitable in schools and therefore the only solution is violence this flies in the face of reality which is that criminalization of being a child only perpetuates the very cycle that this contract is purported to address displacing a child from their school and education is violence displacing a child from their friends and family by enrolling them in the criminal justice system is violence it has been statistically proven that cities and states that invest more into a car short structure such as police and prisons have actually seen a higher rate of crime it has been proven that the displacement of any group of people
007can drastically alter a community's ability to cope with the harsh realities we are subjected to on a daily basis the systemic racism embedded in every facet of our daily lives including education will continue in perpetuity if we continue to rely on police officers as a substitute to actual restorative care focused work and intervention on behalf of the students police are a response to crime and they can never prevent it in fact only statistics show that they perpetuate it by again displacing students displacing communities and displacing people out of the very structures that we fail to fund that would address these issues in the first place thank you jimmy next up we have tino b i'm tino i'm also with cincinnati socialist solidarity with a young activist coalition i also wanted to speak to punitive justice
008and restorative justice and say that punitive justice does not work does not prevent unwanted behavior violent behavior crime anything like this it does not foster an environment where students feel that they are safe or cared for where there is a threat of a rest at school where they're supposed to feel safe and cared for uh and like my comrade jimmy said it does not prevent crime or anything it actually perpetuates it the money that is going to fund police officers in schools could very well go to systems to build into students like counselors or any number of things food for students all kinds of things that this money is just going to fund state violence so i it it's hard for me to understand if whether this decision is really do you all really believe
009that it's for the best interest of the students or is there some other something else going on thank you next we're going to have bella gordo and i'm going to read the next three we have eliza o'keefe sophie glenn and then aaron dorico okay hi my name is bella it's nice to see you all again um i'm the president of the young actress coalition and i'm here to speak about the fight to remove sros from cincinnati public schools today you are voting to perpetuate the harmful and unjust criminalization of students by allowing sros to remain in schools without any accountability or supervision despite years of the public telling you and about our concerns and the distrust of the sro program you're all now choosing to ignore us and the alarming data surrounding the program to
010remind you all the sro program combined with punitive discipline forces 400 students each year to be entered into the criminal legal system through arrests referrals to laws more enforcement and other methods we will not rest until the contract between society police department and cincinnati public schools is dissolved and replaced by comprehensive restorative justice policy and clear guidelines on law enforcement intervention in schools this new contract between cpd and cps still gives no control to the district over their estro program it does not implement any avenues to hold sros accountable for their actions to protect students from being entered into the criminal legal system in the school to prison pipeline this district must first get rid of this flawed contract after this contract is dissolved it must take saves to end the relationship between the police
011department altogether school racist officers have never belonged in schools safety has been in the forefront of our minds for the past several years as a result of tragic shooting after tragic shooting but there is no empirical data to suggest that sros prevent school shootings or even increase school safety the only proof that persists persists is that the ramp racialized criminalization that sro presence contributes to this summer it was reported that two cincinnati police department officers used racial slurs against black people specifically black children are these the people that you also boldly claim belong in schools with children thank you very much hi my name is eliza i'm a senior at walnut hey the legacy of the police within cps is violence that may not be what you think of in a literal sense as violence
012but it would be disingenuous to find some other milder term it is criminalization to detain students in their classrooms it is dishonest and unsafe for police not to be held accountable to parents students or the district the presence of cops in schools is a kind of violence against students a vote for cops in schools is a kind of violence against students you have seen the data there is not another angle to the data the data is concrete to refuse to respond to the data is to deliberately ignore even deny a long-term and widespread problem in the district affecting the children in the district whose well-being is your responsibility a responsibility you took on when taking on this job you have heard our demands our demands are rational our demands come as students of the district
013our demands have not changed and they will never change we are demanding the dissolution of the mou but you know this we would like to see accountability for sros in the mou but you know this the ball is in your court so to speak a healthy environment for your students for us it's possible but you need to commit to it thank you [Applause] hello my name is sophie glenn i am the vice president of the young activist coalition this is my first time speaking one of these board meetings and i am here to repeat often uh repeat what has often been said over the past two years by my peers that as a student i feel unsafe when i see a police officer in my school i fear for the safety of my sister who
014is a student just like me a student of color i fear for my peers who are students of color i fear for every single person that i interact with on a day-to-day basis basis because of the presence of sros in our schools and i know that as board members you care about students but as a student i am telling you that this needs to change and the the passage of this resolution that doesn't change anything continues to to frighten me and continues to frighten my peers our schools are a microcosm of our societies as a whole and i fear that the introduction of violence into our schools just prepare society for more violence and prepare society for more the continuation of harm done on our students students that are criminalized criminalized because of behaviors that
015are behaviors that are shown because of the their lives outside of schools shows them that they aren't safe anywhere really and i would i want to believe that cps can be a place where i am safe and currently um i don't feel that um as eliza said the ball is in your court [Applause] after our next speaker aaron we're going to have gabe conley followed by ian wheatley and then do we have anybody who's joined us online no okay and it's past 5 40. so we gave everybody like the normal 10 minutes to sign up so we're great thank you all right hello board i'm aaron dirico i'm speaking on behalf of the young activist coalition and today is a kind of exciting meeting as we can see because a lot of people are going
016to be paying very close attention to what happens here those watching at home might not be able to see this but there are quite a lot of news cameras in the room today our organization spoke to a number of them outside just a little bit ago actually and what that means for you board is that the community is watching you tonight they might not have been watching all that closely over the last two years that we've been begging you to address the data that we got from cps and the cincinnati police department proving that more than 400 students every year two daily are entered into the criminal legal system through police referral and arrest in your schools that black students in this district are many many times more likely to be arrested than their white
017counterparts that students are being arrested and criminalized in their schools in their classrooms and in the places they are supposed to be safe and learn you've known about this don't pretend you didn't you saw the data from cps and cpd that we gave to you you saw the updated data as a matter of fact you've seen our petition with hundreds of signatures from community members you've seen our rallies outside of this very building you've seen our professionally analyzed survey conducted in association with the aclu you have done nothing in the face of this crisis though all you've done with any of that has been attempts to discredit it you have known for years now that cps has one of the most disastrous school-to-prison pipelines in the country and you have done nothing and today you
018vote to a firm a memorandum of understanding that keeps cops in schools with no accountability no mandate to report back to you no requirements to de-escalate but today the community sees this they will see you talk and talk and talk about how important student safety is while you vote to keep ruining student lives through criminalization if i know anything about my peers they can see them hi my name is gabe and i'm a student at cps and a part of ysc sros are a negative part upon aspect of the school environment they harm students by putting them into the criminal justice system and disproportion disproportionately affect black and brown students an average of two students i want to keep reiterating this two students two children are added into the criminal justice system every school day
019that's not justice that's unnecessary punishment if you guys really claimed to support students like you claim you do you'd remove sros and replace them with restorative justice i am ian wheatley i'm a student at walnut hills high school and a member of the young activist coalition i'm here to talk to you about sros why are there police officers in our schools from day to day are there firefighters and paramedics on site at cps schools outside an emergency or more relevant trained mental health professionals these cops are trained to chase down hardened criminals not deal with kids in schools you wouldn't send a school counselor to arrest a robber so why would you send a cop to do the job of a school social worker i saw a sign as i was walking in the cps
020building that said preparing students for life if schools prepare students for an overly punitive justice system with more support for police officers than mental health then we really are preparing students for life in america and that is really sad the least you all can do is get cpd out of our schools and get qualified mental health professionals in thank you for your time [Applause] okay so um with no just confirming no online speakers this evening no online speakers okay so we'll move then to the next item on our agenda which is a reminder of the three-month priorities that this board adopted back in august i won't i'll read them very quickly which is to continue to move forward forward on our governance process which we're going to be doing this evening to lay out and
021adopt a process for our next strategic plan to continue to monitor and improve transportation across the district to support the successful passage of the renewal levy on the ballot in november and to strengthen community relationships and improved parent engagement so hopefully you'll see us spending the majority of our time in these meetings on these priorities that are most important uh my two minutes are up um and we will um uh we have on the on the following pages uh if you're interested at least some first pieces on how we're going to hold ourselves accountable with some more work that's going to happen there we have 14 minutes before our governance coaches join us i would like to suggest and i would need a motion for this that we move up the approval of our minutes
022uh to get that done and maybe even with a following motion if we get that far the committee reports that we can just use this time to make progress against what's left uh is there a motion to move the approval of the minutes up to tackle it next go moved thank you mr moroski is there a second second thank you vice president jones any discussion all in favor please signify by saying aye hi are there any opposed wonderful uh so i'd like a motion if i could to approve the minutes for the special meeting for august 1st and the business meeting for august 1st don't move thank you mr moroski is there a second second uh thank you miss bolton any discussion no discussion uh all in favor of approving those minutes please signify by
023saying uh aye opposed okay uh i unfortunately need to ask for another motion um to move up the let's try two of these the student achievement and district instructional performance committee and then the ad hoc boundary committee reports so that we can handle those now before our coaches join us at six is there a motion thank you mr morosky is there a second thank you vice president jones any discussion no discussion all in favor please signify by saying hi any opposed wonderful uh vice president jones would you please present the student achievement and district instructional performance committee report from august 5th yes thank you president lindy i'd like to present to the board for your um approval the report of the student achievement and district instructional performance committee meeting minutes um this meeting was held
024on august 5th and i know that it's august 5th was a long time ago but if you recall there was an error and i asked for it to be withdrawn from the previous meeting so these are the revised minutes um i won't take up a long time i do want to say that most of the meeting was involved primarily updates on previous subjects that the student achievement committee had discussed and i'm going to go through them although i'm not going to go into a whole lot of detail want to add that these minutes are online for people if you want to read detail we had a uh update on graduation um updating audit on our graduation where we were provided the preliminary data for cohort 2022. the only thing that i will say about that
025it was helpful to see it but the data was not that was unofficial because we still had not included the data from summer school so that is one of the things that we anticipate that will come up as part of the student achievement shift to the cal and we will again review that when at a more appropriate time um the well let me let me add for that there there were several recommendations included as part of the graduation update they are listed one two three four there are about six updates and part of the uh when it comes up at the uh cow meeting we did ask the superintendent to make sure that he reported on those particular okay then we did a an update on curriculum doc adoption there were actually no recommendations or
026actions needed um it was just an update like i said on the world language adoption and the montessori adoption um again uh the the uh one commentary was that we are continuing to align resources the world language adoption was actually in the two-year in the second year of its piloted effort so we'll hear more about that as we move forward then we had an update on alternative assessment for students with significant cognitive disabilities once again it was only an update no recommendations or actions taken at that time and then finally we had a discussion about the iowa test for walnut hills high school this was a specific request by a parent who um had a personal involvement and investment in this there was a pretty intensive conversations where the staff provided us with an overview
027of uh number one why were the io hot why the iowa assessments were given um why is it used uh how is it used and then the superintendent also gave us um an update on kind of where we are in terms of uh giving priority to students and um i won't go into that i i would defer to her but i would defer to her at a time when we can present the information again to the entire board as part of the committee of the whole and then finally uh superintendent wright gave a very nice update on the teacher pipeline as you all know we have a national teacher shortage uh we are experiencing the teacher shortage here in this district but we've done some the district has done some very good promoting around and
028encouragement around the teacher pipeline and it also includes other types of positions like paraprofessionals and what have you so the work continues to address that area and we look forward to hearing more about it and and again the cal meeting and just for the knowledge of our public um the board did take action to merge the student achievement committee with the committee of the whole and we want people to know because it's been the question has been posed to me student achievement did not drop the work of student achievement it just shifted from a group of three board members to a group of seven board members and the superintendent will be um leading um that effort in terms of presenting the information as as asked for by the full board so i submit my committee
029minutes as written and hope for approval thank you very much vice president jones do we have any questions for the committee chair ms bolton yes this could be for the committee chair or our superintendent i have two items particularly the one is the 87 goal regarding graduation my understanding is that's the state average i wasn't sure when the district adopted that as our goal i can't remember very frankly if if we did that last year or if this is a a a new and and um uh higher percentage thank you so we did do in the last cow and i know that we had two board members that were um in another meeting during that time but in the last cow we did do an updated presentation that included graduation rate with where we are
030right now uh there's it's a little more current than what we had at the time in august so the 87 percent and talking to the team actually came from the state's goal so essentially the state's goal um starts at 87 and that gets you one star and so the goal the thought was that that was adopted or that was decided on and i'm not sure exactly who decided it but that was decided on as the district because the thought was that we at least wanted to get you know on the list and get a point for it versus versus none even though one star on an af system has changed now it's a five star system and on the one star system a a star one star is still in f yes i just i
031just was really interested i didn't recall that we had adopted the state standard i'd have no problem about doing that i think that's reasonable but i don't know that that tells us how close we got to whatever the initial target was right from the previous administration but i just i just needed that point of clarification don't disagree with it at all but i do have a problem uh with um i continue to have a problem with the decision to go to the iowa test ever since we've gone to the iowa test instead of whatever the previous test was every single year and two of those years have been covered years so extraordinary years in and of themselves we have had a number of of uh students and families basically not be able to come into
032the walnut experience and and program and i think we've expressed it publicly any number of times about concerns about the iowa tests similarly to the issues that we but the board talked about many years ago when we were having under identification of gifted or near gifted because we were using a particular test and when we changed the test that indeed we were able to start to enroll a whole school so but the point of concern is that that rfp or that contract was supposed to be at least by these minutes and by my recollection the i the group that controls the iowa test or has ownership of it i i believe that this was the last year um or last year was the last year we were going to be using it and apparently the
033uh administration within the performance accountability and the testing department decided to extend its use for another year correct and we're in a we're in a uh this is an rfp year across the board for the assessments and i do believe that that was one of the reasons that there was the request to do the extension for iowa so that you could get all of the assessments that we use as school-based assessments on the same schedule um the the we cannot look at in an upcoming uh in an upcoming cow we can look at the presentation that we did do for student achievement if that would be beneficial to just add a little more context and conversation to to iowa and kind of why that particular assessment was selected the other thing i think that it
034also gives us opportunity to do is as a district we selected the cut scores for iowa and so there were reasons that we selected those cut scores but we selected the cut score so i think that when we go back and look at the data when we look across the board at the data begin to do some cross analysis between the students and how they scored on iowa and how they're actually performing in the school environment that might give us another set of information to look at so we can add that as a topic as an upcoming cow if that's the will of the board yeah i'm sorry i'm sure can i can i just add something to that um and it is reflected in the minutes um this there it was told at the
035during the committee that at the time of the rfp the terra nova test had not been nationally normed for quite a while which caused concern about the validity of the scores so that probably had some impact on the decision to rfp in the first place so i that that's just one additional point and i do recollect that and that made sense at the time but now that we have normed this to our local constituencies and our children and our teenagers i have great concern about the value of iowa and whether or not we're going back into the great great exclusivity of walnut instead of how shall i say it preparing kids to be able to do walnut and survive walnut and thrive so i'm anxious i was unclear that indeed the department within the administration
036could extend a contract i didn't maybe i missed it when we were talking about it thank you thank you i think the point is well taken and and as the um i'm hearing what the superintendent is saying in terms of us revisiting it and i think we can have a more detailed discussion about it appreciate it thank you okay i thank you member bolton thank you vice president jones and superintendent right any other questions for either the committee chair of the superintendent on the report from the student achievement committee okay um hearing none we are at six and so um i think what i'd like to do is bring our governance coaches in to do that item on the agenda um are there any objections to moving to that piece of the agenda before we'll
037pick up the ad hoc report as soon as we're finished we are we just ran out of time at six so we will um we will pull you in first as soon as we're finished with this next piece uh great um rob or jeremy can we bring in um cindy and i think ray might be there as well too cindy and ray are on that's correct welcome ray welcome cindy delighted to have you both with us hello hello thank you very much thank you very much for having us thank you very much for being here um for people who have who are watching this meeting and have watched other recent meetings uh the the context i provide here is our board decided over the summer uh to enter into a student outcome focused governance um
038coaching model uh with the council of great city schools um which is an organization that supports i think primarily urban school districts across the country uh and we're going through a process here to set some priorities that would have some very clear measurable outcomes over the next three to five years that we as a board would believe truly reflect our community's vision and values uh and that we could use as a tool for holding our administration accountable for students um so with that we're delighted to have you and i will turn it over to you all great thank you very much um uh it's good to be here and very happy to be uh rolling with this process of drafting goals and guard rails for for your district so one of the things um that
039each of you was given was a an assignment around drafting goals and guard rails drafting individual goals and rails that you found important um by looking at both the data that the superintendent provided for you as well as uh the the alma report from when you did the superintendent search to uh to look at what they collected as far as what might be construed as some of the vision and values of the community and then as as you know as this process goes on once you have drafted a set of goals and guard rails you'll be going back out to your community just to um to do that outreach and engagement and to to test those goals and guard rails to make sure that that was um that their vision and values were actually captured
040in whatever it is that you will be coming up with um before we dig in though um and i and i suspect you all have your what you drafted individually with you or nearby but before we take those out i do want to go back and do a little bit of review and um it's been it's been a little bit since we've been there to do our two-day session with you all so just want to do a little review and ask what is it that you remember about input remember we talked about inputs outputs and outcomes what do you remember about inputs and anybody can answer and i can't see the whole room there so but go ahead and helpful if i call on people or or would you like to call on people oh
041there now i can now i can see the whole room all right so cindy's going to call on anybody who would like to like to share yeah what do you remember about inputs yeah mike i see you mike i see you it's good to see you um resources and activities invested in a particular program or strategy that are usually knowable and i did know that but i wanted to give you i wanted you also to know that i have my papers with me at all times nice yeah so mike has the um sofg manual with them thanks thank you very much yes they are resources knowable at the beginning of the cycle who owns the inputs who remembers who owns the inputs when when we were there we we rationed we used this as a
042we used a uh i believe it was a baseball game analogy um and talked about the input of the game mike again superintendent the coach yeah the coach the superintendent that's right say that again general manager for talking baseball analogy we're talking okay all right yeah general manager if you're talking baseball but definitely yes the superintendent owns owns the inputs um what do you remember about outputs mary the outputs are the results of a particular set of inputs that is usually knowledgeable in the midst of a cycle and it's measured after the implementation of the [Music] that's great yep it's um you are welcome to have it this is an open book quiz always so always welcome to have your materials there and in front of you as we do this work um so so
043we've got inputs and outputs so inputs noble at the beginning of the cycle outputs noble in the midst of the cycle what do you remember about outcomes and how they're different from outputs somebody i haven't heard from me me me okay okay is that kareem it's kareem yes so out you said outputs i mean outcome sorry outcomes outcomes and then how are they different from outputs the impact of the program or strategy that is usually knowable at the end of a cycle and that is a measure of the effect on the intended beneficiary yes noble at the end of the cycle a measure of the effect on the intended beneficiary okay so then what do you remember about student outcomes and adult outcomes how are adult outcomes different from student outcomes i'll i'll give that
044a shot okay student outcomes are measures of what the student actually knows or are able to do yeah student outcomes are measures it's focused on is focused solely on the student yeah it's about what students know and are able to do so it's focused on the students what about adult outcomes if that's what student outcomes are what are adult outcomes mary go ahead they are basically outcomes that are not in outcomes yeah so any other outcome that the school system produces that is not a student outcome is considered an adult outcome and then student outcomes describe what students know and are able to do so then we talk about goals and what what is special about a goal i this is carolyn goals are smart meaning they're um i forgot the s but anyway specific
045measurable attainable realistic and time and okay and what else were you going to say i forgot go ahead so they're they're smart they're specific measurable achievable and sometimes we hear realistic relevant goals our student are focused on student outcomes and they describe the board's top priority during um the timeline for which they are adopted yeah yeah so they signify what the board's priorities are over the time horizon for which they're adopted um how many how many do how many goals is it recommended for a district to have three to five anyone else cindy this has been i also thought three to five was right but please tell me if i'm wrong not more than eight wait a minute wait we go back i think we had a discussion at five to seven okay yeah so
046if if you have your student outcomes focused governance manual nearby you can look at page two which is vision and goals and you can look um look at the third item under approaching student outcomes focus does anybody have that near i know mike does i know mary has notes i have a couple of hard copies here too if anybody needs one i have it you need it no thanks mike so it says the board has adopted no fewer than one and no more than five gold allow for a greater focus more allow for less yeah so no fewer than one no more than five and what what does that mean around the greater focus if if um that fewer allow for greater greater focus excuse me yes and more allow for less focus does that
047mean we just have a limited amount anybody or any organization has a limited amount of resources whether that's time or funding or people and so where are you going to point them at and so if you point them at a fewer number of things or point decide together that we care about and if you do that with a smaller number of things you have more to go after with and if you do a larger number of things uh you have less yeah yeah so in the context of limited limited resources um when you have say 20 goals how many goals do you really have how many do you really think you're going to achieve i guess is the question yeah likely none and there's actually actually research done by covey and this this might be
048where some of the other numbers were coming into play but an organization that adopts one to three goals is likely to achieve one to three goals three to five goals likely likely three goals and ray you might have to you might have to correct me if i'm wrong here but if they if anything over seven goals is um the likelihood to achieve any of those goals uh plummets to nearly uh no likelihood of achieving them so that is why we recommend um no fewer than one no more than five and um often often that that three um often we recommend landing on three but one to five is is within that range that that the sofg manual signifies so when we also when we talk about smart goals what components do those goals need to
049have in order to be smart they need to have a target population so what group of students are being focused on yeah they need to have the starting point or baseline they need to have a target and they need to have a date by which the district will hit that target [Music] i think you only missed one thing does anybody know what that one thing is so he said i believe he said yeah go ahead these uh specific measures so what you're actually measuring over over that period of time yeah so that the are you talking about the instrument used to use to measure whether it be yep yeah whether it be the state test or what other what ever other measuring stick you would be using for that so they um then i think
050the only other thing missing was a starting date so you always want to have a starting date with that as specific as possible so generally a month and then the year um the starting point or baseline so that starting number or percentage the the current reality uh the ending point or target so that's that percentage or number which is where you want to be in the future um the ending date is signifying the time horizon that that point in in the future that you're wanting that number to be achieved and then the population has been mentioned and um the population of students that that the goal is referring to and that also can be um as specific as as you wish um whether it be all students whether it be by sub groups grade bands
051what have you are there any questions about that review piece before we move on you're getting a lot of head shaking no here cindy no questions all right so in a little bit i'm gonna we're gonna take a little time with the goals that um you did for your pre-work but before we do that i want to give superintendent wright an opportunity to um just highlight since you received the data as a piece of homework i want to give her an opportunity to highlight any uh of the data in that packet that she provided and also an opportunity for board members to ask any clarifi clarifying questions should they have them so i'll turn it over to superintendent wright if she's ready sure thank you so i provided in the data essentially just an overview
052of looking at the data and just a way to um look at what some of the numbers represented in terms of the data and thinking about it one of the areas that i will call our attention to the first couple of slides that we did review this is just specifically from our state assessment data this is right from our report card that covers both ela and math all of this information is on our public site our ohio state site so just to know where the data is coming from and so we have not only our assessment data for the ohio state test but also our eoc data as well for our students um specifically in reading and math so those are the areas that we pulled out to really target and focus on those we
053do have the other data included but the overview specifically was around reading and math specifically because graduation requirement courses for our students for our high school students there are two tests that they have to pass in order to graduate and those two gateway courses or gateway assessments are algebra one and english two so that's where that particular data came from the other thing that we saw in section two it's a a of the past five years of graduation data so that we would be able to look at that we also know from our state site the way that graduation rate is calculated it is a year removed so the information that would be a part of our report card for this year would actually be last year's data so forth and so on and then
054just some other information that i was able to provide uh for for for for the team around uh completion rates for our assessments that that's in the appendix but that's really important because one of the conversations that we hear sometimes is the the data looks like it does because not all of the students test so i did think that it would be beneficial for us to look at a cross-reference when necessary of the actual number or percentages of students to test it compared to those that could test and then we also have attendance data and discipline data included as well um i don't i didn't know if you wanted me to cover any highlights or just just what was included in the data i think if there's any highlights that you'd like to anything that
055you would like to um point out that that is sure sure so i i really shared the highlights that i thought that were really important for us to take a look at in the overview in the document just a couple of things to call out the collective concern around student performance and i know that we're coming off of a year of where we've you know where we've had covet looking to be responsive to that but i also was able to go back and look at data prior to it and where we were um and and we really also want to think about what that cohort data looked like start with students that were 17 18. um rob i don't know his microphone or or it's cindy's microphone okay cindy we can hear you oh goodness
056yeah okay great um so i just i kept seeing people look around so i thought i would just share with you something you're among friends um so the one thing that i did think was important for us to call out in terms of the data is even if we go back to cohort data and how students have performed in the cohort i understand that we're not comparing apples to apple i.e we know that we may have different populations of students from one year to the next but when you begin to look at for example last year's eighth graders and where they performed and then looked back three years before that when they were fifth graders and where they perform you're able to see the consistent decline as you look from year to year so it's
057not just that one moment in time for what we saw in data last year but across the board especially in math so highlight areas um you know called it out right here sixty percent of our students are performing at proficient rate for eighth grade so that's an area for us to look at uh we do have so many students that students that take algebra one but for the most part our ninth grade students are the ones in algebra one and even equally alarming are the are the proficiency rates of our algebra 1 students when you look at the percentage overall but then pull out the actual number that that represents uh that is something that's really alarming as well so did you want to call those two out in terms of math reading same same
058notice things and so we're operating with uh not quite 50 less than 50 percent in reading for our students that are proficient based on the state assessments and we can have our our different conversations around the state assessment but i think that that's the measure that we've determined that we're going to use to determine student outcomes and and then even less or more abysmal when we start to look at math did anyone have questions for the superintendent on her data clarifying questions about what was presented thanks for um frankly i thought it was a great summary uh and and as you said alarming in many ways um vice president jones and i just came back from a from a symposium so to speak and one of the data folks in one of the sessions talked
059about how we have to recalibrate and and kind of look again as a result of the covet experience nationwide and certainly within our own district and i i'm interested to know because part of the message that this person and they were with a private firm probably wanting contract business or something to help us understand the data uh and certainly we're not going in that direction but i i do think it does beg the question as to how we start i know our treasurer and previous administrations as well like to look at the past three years as we try to make plans for the next three years and if the pattern's been so disrupted how are we going to be approaching that and maybe that's too broad a question but i'd like to hear the superintendent's
060response to that actually i think it's a great question and one of the reasons that this conversation is so timely uh because while while we go back and look at previous trends you're right we're really starting with the baseline from this past year and honestly this year becomes even more of a baseline because we're hopeful that this year we won't have any of the disruptions that we had to have last year and so i need to knock on something i think when i say that just in case um my health and safety person is looking at me when i say that so you know we just want to make sure we're hopeful that we don't have any because there were some disruptions last year as we were coming off of that that year of discontinuity
061um so we have to ground ourselves and we have to decide as a team what where is the right spot to start you know looking at the data what is that the baseline from last year using that as a north star to some degree or is it the baseline that we're looking at from this year i don't know that we we have we are our students cannot afford for us to wait to do strategy around improvement for them until we get that concrete source but just recognizing that it really is something that's important i think that that helps us frame how long of a period we're looking at so are we really looking at that three year period or are we looking truly at a three to five year period so that we're also having
062the conversations around recovery thank you yeah mike uh it's all good i appreciate miss bolton asking that question um and it just as you were asking a question because uh mr craig and i um i was looking on his screen we were looking at one piece today i just want to highlight this piece and why it's so important for those who maybe don't think can wonk policy look at absenteeism in 2019 2020 chronic absenteeism is extraordinarily low because people didn't have to be in a building and we didn't know what was going on and we know that that's if we're being fully transparent we know that this is probably not entirely accurate because there are a lot of people that weren't logging on and the next year it skyrocketed which makes perfect sense to me
063because some people decided not to come back people didn't know the policy whether or not to enroll in the digital academy or coming into school i think we were all trying to figure it out and then last year it's real high where it was even maybe more confusing if you were transfer my point is is i just wanted to give a tangible example of why this is important because 2019-2020 school year everybody was in school according to this data that's not that's not accurate so anyway i just appreciate that we're going to have the conversation about all the metrics if i can also add um into your point with that when we pulled out the data that we are reviewing to that point we we did not include data from the 1920 school year because
064the assessment because covet most of us close with covet march of 2020 which would have been the 1920 school year and then school districts that did do the assessment the assessments weren't counted across the board so our district didn't have the collective assessment so that's why you see on the document a break in terms of the the uh the years you don't see data for that particular year and that's the reason but to your point that also makes it equally concerning is we know that our our grade data our report card data is embargoed right now until the end of the week we anticipate that the state is going to release that data um either thursday or friday of this week based on the most important recent information we've been provided and one of the
065conversations that they're looking to have around that is around chronic absenteeism and what chronic absenteeism has actually done to the overall assessment window so and i think the other part is that we also have to re-educate or i think re-educate may be the best word because there were so many concessions that were given around attendance and those kinds of things you know people have have lost the understanding that 18 days is chronically absent and so if you're absent more than 18 days it's not a matter of whether the days are excused or not it's if you're absent those days that goes into that chronic absenteeism number so that's something that we want to make sure we share as well do we have these so that the public can see what we're talking about yeah okay
066i just want to make sure yeah from dr moffat the question was are they posted to the public and see them they're on board docks for sure are you suggesting we pull them up here well yes i i mean i think it would be kind of fair it isn't i think it would be kind of fair if we could at least pull up something so people could see what we're talking about is that a possibility rob uh they're the ones uh yes um it'll be a pdf where the first page says cincinnati public schools student data analysis at the top that's right thanks other questions remember bolton oh yes a follow-up on member morosky's point and specific example um on the attendance piece that is true too for graduation yes the graduation rate is relatively
067meaningless frankly because because of covid lots of adjustments were made properly so i mean we were in a national international emergency uh so i think that's kind of important to to point out as to where we start on the baseline actually for our smart goals uh but look to guidance from the administration on that okay rob if you could just pull up like attendance i think that's the one that i just want the people to be able to see what we're talking about i don't know what page that is what page is that it's in the appendix um yeah we have a few flip to the appendix the pages aren't numbered but it's so they can see what we're talking about it's the third to the last page it says attendance data at the top
068keep going keep going there it is that's it yeah interestingly we spend probably the most money we spend on getting the kids uh uh in attendance whether it's social workers or whether it's uh all kinds of other opportunities we have to make sure that they're there be it digitally or or in person so it's it's talk about return on investment we can't keep the kids there chairman lindy if i if i may add an uh if i may as a national context yes please thank you ray i just wanted to share that the attendance information that you're looking at was also significantly impacted last year by covet last year and the year before so if you recall that students and faculty were required to have mandated time away from the building as a function of
069quarantine when exposed or when a family member was exposed to to covet so one of the things that you're noticing about attendance as well is that that mandatory quarantine period which one of the things that we advocated for um early last year was actually the cdc changing that mandate from 10 days to five days but it was a mandated 10-day time away from the building so that is going to directly impact your rates of chronic absenteeism and that happened across the country so just keep in mind there's multiple things going on in the increase in these data points thank you very much right um cindy i think we're uh any other questions on the on the data or before we turn it back over i if i could just make yeah vice president jones i
070i really appreciate this got this discussion at this level and also the superintendent's clarification because i think you know i struggled a little bit with writing my goals and i think what this did is help to clarify and put some straighter more direct parameters or descriptions around what was expected so and and this was helpful so i kind of wish we had had it before um but anyway that's neither here nor there i'm just saying i really appreciate the clarity and uh i know that um i'm gonna be one person who is going to do some revision to their goals thank you vice president johnson um cindy yeah and so um carolyn uh kind of brought up what we're what we're going to allow you some time to do next i think um which is
071to now with with some review on what components are needed for your goals um an understanding that they that your goals should be about student outcomes so about what students know and are able to do so focused on those areas and then have all of those components around a specific measure population starting point ending point starting date and ending date then uh we'll give you some time to work on that i think ray maybe had one more something else you wanted to add before we get into that i just wanted to make one more quick point about goals as you go into your conversation and that is uh keep in mind the goal will be built around really i'm going to weld it down but boil it down to really three kind of major goal
072types the first of which is improving rates so much of what you have in your data shows the proficiency rate for students and you're generally saying we want to go from x efficiency rate to y proficiency rate um from starting point x to ending 0.1 and that proficiency rate can be graduation rates as well other types of rates there's a second type of goal and that is growth goals which are quite different than proficiency goals and so um quite often your students who might be performing at the basic level on an achievement test and rather saying that you want x with students proficient it may also recognize where we don't want our superintendent to lose sight of the students who are at basic so we want them to to go from let's say an average
073scale score of 600 to an average scale score of 630 or 6 40 or what have you because we also want to set goals around growth around seeing our students continue to progress from a growth standpoint and the last one is around reducing gaps so you might also recognize that there are gaps between uh student groups within the district and you may say that we want the difference between group a and group b to decrease from x to y by a certain date so there's really three different things you want to think about within goals all of them have different purposes all of them accomplish different things but just something else for you to think about and consider as you begin your conversation all right thank you ray does anybody have questions for ray on
074on the comments that he just made superintendent i i actually do so when i think about like ultimately where we want students to go as we're setting as we're thinking about setting our own goals are we what we not think about setting goals around proficiency as the is the end-all be-all for where we're looking to go with the understanding that or the expectation that we're expecting to see improvement and growth as well like we we like they're simultaneous but if as we start thinking about that three to five number in terms of the goals what we we think that okay we're just going to look at the growth piece because the growth piece while it's important is that ultimately going to get our students where they need to be when it's time for them to
075graduate so that is completely up to you as as uh is what you value is what you think is important obviously the two go hand in hand uh so you can improve proficiency rates without experiencing growth in scale scores at some point however quite often what i've seen is that if i focus on the kids who are closest the scholars who are closest to the proficiency cut score i can actually improve the proficiency rate while still having for example my lowest achieving students in the district not making any progress at all so i'm moving students who are close to that rate i'm improving my proficiency great but i'm not necessarily improving all the students in the system equally so uh it's really a discussion for you as a board about what you value what you
076feel is important but different goals as i shared earlier accomplish different things and i think also the other way to um to think about how you can uh how you can write a goal so that it is certain to address the lower lower performing students is through is through your who you use what you define as your target population as well so that's another way of of um of ensuring that perhaps your lower performing students are getting that focused attention as well so that i would add that to the mix as well okay now i think what we're gonna um give you a little a little time right now um to go ahead and take out the goals that you've already submitted and now having heard what you've heard in these last 20 30 minutes
077about what the components of the goals need to be and if you if you forget what those are you can look them up in the student outcomes focus governance manual it has that on that page too or there's always definitions in the back as well um and work take some time to work on the goals that you've already submitted make any um any adjustments to those both by way of structure or if there's you know if you're thinking through and and through what you know what your population is that you perhaps want to target uh or any of those other things um the other thing i don't want you to really worry too much about that ending point so that ending percentage because that's that's something that's really going to need to be set collaboratively
078with the superintendent so that um so that there is an understanding of what is achievable um while still requiring that adult behavior change so that that's another component that we maybe didn't uh cover a little bit ago but we want the goals um to challenge the organization and to require change in adult behavior so so that that's what part of that focusing and prioritizing is as well is that if you're going to have these one to five goals that um that that they are going to be stretch enough that the that they will make a significant move in the needle for you know do a significant job of moving the needle for kids and by that cause the need for adult behavior change but again if you want to leave that as x or y
079percent um until such time that that number can come up we really want the target population the area of of you know whether it be math uh reading what have you um and then the population so any questions cindy i want to raise one thing and then had one question i think the board board members and the superintendent and the treasurer know this and i know you and ray know this we just have some people who are in the room with us tonight who haven't been in these sessions before and we may have folks viewing at home or who view it later and could you say just a minute about um this is not long just a minute about how uh the the values from the community uh and the vision from the community are
080informing what we're writing and also what will happen next um it's just for anybody who doesn't have as much proximity to this as we do sure sure so um when we talk about goal setting uh for the organization for the district the board sets uh sets goals for the district they do that um they and that's the representation of what we call the vision of the community so the vision being where you want students to go and and what you want to be true for students at a in a future state uh as far as what they are able to do and what they know um so right now what the board has is survey data from when the superintendent search happened as well as the student performance data that was put up on the
081screen a little bit ago and those are the two things so input from the community and then the actual student performance data that is what's put together in order to formulate those priorities for the district by setting those smart goals around what students know and are able to do the values of the community are set through another policy statement that we call guard rails and we'll talk more about those later but those are generally prohibitions on superintendent authorities so and and grounded in values that the community wants protected so uh it means when you're working to accomplish this superintendent it's this is this is the clear direction to the superintendent this is where we want you to get that's the goals and the guard rails are what you cannot do what you're not allowed to
082do uh as you pursue accomplishment of those of those goals once the board has taken the time through this work session this evening and will um work to finish this up next monday night um then they're going to be going back out to the community with these goals and guard rails to listen uh to have dialogue with the community and get gather more input to to see if there's any adjustments that need to be made um and and then from there land on a set of goals and guardrails that can be adopted and those serve as then the the north star for the superintendent to plan forward for the district thanks cindy you're welcome okay so if you all want to go ahead and take a little time and um perhaps if there's questions among
083any of you that or you need brainstorming partners feel free to um or need help with any of your revisions feel free to grab a shoulder partner or check in with ben or brandon perhaps or any anybody who who you could um brainstorm with if you need and then cindy could we could we set it an end time like when would you like to pull everybody back together yeah i um is what's reasonable for the group would can people get this wrapped up in in 10 or 15 minutes with modifying whatever it is you've already had i i think yes is it is is i can't tell from people's vice president jones so i think that the charge is i think people submitted some goals that even though we went over this content a couple
084months ago didn't reflect what they were supposed to reflect so cindy's gone back over it again uh and i think that the request is to spend 10 to 15 minutes looking at what you drafted and making any changes to make sure that it actually fits the requirements of what the goals need to have and of our own yeah and so i think the question is can people do that in 10 minutes or do they need longer than 10 minutes i need longer than 10 minutes i've i've already communicated with them and i think i just need to go back and almost redo mine not not i think i hit some of the topic area the target areas but for me i'm not going to be able to think through this in 10 or 15 minutes
085superintendent i wonder if it's beneficial or if there's any space you know for the next seven to ten minutes or so to talk about it as a group instead of individually just to see if they're you know if there are any questions that anyone has or any feedback might that be um i think that's certainly one one suggestion is there anybody who would like to have a little bit of time on their own i think dr moffitt i would really like for us to kind of progress forward i love the idea of discussing you know i'm a discusser together i want us to discuss so that we can i really feel like i kind of want to do it by myself but i would like for us to be able to in the best interest
086of time work to work publicly together so can we just do that so i think yeah perhaps i should let you know what the prize is in this before we make decisions is that all right that sounds great go ahead so typically what what would happen is that everyone um would have would have their in goals and guard rails but right now we're just focused on goal goals written they're one to five um that they've prioritized from the data and the community input once that's complete then we would have you pair up and come to consensus between the two of you on four then we would have you have the pairs pair up so then groups of four would then um would then discuss you know each of each pair's goals and come to consensus
087on uh three goals those paper that you have behind you and then from there we would have a full group discussion around um what you know and around what's up on the paper see where there's if there's any consensus points and then discuss discuss the remaining uh as far as whether um whether or not those that there aren't consensus on should be kept or modified or what have you but with that landing on a draft set of three to five through that process so that would be that would be the so there would be a group full group component it's just stepping it stepping into it through that that process of pairing and then grouping thank you cindy um ms bolton yeah um i think it'd be great for us to review uh our individual
088goals and we haven't discussed the guardrails yet and see if we could correct them and improve them i have an interest in knowing what all seven board members have to say that's the way we do business uh if we're pairing off or two three and then coming up with i mean i just think that could help us maybe that's not the right process but that way we're all we're all seeing what everybody has written and i'll tell you from the seven and times three or times four times five then we i think you can get uh uh four or five goals if we see everyone's work i mean i don't know i think that's better than the fragmenting or as much as i have two very knowledgeable people on either side that will help me
089i'd rather see all seven i really would thanks miss bolton um i wonder for mr craig and then i have a thought too i was gonna share maybe an option here in doing this um and i know cindy you you and i and ben and carolyn have been working towards uh putting this together for us to be able to do um with everyone's schedules it was very difficult and so maybe in the best use of this time would be we take about 15 to 20 minutes to really everyone self-reflect do their own um i'm certainly willing to go around and help anyone who might have questions in their individual space but then what we can do is just do the uh out loud part of it amongst uh the bigger group to identify those maybe
090one to five areas of commonalities or one to six areas commonalities and then break up into two groups from that point to to have the larger discussion as to putting those onto paper um because i do think you know this is an interest of people's concerns and and to a certain extent some folks may have very similar uh goals and if we're really talking about getting us if if we all have three of the same goals and then we're really talking about just the measurable amounts in that that may be something that's easier to digest and get through and move past for the sake of this group thank you mr craig i think that certainly seems reasonable to me i think what i was going to ask is part of the reason we wanted to
091contract with some experts is so they could advise us on how we can get better uh and so i was curious if ray or cindy have have a whatever recommendation you have for how we make some progress on this tonight i think we would i'm speaking for myself i'd love to learn from what you all have to suggest so i i um that is that is a process that um that we have used that has been successful but i am willing definitely willing to uh i think brandon's suggestion is reasonable as well um i do think if folks can take some time on their own as he mentioned to to get um to to do whatever reflection and revision on what they already have in the next you know 15 20 minutes and then uh
092start that discussion to see what commonality there is um then that we can definitely give that a try ray do you have any anything to add or anything i would share the same i think that the observation having looked at what was submitted the observation has several are similar in nature not identical but similar in nature um if you clarify kind of where where you're headed what you're looking for in the next 15 to 20 minutes i think you can start a broader conversation but i would uh reflecting on those who want more i would say leave a little room for those to come back and say i've reflected on this a little more here's what i would tweak based on our conversation and kind of where we landed on today thank you very much
093ray and cindy so i think the proposal on the table which up which i'd like for us to start soon barring some other objections from a significant number um can we do 15 just to try to keep us moving along for some other other parts of our evening but we give people 15 minutes and this would be time to look back on their individual drafts uh based on the review from rey and from cindy make any changes that they would like to make and then we'll follow the suggestion of member craig and member bolden which is to have that discussion as a larger group um and i think we are um in the timeline that i had sent out earlier um we do have some time for this this evening but i would also like
094to keep it moving forward um any concerns with uh that process i see some head nods miss bolton just to put it together based upon what uh member craig said to rat i mean i i can do 15 minutes and work on these goals but i liked the idea that areas of commonality topics rather than us comparing the how we've written particular things it'd be interesting to see if there's areas of common targets or common focus like okay did everybody say something about attendance did somebody say something about disproportionality of discipline that way rather than necessarily wordsmithing and fixing these we might be able to conclude tonight something where we at least have a list you know i like that folk i like that areas of commonality topically yeah i think that sounds fine any
095objections from cindy or from ray and then i just want to clarify dr moffat these are just ours we're still going to take these out to the community so we could come up we could find commonalities among seven of us but if the community says hey discipline is not really our issue as an example but we want to talk about something else then that's right it really doesn't that it doesn't really matter so i i like the areas of commonality but this is really just what we're thinking that's not what the community is is saying it's important it's kind of i think we'll go to ms bolton a second i think to dr moffat's point i think that is true and anything anybody is suggesting should be informed by the stakeholder engagement that happened with
096a search that hit almost 4 000 people every school community over 100 zip codes uh was about 50 50 split people of color white respondents so it's not um it's not perfect but it's also uh the most extensive community engagement i've seen since being a board member so the the thought is if you're going to suggest an area for commonality like member bolton said it should be both because there's something in the data makes it feel important for kids and the community said something in our last significant stakeholder engagement that leads us to have a good hypothesis at least that this is something that's really important okay so we'll we'll come back then in 15 minutes 15 minutes is 7 10 eastern and when we when we come back people will share um what they
097have to share with the group yeah and the one thing i want everyone to make sure is that their goals should be about what students know and are able to do so i've heard various uh comments about for example disproportionality and discipline is that about what students know and are able to do or is that about what adults in the system are doing anybody i would say cindy it's it's not necessarily sorry brandon mr craig you want to go it's meant to be a student outcome just for for i happen to feel that some of those things are very important and there might be lots of room and guard rails to have some of those same values student outcome goal and discipline disparities there absolutely could be a guard rail about it that's right that's
098right so that's that's what i want um that's what i'm thinking as you're reflecting with this information is setting aside some of the goals you might have written around what are really uh not about what students know and are able to do and and leave that for later when we're doing guardrail work um and come come back to this conversation with with goals around student outcomes vice president jones did you have a question i i'm just trying to clarify when you say let's work on this for 15 minutes are you talking are you speaking talking about us sort of doing our own individual cleanup or revision for 15 minutes which means we break from the agenda to do that or are you talking about discussing as a full board the areas of commonality it's not
099a break from the agenda where we're still within the same governance coaching item and so i think what it would be no people would have some time on their own the meeting would continue um there won't be sidebar conversations with a majority of board members it would just be some time to do any thinking you need to do well so if that's the case then i am not in favor of taking time for each of us 15 minutes to work on our own individual thing when we have a public out here sitting waiting on their meeting and we might say i might suggest um i'm not opposed to doing the process but maybe we push that to the end of the meeting and and and do the business meeting first i i'm having a struggle
100with taking 15 minutes of personal quiet time and nothing's going on as far as the meeting is concerned so i there may be a difference of opinion on this uh i think that this is in um in in line with um the intention for how we we're going to spend between 6 and 8 30 on this part but i'm only one person yeah and if a majority of board members would like to do it differently we will do it differently i maybe i just didn't quite understand when we were planning this that this is what that meant that we were going to take that kind of time from me i i understood it globally but i didn't understand the part about 15 minutes to take personal time to do it that's that's my struggle do
101you just need a motion i just think we should we should do whatever go ahead we need to do to conclude so that the public can leave and then we can continue this but i'm happy to make a motion or whatever to formalize so i think i'm i think the the the motion would be to follow the recommendation of what the coaches have shared and that we take 15 minutes give people time to do that come back together and have the kind of conversation that mr craig and ms bolden were suggesting and if that's not the will of the board we won't do it but is there somebody who'd be willing to motion that that's the way we should proceed craig can i just see something here real quick and i think this is the
102only thing i will i think it might be a good good use of our time to do is that i think if we're committing ourselves to having this discussion and fully having this discussion and not wasting each other's time in this discussion and i have no problem with us doing the boards regular work coming back to the discussion and moving on what i don't want is for us to be sitting here next week still talking about trying to get to this discussion because the reality is and unfortunately this is part of the truth of it is that the guidelines were given out for the goals and guardrails that the conversation was asked for us to put these together that we were all tasked with doing this it's been on the agenda as a part of
103our discussion so again i'm not opposed to us moving the other board stuff out so that the folks who are here and the folks who are at home watching for specific things don't have to stick brown not opposed to that at all but that also means that we individually have to commit ourselves to having this discussion in a efficient manner and not how we have typically had our discussions on the board because that's part of why we set this time frame is that we wouldn't be sitting here at 11 o'clock still trying to have these discussions which is how we've typically operated so i again am okay with moving that stuff and having the motion be that we continue the other parts of the meeting to get that out of the way but i want
104that to be something we all commit to saying we are going to do this conversation in an efficient manner and be ready to be done at a specific time thank you mr craig i also i'm going to go to vice president jones in just a second but we um we did set this plan up in advance and we only have our coaches until 8 30. um and so they've cleared the time we asked them to clear um and then i did say vice president jones but then i'll go to mr marowski and we're gonna get a motion we're gonna move on well i i think and i don't wanna belabor this i'll do whatever the board wants to do but i think i should make it known for myself personally i comm they communicated with
105me about some of the um some ideas and suggestions for me to process for my own work and 15 minutes is not enough time for me to really contribute to the the whole if i can't think through how i want it now i'm i'm prepared to stay and i understand that we agreed that uh what their time is and it and if that's what we agreed to then i'll just do what i can but i don't feel like i can give a hundred percent in 15 minutes of gap time and uh and and i would be concerned that i would not be in doing justice through the process if i can't do that but i'll do whatever the board wants to do thank you vice president jones mr moraski thank you president lindy uh real
106quick i've been listening to this i've changed my mind like six times um this this conversation is is evidence in a lot of ways why we need to have this training um and i'm pretty frustrated and part of the reason is because i know at least me cindy sent me feedback on my goals three days ago um so that i could be prepared for tonight and i i i'm not trying to wait but i i'm just saying i'm extraordinarily busy this was not a good weekend for me to do this stuff um my point is we do keep pushing it back we can be done at eight o'clock we can go look at our things all they're asking is to look at our three goals and write them with by this state this state this
107percentage that's not yeah unless you don't have your goals if you don't have your goals then you probably you we need more than 50 minutes but you should we all should have our goddamn goals so let's just do it and pull off the band-aid and be done with it thanks mr marowski uh dr moffat i just wanted to clarify i'm not saying don't do it what i'm saying is we've got people sitting here waiting and i think it's rude for us to take 15 minutes of reflection time and we already have that we could just go ahead and do it i'm not saying don't do it i'm just saying let's finish the business of the meeting first so that people can leave and then we do it that's all i was saying so i i
108just wanted to clarify that i just think i've i've even got people texting like why are we waiting let's finish the meeting and then do our stuff today let's get it done today i'm just saying but let's go so so i think we have we have a we're going to make a motion um if someone like to make a motion to spend 15 minutes to give people a chance to make any and i want to acknowledge it won't be a perfect amount of time to make everything perfect but to do a little bit of good work in the time that we have along the timeline that we committed to before we'll finish this conversation with the facilitation of the coaches and wherever we are no later than 8 30 which was the timeline communicated we're
109going to go back to our regular business as planned and finished i hope by 9 30. um basically to do the best we can in line with the with the plan that we had if that does not pass i'm very happy to move in a different direction um but is there somebody who would make a motion to that effect that we continue yes i move that we continue with the aforementioned and pre-planned and publicly noticed plan to do this work until at least 8 30 or before and then move on with the rest of the agenda thanks mr marowski i'd say a second second thank you mr greg i think we've had our discussion um i think we should probably do a roll call vote on this one ms wagner would you call the role
110please [Music] mr craig yes ms jones you know dr moffat mr morrowski yes mrs weinberg yes president yes okay so in 705 we will reconvene at 7 20. the meeting will stay on um there's not an end there's no sidebar conversations for board members uh we're just giving people a little bit of time to implement the feedback that the council shared we'll pick back up right no later than 7 20. thank you um we we have remained in our meeting um we are coming back from our uh individual or group i guess um kind of work time and i'm going to hand things back over to cindy and to ray so thank you very much i think i'll facilitate this portion of the conversation and cindy will uh will join me as we go i
111think before we start i want to make sure that as our coaches we're giving you feedback as you go through your process and one of the things that we hope to accomplish as we go through this process is that you as a board spend more time actually deliberating and discussing uh about student outcomes uh spend more time focused on student outcomes and so we just want to point out what we mean by that and this is a good teaching moment so so take it is that but uh in your board deliberations about spending 15 minutes to do the review you actually spent 20 minutes beyond what you were originally going to uh the time you would originally spend you went from 645 to 705 debating whether or not to spend the 15 minutes and so
112when you talk about keeping the public waiting things like that we think the public really wants you to spend time deliberating and talking about student achievement and then hearing you have those conversations in public and that's what we'll facilitate today but just keep in mind that the the focus on getting there so that you are spending time talking about that not necessarily your processes so um so you you've actually actually kept the board waiting a little longer but given that i will move on and specifically uh share this part of the process in the interest of particularly madam vice chair um joe board member of jones your concerns the process that we'll go through now is having you share uh your goals uh we'll have you share one goal and share them one at a
113time and one of the things that i'll ask you to do is i'll ask you if you have a similar goal to please share that goal at the time that your fellow board members share their goal and we'll make note of the consistency so in other words we'll go across the board have you share one goal one and only one and then ask others if they have something similar to share and to make sure that we address the concerns of giving you some time to reflect on the goals that you've written these won't be the end so the goals that you lay out today will give you a broad framework for where you want to set your goals we'll work this week on revising the wording of those goals and madam vice chair we will
114spend the beginning of next week's conversation where we start next week on the 19th we will go back to and return to the goals just in case there's anything that's missed there's anything that we like to add to the table for consideration any revisions uh any goals that that weren't discussed tonight we'll make sure we reflect on those next week so that we've had full discussion around the goals before moving into the guard rails uh so hopefully this process will uh address that so given that i just want to go one board member at a time um and chairman lindy we can decide kind of how what order uh you want to proceed but we'll ask you to just share one and only one of your goals and then if uh we'll note those and
115then if a colleague has a similar goal please share it at the same time and then we'll move to the next individual after we've had a conversation about the first goal that was shared does that make sense to everyone does that work for you as a process great thank you ray all right so uh whoever would like to begin uh we can begin with whoever would like to share the first goal mrs weinberg start us off i will share my first goal um i have that students in grades k through 6 will meet the reading proficiency standards from the designated state test and will increase from 50 percent to 75 percent from the school year of 2022 to 2023 throughout the next three years will be used as uh progress points as well and so
116i've got the reading proficiency standards in grades i missed the grade level six three and is your microphone is breaking up three through six kindergarten through six kindergarten through six thank you that's what i was was missing it broke up each time uh cindy any questions any comments about that goal so we've actually got one goal but it's addressing six seven grade levels yes superintendent wright has a question i have a question this came up in a part of our discussion so earlier when we discussed there there are three different types of goals that we're looking at um proficiency rates growth goals and closing or reducing gaps so i thought earlier we talked about the assessments that we would use would be like the approved state assessments but if not would this be the space
117that we talk about using a different type of assessment instead of a state assessment so for example for k2 we don't necessarily we have an assessment but it's not a a state assessment that's done with it it's an individual to a couple of options for individuals so we have to report that information but there is not a one test that then gives that information that comes from the state good question so does it matter does it is it up to us where we say this is the rate this is what we want to do that self-reported or what we then look at a modification possibly of the goal to say the to go back to the measure that we said we would use i think you it's up to you to make that determination obviously
118in those grades where you don't have a state test you'll have to make adjustments to the uh to the goals uh in addition to that at any grade level you're not going to be able to have the same proficiency on the wall um as uh for example third grade won't necessarily have the same proficiency changes uh necessarily as other grade levels so sometimes that will vary as well the other thing i want to make sure we qualify is that again you're talking about say grades k you're talking about multiple goals so you as a board would have to decide is that what we want overall or do we want to focus on what specific goal that's going to move the deal for all students so just fyi that that's understanding what we mean by uh
119by setting goals that's multiple goals with different assessments involved cindy did you have anything you want to show to that before we move no nothing to share um i think you covered covered at all my next question did anyone have a similar goal this was case k-6 reading and we've got i see multiple hands going up uh so if you had something similar you want to share uh what you had that was similar i'll go mine was specific to third grade since it's kind of a litmus test for a lot of other factors and dominoes that have to fall for success so the percentage of third graders who will read on grade level will increase from 44.7 2022 to 90 by 2027 as per the third grade reading exam and so your focus is third
120grade not k through six the only difference and again i'm presuming you're talking about proficiency when you say on grade level i'm presuming you mean proficient yes okay correct uh which would make it the same as the original um i believe so i saw spiral hands so uh we'll we'll just go go down the uh down the row uh you had something similar someone else said something similar uh yeah so i had the same uh general thing of measuring the increase of students uh who demonstrate english language arts proficiency increasing um from 44.7 uh or third grade english language arts for efficiency from increasing uh as measured in 2021 2022 school year um to greater than i didn't go as high as mike i went to 65 percent uh mike's more ambitious than i am
121i guess uh by the uh as i mentioned as would be measured in the 2026-2027 school year so 2026 2027 school year the only difference between the original recommendation and yours is uh you set a five-year goal rather than a three-year goal correct well and the k-6 piece but you're looking again focused at third grade and a five-year goal yes and and actually mike and i have slightly different numbers but otherwise yes as far as where they would get to yeah i think as cindy earlier don't worry about the numbers the the target um and collaboration with what we're talking about um what's achievable what's some sort of reach goal so what kind of balance those two anyone else have a similar goal so we've got right now uh go ahead mine was very similar
122it said third grade math scores on the ost sorry third grade reading scores on the ost will improve from 44.7 percent in the spring of 22 to 66.4 percent and spring of 26. i don't want that to sound like a out of left field number the idea was get back to where we were before the pandemic is where i pulled that number from but i hear your point that we don't need to worry about the specific target for the purpose of tonight 20 is a three-year goal so by 26. so 26 would be four year goal i was thinking that we would have the she would have the 23 24 school year the 24-25 school year and the 25-26 school year to execute based on a budget that was informed by these goals so i
123was thinking it may be four or five years from now but it would be a three-year runway she would have to work with that makes sense very helpful uh helpful clarification so got it perfect any others have a similar goal so that's three for third grade but it all builds on the k-6 which was the original goal yes um a little bit of the expanded population the same goal increased reading and math proficiency among all third through eighth graders from um and i just inserted my numbers 44 points similar as mike 44.7 to 90 by by year 2025 2026. so same year just expanded from all three through eight women i'm sorry i didn't hear it uh you you uh and reading not just literally not just a literacy goal but math and reading and
124reading correct and again noting that those are multiple goals of multiple grade levels uh anyone else have a similar yeah i think if there's a question from the superintendent ray yes ma'am do i do a goal as well or i don't i don't think i know i had to submit goals but i don't do them as a part of this conversation right that's correct thank you all right uh if you know if there are no similar goal ethnicity did i mention in the goal so i have a similar goal i said the percentage of students at the lowest performing schools who meet the state standard will increase from x to y by academic year 2025 2026 but i didn't put the numbers in there yet that's okay but i do talk about the percentage at
125the lowest performing schools okay so the percentage of the lowest performing schools uh by 2026 yes i said well it will i see the percentage of students at the lowest performing schools who meet the state standard will increase from x to y by academic year 2025-2026 and i'm assuming by state standard you mean proficiency yes okay is that uh just reading um well i just i didn't i didn't specify um which one i was just kind of leaving that a little general that's why when you ask for what's a similar one mine wasn't specific for math or um reading but it was just like the state whatever their state standards are they increase okay not a problem at all uh so that's perfect so we've got uh essentially uh one a six reading uh three
126as i count third grade reading uh two really two three great reading specifically a three three way and then the lowest performing schools through eight is both math and reading and then the lowest performing schools presumably and reading second goal what is and so we'll move on to the next school board member that wants to share what is your next goal that was unrelated to the first goal that you shared so what was what was the next goal that you had anyone can feel free to share that's unrelated to the first one we just discussed i'll go first i have graduation rate for cohort 2022 2023 will increase by 10 within one year okay 10 within one year meaning this year yes facebook trend right one year so from 2022 to 2023 yes okay uh
127did anyone have something similar to an improvement in the graduation rate have a similar goal graduation rate yes go ahead what was yours so for mine i had graduation rates and college career readiness for high school students we increased from 78 to 98 using a three-year point of progress and so you have graduation rate and college and career readiness is that correct yes that's correct okay so that's um one for graduation rate so again you've got multiple goals and if i'm not mistaken uh the ohio department of education has separately on the ohio report card graduation rates college and career readiness actually college readiness and career readiness are all separate factors on the ohio department of education um report card is that correct yes that's correct okay um if you know if we begin we're
128beginning the process so don't what do you continue to share you just do sharing i think it's perfect we'll ask for other examples but just keep in mind that on that report card graduation rate college readiness career readiness all have multiple factors so as you select goals and you begin to think about goals as you begin to refine your conversations um you think really critically and critically about whether it's an overarching goal that publishes everything or whether it's specific elements of those goals it should be particular targets for the students in your district so just laying that out there is as uh food for thought so that's two somethings on something else graduation rate my mine isn't uh ray mine isn't really graduation rate but it's it speaks to the college career plus and and
129uh career participation by school year 2425 the rate of participation and completion by cps minority females in college credit plus will be at the state average for statewide minority female students and 15 percent higher than the state average among minority females for career path participation and completion okay so higher than state average um and by higher than state average you mean higher than state average for all students or higher than state average for their individual student group for similar students minority female got it for similar students okay uh and so that really goes with the college and career uh really goes with um uh career readiness yes uh others are there others that are similar yes sir uh i focused around uh reducing the graduation gap among hispanic and black non-hispanic students [Music] from my
130original goal and so over a five year period of time so i changed a little bit around both my goals there around the numbers but but it's still really focusing around the black and hispanic students who had the lowest graduation rates and comparative to the white and asian students and other minorities so when you say reducing the graduation gap you originally said between hispanic and black non-hispanic sounds comparing to the district overall or to white students the i was i said reducing the graduation gap for both black and his black non-hispanic and hispanic students in comparison to the overall for the district and the other side perfect okay so you've got graduation but yours is a graduation gap for specific student groups who are mentor peers any others have something similar to graduation or college
131and career readiness since we're we're taking them all out of lump sum any others [Music] i had one but it's kind of embarrassing compared to my colleagues i like theirs better so i rescind it pretty generic an important part of the process as you hear others you say wait a minute that one is good i like that one so i'll jump up i'm gonna lighten theirs all right uh any others if there are no others then we will quickly go to the third highest goal that you have established so um next any anyone can share but share a third goal that is unique from the first two so not related uh to either the first two um i'm this is uh my number one and it's probably wrong uh in order to increase academic growth
132the chronic absenteeism rate will decline to in school year 24 25 or within five percent of the state average all right so chronic absenteeism rate so uh question for you on that one is that chronic absolutism rate something that a that students uh know are able to do like able to attend school is that what they are they know is that something they're able you can say able to attend school uh would it be better as a as a guard rail that you work toward or have a goal nope there's a [Music] she said she has too many guard rails already [Music] we'll leave it as a goal for you then uh did anyone else did everyone else have some go ahead cindy oh no i was turning i was turning it off i'm i'm
133not doing darth vader impressions anymore for the night i'm out so uh well understandably um that you've got too many too many guardrails so you put as a goal but we'll consider it as and let your colleagues consider it as well as a goal as we move forward through the process but just keep in mind that if it's important and you you value it make sure that you're thinking about is this something that that students are able to show that they can do so um anyone else have something similar to chronic absenteeism rate they want to have a similar goal around chronic absenteeism i did but i was this is kareem but i wasn't going to say it because i was told that that was a guardrail but i did think lines i just said
134the percentage of chronic absenteeism will be reduced by 30 the academic year 2024 2025 but because i think students can make a choice to come or you know i was thinking that they're i i was thinking that that was something that they could possibly control so that's why i thought that but i'm with you remember yeah i also had it uh but i focused it around uh decreasing the chronic absenteeism among racial and ethnic minority high school students really focus on a generation of students who might actually be controlling a little bit more of their uh to and from school um [Music] so what was a great great one did you focus good try uh high school students okay so just high school in general so grades 9 through 12. yeah uh racial and ethnic
135minority high school students is the specific group that i looked at because again they're numbers and cindy i'm not sure if it's just me did they freeze absenteeism so i have a question is it not a goal because of the topic chronic absenteeism is is it because student can you explain why the absenteeism wouldn't be a goal it would be a guardrail absolutely i'll be happy to so um and even even guardrails i you know will have a conversation about but when you said and i'll use your example even though one goal was to focus around high school students uh really the example of absenteeism among elementary school students for example when you talk about adults and you talk about the things that adults influence versus the things that that students demonstrate that they're able
136to do we distinguish between anything that is adult driven uh or adult outcome driven and anything that is a student outcome when you talk about attendance things of that nature what you're really talking about is adults and i'll give you other examples of adults you know for example adults with attendance um and particularly the elementary level we have had to do things such as robocalls to parents to remind them about the importance of attendance things like that so there's lots of examples but those robocalls aren't actually interventions for kids those robocalls are actually interventions for their parents to encourage their parents to encourage them to come to school so again what you're talking about is the adult to adult relationships but so many things that a child is able to demonstrate here's what i know
137what i know how to do or here's what i'm able to do does that help does that make sense it does but when he made his about high schoolers that may that makes it a little different right because high schoolers could in essence get themselves to school not one i think it could be considered um however just remembering that you have three to five and these will be the priorities of the of the school district um and then also you want to think about um what's in the control of the superintendent to some degree as well but it for high school level it it could be it's more um it would be more feasible for them than a yeah than the lower grade levels where they depend on on an adult to get them there
138does that does that help yes thank you did anyone else have one on absenteeism but that's three that's three board members here something related to absenteeism okay uh next board member the next goal that you get go ahead chairman uh thanks ray i had um algebra one scores on the end of course test will improve from 27.1 in spring of 22 to 51.6 by spring of 26 it's the same source of the numbers it was trying to get back to where we were before the epi before the pandemic uh with a with a three-year runway but all focusing on algebra one okay perfect uh so we had earlier um a goal around math for third through eighth graders um collectively and we had another on lowest performing schools for both reading and math did anyone
139have anything else so this is another math goal but it's specific to algebra did anyone have a similar goal we'll start by keeping it specific to algebra but then we'll broaden to another math goal just in case there's another one out there uh yes i think i see one hand in here so just so you know i apologize you may have to go ahead and speak up but you're really really small on the calendar on the screen because they've zoomed out to capture you all so i also had uh increasing uh the percentage of students who demonstrated proficiency in algebra one uh from the i think it's 27.1 percent up to i put it at greater than 42 percent giving a three-year window um and it's as measured by the end of course exams okay
140but two around algebra one with uh and that's where all spoke for both of those is for all students correct for all students who would be at the after one level so i think it's administered eighth and ninth grade is not great so um it would be the folks who were taking it at that ninth grade level would demonstrate proficiency um [Music] an increase in the proficiency at least for minors so just ninth grade level ninth grade test takers yeah well it's the algebra one test stickers would be at the ninth grade level first or e3 so primarily our our ninth grade our primarily ninth grade students are in algebra one but this is this is correlated to the algebra one eoc so we may have eighth graders that take algebra one as well so
141i think that the reference was just for algebra one students not just a grade level and that's what i wanted to clarify it's all algebra one students not just um a specific grade level so that was all i wanted to clarify i was hearing two different things uh all and i also heard ninth grade test takers so i want to make sure we clarify so perfect uh any any others have been similar to algebra one okay next top next top goal ray i might have missed a couple of references to achievement gaps may i say my one about achievement gap now graham okay good let's see using the state proficiency test the current racial achievement gap within third and sixth grade cohorts will be eliminated for those same students by school year 25 26 completely
142eliminated repeat yes absolutely go for it superintendent [Laughter] we'll discuss a2b as part of the next step in the process but uh but that's helpful so um i think we did more lowest performing fools earlier uh so we had the proficiency rates for lowest performing schools this one is somewhat comparable but his focus is mutual achievement gaps um as opposed to lowest performing schools correct right the the reason for that and i know that's as a retired teacher not as a board member i understand the difficulty of attainment but that would mean that by you know by that school year we will have put our sixth graders and our ninth graders in much better positions for the future uh than they are now and i think those are such critical years okay uh any others
143have something similar to uh right through the achievement gaps and we've already got two um in most performing schools but anyone have something similar so i don't have something similar but i want it to add to the math goal can i go ahead and add that now or do you want me to wait you can absolutely add that down okay so i had for my last goal um cps students in grades two through nine are prepared with math fundamentals in order to excel in the required state mandated math test or district testing by increasing proficiency from thirty percent to eighty percent in the three year time frame okay um let me ask you this question just to clarify are you are you presuming that the two through nine scores will be aggregated so there's one
144two through nine score no i think the scores will have to definitely be different okay so you're really talking about multiple grade level multiple goals across multiple grade levels okay yes uh and going back to the racial achievement gaps just to be clear was that racial achievement gaps for reading and math or racial achievement gaps were just math it's just for math because i had given one already for reading i'm going back to the previous uh the previous goal like okay i currently have it for both okay and math all right um anyone else have a high level goal ray i'll share um one thing i missed earlier i apologize for i also had one on third grade math so i think there was there was one that spans several early grades for math so
145you can throw me in with that camp um the only other one i had was that ela 2 scores on the eoc will improve from 45.9 percent in spring 22 to 52 and by spring 26 people will see a pattern this is the same three runway to get back to where we were before the pandemic um and the reason i chose algebra 1 and ela 2 is because of the impact those two have on graduation rates do they seemed like good things for us to focus on thank you okay and the ela 2 is 9th grade in 10th grade i think it's it's 10th grade isn't it 10th grade so i thought uh any others so any others care to share a high level goal any others all right so we are at five minutes
146until the hour uh so a couple of things that we'll do um we'll open up the floor for come before the discussion uh with you and your peers but i want to recap and let you know that by and large obviously everyone said reading goals and and or math goals mostly and math goals they vary some are specific to grade levels some are specific to lowest performing schools some are specific to race so racial achievement gaps others are specific to again high school so looking at algebra 1 algebra 2. now i want to remind you if what we're trying to break boil down now is um we're trying to boil down to three to five goals that the superintendent can focus on for the next three to five years so keep in mind if we
147ask the superintendent to improve math achievement in grades k through 10 if we include let's say k through 9 if we include algebra 1 in mathematics uh where does the superintendent have to if that's one goal to improve student outcomes in grades k through 9 in mathematics where does the superintendent have to invest resources any tankers well i guess using the example you just gave with k-9 that the idea would be that the superintendent would be expected to invest in all levels of math between k and between kindergarten and ninth grade which realistically uh may be hard to focus any one grade level if we're asking her to do it for all nine or all ten grade levels i guess in theory okay go ahead no i was going to say and i'm just following
148what uh member craig said so that means various or different curriculums perhaps different resources staffing resources that kind of thing that's what i'm thinking about personnel yeah personnel kinds of things personnel things like so if that's if that is the goal if that's one goal is to imple increase math achievement across k-9 then there's a second goal to increase literacy or ela achievement in grades k through nine now what happens to my resources i'm two goals in but what happens to my resource they all get loaded into those specific grades not district-wide okay so a couple of things to point out as we go through the process and this is one of the reasons why we say um three to five real goals because what we're going to push you to do as a board
149is we're going to push you to say what are the critical levers what are the critical points in the system and it doesn't mean that the superintendent i'll use third grade as an example just because several of you use third grade um as a goal third grade literacy is a goal if third grade literacy is your goal even third grade literacy is a goal for a specific student group what has to happen over the next five years in order for the superintendent to hit that third grade literacy goal if that's the goal just third grade what has to happen in order to hit that can i started just and only invest in third grade no no so my plan so the superintendent's planning process then does actually encompass and can potentially encompass pre-k a pre-k
150investment a kindergarten investment here's how i'm going to hit that third grade goal but you don't have to set a goal at every grade level to hit that third grade goal the second thing that i'll point out as part of what we will we will do throughout this process so one of the things that we talked about is we talked about your the board setting the primary goals but what also happens as a part of the process is that the superintendent will set what what do we talk about when we met the superintendent will set what interim goals the superintendent will set interim goals and so quite often those interim goals will allow you to know on an annual basis here's how we know we're going to hit that that primary goal that you've established
151three or four or five years down the road and so those i'm sorry my hand is covering the camera i talk with my hand so i see it's covering the camera uh but essentially just so you'll know how the process plays out as you narrow your goals and narrow the focus what you're saying is we want you to focus on hitting this target but the superintendent recognizes i've got to do other things i've got to make other investments along the way to make sure that i hit that target that the board has established does that make sense to everyone yes all right does that help and just in terms of understanding the process uh so now and i'll bring cindy back into the process as well but now we'll start to have a conversation um
152and feel free to share your thoughts based on so we talked about your hearing your peers so we're at eight o'clock now you've heard your peers you've heard the goals that have been laid out by your peers um where everyone is going what are your thoughts around what you've heard what are your thoughts around any changes or thoughts around where you think district priorities should begin to lie i feel like you take away the same sort of initial thought i had the first time we met on that that saturday is that i think we're largely all more aligned than than not uh regarding these goals um which i think highlights you know when it seems like we're not aligned how much of that non-alignment is actually fluff and not related to the real work because
153when we talk about the real work we're aligned and when we're not talking about the real work we tend to not be aligned like the 25 minutes it took to have a 15 minute exercise so and i i agree i think by and large you're in line by and large you you've got the same general ideas reading achievement math achievement graduation rates uh college and career readiness and i know everyone wants to throw in absenteeism so i'll throw that in but generally you you are aligned typically i'll let you know how this process typically works typically again as cindy laid out early on we would take this time and have you pair up um to talk about in pairs what you heard and what you thought about then go from the pairs to four and
154then go from the four to the whole group because what that tends to do is begin to get you more aligned in terms of do we want to focus on um racial equity do we want to focus on um algebra one in high school do we want to focus on math at third grade or math at sixth grade uh or other other targets uh so typically that's what we would have you to have you do is pair up have you discuss it as pairs narrow it down even further discuss it as four narrow it down even further and then come together as a broader group um but others care to comment on what you've heard or what you've seen all right i'll share a couple reflections um one is um for for my part uh
155i had some things in the guardrails section on racial equity in particular and also on uh readiness for post-graduation so and i share that not because they have to be there but just because those feel really important to me and i like the goals that my colleagues suggested um and so long as is a commitment to closing racial achievement gaps and a commitment to preparing kids for life after graduation is somewhere in there uh i'm very supportive of it and i think that that speaks to my position more broadly is is there are so many important things for us to do what really matters i'm speaking just for myself is that we we pick some places to prioritize and we go after them together i'm more committed to that than what the specific choice points
156are and i'd say that for almost anything that people suggested this evening if that's where a majority of board members in our administration are i would be very excited to support that thank you for sharing that anyone else ray if you don't mind i think i would like to have everyone hear what superintendent wright's goals were and where they where they fit in because this is um largely a collaborative process with the superintendent and and so on the school setting piece so if you don't mind sharing i think i think it would be nice for everyone to hear where yours where yours landed okay thank you so um i didn't expect you to do that after ray told me that i didn't get his chair so i my goals were primarily around um assessment data
157as i shared earlier um and i guess i would like to say out loud that i do have graduation rate on my list while it's not necessarily one that relates to a student outcome as we think about assessment i do think that ultimately it would be something that if i was given no direction and i was able to set my own goals for the district it would be one that i would that would set so um i focused on actually both reading and math uh third through eighth grade for improvement and proficiency across the board because i think about um the interim goals that go along with that are goals that you focus on around growth and so um that's so that's mine for english for ela or reading and math for high school i
158focused on high school performance on graduation require eocs which would include algebra one and english two so in alignment with whatever i heard from everyone else and then my other was graduation rate in terms of the percentages i did give percentages i based mine on a five-year trajectory so i looked at the end of the 26-27 year um one that i thought was a more realistic goal and the other i used north star earlier but that wasn't the the right way um as a north star goal as well so i used more attainable and then what i consider to be a stretch goal for sharing that any other reflections and and cindy you want to take us through the next steps or did anyone have any other reflections on what you've heard so far tonight
159from your colleagues and i i think also when we when when you're thinking through and landing on you know how many of these goals you want to set how specific do you want to get about grade level certain populations what have you um and then the how the resources you know we talked earlier about a context of limited resources how um that is also something that's going to play into what that target percentage is going to be able to be um because if you are uh focusing resources across a number of grade levels across a number of goals then you can expect that um your targets are likely going to need to be lower because without being able to target more resources into a few things they're going to be spread thinner so to accommodate
160for that that target percentage often needs to um look possibly a little lower than what what uh some of the numbers you maybe have have put forward so just another another thing to be thinking about as well um one more thing there i also did um my numbers as averages so across the grade levels instead of individual numbers um because i think when we really drill into the individual grade levels we know where we're trying to go but to think that we may get all of them at the same place at one time that's why i did it across in terms of an average versus this for third this for fourth is for fifth so while it is individual to some degree it's still the focus on the overall content area as a whole as
161we think about resourcing thank you okay so i think um it's 10 almost 10 after the hour right now and i think um i think we've we've had a a good discussion um about the about the goals that everyone has thought through thus far um i think what we'll plan to do is that for next next time we meet which i will be there with you actually in person next time um we'll pick up with with the goals then and um give you some time to reflect and ruminate on what you've heard this evening from your colleagues and think think further through what you've put out there and if there's anything that anything else that you'd like to bring to the table next week or any any revisions that you'd like to make to what
162you've already put forward and then we'll pick up with that collaborative process of narrowing down what we'll also look at next time then as your guard rails and those are the statements that thou shalt not say statements um grounded in values of the community and the things that you want protected along the way to achieving the goals so again those should be um iterated in in the language and that's and that is because guardrails even though they seem negative um we we do it that way to allow freedom to the superintendent we're protecting a value while giving freedom for the superintendent to choose strategies and a pathway to achieving the goals leaving her actually more than one option so we can we can talk more about that and um i will be available as well
163as uh the rest of the support team that you've been hearing from leslie and and some ben and rodney and some of the others um can be available this week as you're continuing to think through and process through all of this um if there's anything you want to bounce around before we come together again next week are there any questions or comments thank you cindy thank you ray i think mr craig had a comment or question uh just a reminder for folks who have uh that there are also the forms that are out there for signing up for the conversations with our community engagement as well as community outreach so if you haven't already this is a reminder to make sure that folks are signing up for that if you have any troubles getting signed
164in let folks know but the goal again is to have at least uh six different ones so that we can try and as much as possible have every board member partner up with another board member um to ensure that we can talk to the community reach out again also feel free to go back and look at places you've already signed up and if there are areas where for instance no one signed up with you and there are another areas that you might be able to do um partner with someone you feel free to update and and amend that and that way it also gets that process going so once we have our goals and guardrails we get the community running and start building those conversations up as quickly as possible anything else ray or cindy
165before we move on with our evening you all got us through this 15 minutes early to fight our 20-minute process digression so thank you um okay well thank you everyone um we will uh say goodbye to our governance coaching uh crew we'll catch you next time enjoy your evening um and uh move right on with our uh rest of our agenda we were in our committee report section um we heard from the chair of the student achievement committee we're going to hear next from the chair of the ad hoc boundaries committee uh who is dr moffitt okay in the best time i'll be as brief as possible we had a meeting on um august the 10th we our next meeting for the public is going to be september the 14th which is this week wednesday
166this week we did discuss the historical uh review of boundary lines and the legal parameters we had um the district attorney and the assistant council give us some history in short and i'll just give you some highlights since 2001 the district has not implemented any major redistricting except for the creation of new boundaries for the high park school and the clifton area neighborhood school and again these minutes are on board docks which um are on the website um just i'm highlighting some specifics the district made a switch from neighborhood high schools to high schools of choice in the early 2000s um the charge we reiterated that charge charge of the ad hoc committee is for attendance boundaries it's to work with the administration and the community to re-evaluate boundary lines for elementary schools and to
167also assess the current state and make recommendations to the board um there were oh wait one more thing from a historical perspective besides the central corridor the board committee and administration turned towards the east side to address the overcrowding of pleasant ridge montessori under enrollment of two eastside magnates woodford and silverton the need for additional eastside preschool seats the changing development of in madisonville which the district had been a party due to its relationship with medpace and the district's acquisition of lighthouse and so those are just some of the historical notes there were three action items that were coming out that came out and four actually and we will be discussing them on wednesday um the ad hoc attendance boundary committee will discuss the history of the meridian plan at the next meeting a little
168bit more history there superintendent wright advised the committee to allow her administration to analyze programming that already exists in the schools before moving forward so we will hear that she advised that she would like to analyze the program and then report to the board about where the gaps occur interest for certain areas and how programs are being built for the school and then market what is currently in place then the other action item is that the administration will determine which schools are or are not magnet schools look at how schools are designated determine what percentage of students live or do not live in the neighborhood boundary lines and do an audit of the schools and determine the neighborhood schools that do not carry the name of the neighborhood and the administration will look at out
169of boundary schools to determine if they're really magnets as well the next meeting is wednesday september 14th at 4 pm and i submit these notes and in their entirety as as written thank you chair uh dr moffat do folks have questions for the ad hoc attendance boundaries committee i have one and it's very quick um my i think this is on app for this meeting this week was to uh start to develop a work plan that would share back i'm not sure if the how long that takes it may take a couple meetings but is that something that's on the committee's agenda that is definitely uh we're kind of in the historical perspective at the moment and from the last of hopefully this will be our last meeting with the historical perspective uh we were
170going to draft create a work plan in collaboration with the superintendent now superintendent right is not going to be there so we may have to you know we may have to have that over time but yes that was the goal is to take the historical perspective with the information from administration and draft the work plan i will say this that our um our next meeting is this wednesday then the meeting after that is october 25th and then we do not meet in november so we will meet again in december so um those are just the dates that are coming up and that is the goal of the plan thank you very much any other questions for uh the chair of the committee okay can we have then um mr craig present the report from the
171committee of the whole sure uh the committee of the whole minutes are from the august 10th meeting um just really quickly we went over the governance coaching updates regarding the next stage steps and the specifically the goals and guardrails as well as the engagement and outreach uh the superintendent previewed uh the dashboard for some of the data monitoring as well as some information regarding school readiness for opening finally uh we had a discussion with regards to the tenant's boundaries work that dr prophet already spoke to as they had a meeting subsequent to this one um so the only action item was to create a timeline or in a word plan for the act for the ad hoc boundaries committee for which dr moffat is already specified uh so i submit these minutes as written thank
172you mr craig any questions we were all there i think but any questions about the report from the committee the hole okay moving on to our last committee report from mrs weinberg on health and safety all right so the health and safety committee met on monday august the 15th and attendance were the health and safety committee members our administration superintendent ironetta wright our cps government liaisons and our community partners which were represented from the cincinnati health department and then the cincinnati children's hospital medical center first up on the agenda we had our government liaison eric kearney he provided the committee with an august 2022 report of all the bills pending in the house the senate the primary and secondary education committees and of course the state house we then moved on to having an update
173from our community partners in which dr amin and dr mussman gave us a covet 19 and a monkey pox update they also shared with us uh that we would be following the school measures for covet 19 safety as of august the 11th 2022 committee member jones inquired about the rise of polio and there was some discussion on that we then went on to move on to our superintendent in which she gave a update about governor mike dewine's k-12 safety grant program in which 20 of our cps schools were awarded a 50 000 grant we then moved on and superintendent wright gave a safety update for cps schools she went over the safety town hall presentation she reported that safety is the district's top priority as well as being committed to developing training and implementing safety
174support and response systems to ensure secure learning environments for all of our students and our staff superintendent wright also further discussed about creating a safety task force and other than that a board member recommended it board member moffatt recommended that a student from each school could apply to become part of the task force there was no other business that was discussed after that and the meeting was adjourned so i do submit my committee meeting notes as written and i hope for approval thank you mrs weinberg any questions on the health and safety committee report [Music] okay hearing none i need a motion to adopt all the committee reports please [Music] thank you vice president jones do you have a second thank you dr moffat uh we've had our discussion um all in favor please signify
175by saying aye aye are there any opposed okay committee reports are approved so we're now on item g for our evening which is resolutions uh we have a first resolution about an a nomination for the preschool promise board of managers uh is there a board member who'd be willing to introduce this motion uh thank you i think miss bolton i have you for a next one and mr marowski raised his hand so i might do mr moroski on this one that's right okay miss bolton is that okay absolutely oh thank you so much i would have done it better but you know well let's see all that training for for what um i have i am honored to present a resolution nominating marcia a futell to the preschool promise board of managers and for those
176on this quick editorial note who do not know on the ed the preschool promise board of managers um has uh folks nominated uh from us um and uh from the promised forward folks um and united way folks and community people and so we nominate five and we would like to nominate marcia if you tell president israel thank you mr morrowski do you have a second second thank you dr moffat any discussion hearing none ms wagner would you call the role please ms bolton hi mr craig yes ms jones yes dr moffitt yes mr morosky yes mrs weinberg yes president lending yes um motion carries we're on resolution number two um which is gonna be like uh i think president jones vice president jones okay um i would like to introduce a resolution appointing an official
177delegate to the ohio school boards association's two capital conference and i will not read it but that nomination is is for carolyn jones as its official delegate and in discussion we will need to um a point and and al alternate and i just wanted to explain well let's let's get the motion on the yeah get it on the slope so we have a motion uh and we will have a chance for to discuss the alternate in a moment here but is there a second for the motion thank you miss bolton uh now it's some discussion in discussion so um carolyn jones is already the osba uh appointee on the board of trustees and typically for that person to serve as the delegates since i know what's going on on the board so it just makes
178sense however it is open for discussion if people don't want carolyn jones to be the delegate who is this carolyn jones the person that keeps talking about it i gotta add a little fun it's been a rough night okay so but we do have to have uh we do need to name an alternate in the event that carolyn jones can't make it so is there anybody who would like to volunteer to serve as an alternate for vice president johnson so we have a request from dr moffat is there anybody else who would like to do it because we can have a we can have a vote here if we would uh have more than one interested person i nominate kareem moffat okay so we have a we have i think a friendly amendment to the
179person who gave the motion to fill in uh dr kareem moffatt is the alternate yes any the the sorry so the motion's been amended and the current um motion on the floor has uh dr kareem moffat as the alternate any other discussion on the amended uh motion hearing none ms wagner would you call the role please miss bolton aye mr craig yes miss jones yes dr moffat yes mr marowski yes mrs weinberg yes president lindy yes okay moving on to resolution three my understanding is that this will be jointly introduced by member bolton and member weinberg uh and i want to give each a chance to introduce the piece that they like thank you um there you go we'll read it uh after the uh motion is made and seconded and then we'd like to
180have the privilege of reading it in its total that's great so we have so like to introduce and move that a resolution to continue the cincinnati public schools commitment to providing for the health and safety of all students and to continue to support the cincinnati police department's school resource officers program so moved thank you miss bolton is there a second second thank you mrs weinberg uh we're open for discussion if you'd like to read and i'd like to that would be great thank you whereas both cincinnati public schools and the wider communities of greater cincinnati have made a mutual commitment to the health and safety of our students staff partners visitors and the community itself whereas that mutual commitment helped build our facilities master plan manage our efforts during the covet emergency allowed us to
181continue to expand our school based primary and mental health services that lead the state and assume district responsibility to provide free transportation to our students and whereas social and cultural conditions have recently heightened concerns about health and safety certain advocates and the board and the administration have called for a review of some established policies practices and partner agreements and whereas the passage of board policy 2255 equity and excellence in education adopted in 2000 i mean 2016 and 2 2 5 6 anti-racism adopted in 2020 have influenced those reviews and whereas measured against such policies nowadays of student outcomes incomplete implementation of school services and a lack of clarity about roles and responsibilities have been identified and whereas the available information of ongoing efforts has been inadequately shared by the district creating misunderstandings of all the
182relevant services programs and efforts provided by the district and whereas the laws of this state and its municipalities require that the city of cincinnati and other in-district jurisdictional police agencies respond and serve our schools and whereas 55 years ago the cincinnati public schools district and the city of cincinnati formed the school resource officers program to serve the schools within the cincinnati city limits and whereas the school resource office program provided such benefits as regularized presence of for safety mentorship community policing in the schools building rapport with students through informal contact and activities enforcing traffic laws on school campuses and attending activities beyond the school day and whereas among many of the district's efforts and services and partners have all gone under varying levels of scrutiny it has been the district's partnership with the city of
183cincinnati and specifically the manner in which the district and the city have ensured the services of cincinnati police officers that has been the primary point of interest of the public and whereas much has changed over these five decades and police services have evolved the need for professional police resource officers availability for schools within the city of cincinnati remains and whereas currently the district and the city have a memorandum of understanding that provides for more than one dozen distinct especially trained police members based in the 15 cps schools housing high school grades and whereas those officers are also responders to more than 40 cps elementary schools as well as as approximately 79 cps schools in cincinnati and whereas the city of cincinnati assumes responsibility for resourcing training managing and financing the assigned officers and whereas the
184district is cognizant of our responsibility to all children of school ages residing within our district attendance boundaries and whereas this board intends to continue its long-held commitment to providing first and foremost for the health and safety of all students now therefore be it resolved that the board of education of the cincinnati public schools will continue its relationship with the city of cincinnati in order to maintain and continue one of the nation's first school resource officer program and be it further resolved that in respect to board policies 2255 and 2256 and the community engagement and advocacy as well as the board to valuing the expertise of the district's administration the board of education and of the cincinnati public schools commits to a stronger emphasis on implementing and monitoring the district's existing restorative justice program build more
185social and emotional lessons into our curriculum and leverage our districts and private sector mental health professionals at every school and be it finally resolved that the district will engage in periodic reviews of the district and city school resource officers program mou and participate in joint training with and from our school resource officers the all parties have a better understanding of both our separate and mutual responsibilities to provide safe and healthy learning environments for all of our students at every school i hope that this is accepted our resolution uh thank you ms bolton and mrs weinberg other discussion on the resolution before we vote ms moresky thanks president lindy and thank you miss bolton and miss weinberg um unsurprising probably to anyone who's attended or watched any of these meetings or my colleagues i will vote
186no on this this evening but i just want to take a few minutes um if that's if i may um and sort of explain why and tee up an assignment that i'll probably have at the end of this meeting because i believe this will probably pass if it doesn't then my assignment won't matter but if it passes my assignment will be relevant um so i'd like to start with with um likes and again ms weinberg ms bolton thank you for putting this together so that we could talk about it i believe uh miss jones vice president jones at some point you know we went around and around about this made this statement like let's we need to i'll use my phrase tear the band-aid off one way or the other and either commit to this
187or not and i think that's right and so again if we do commit to this this evening i have a few things i'd like to assign at the end that hopefully my colleagues will be amenable too something i would like to point out though that i do like in the first few whereas is um i i really appreciate uh the drafters noting available information of our ongoing efforts or whether it's restorative practice that our mental health efforts have been inadequately shared by the district and i do think it bears noting while i will vote no on this that we have invested a great deal and i think we've done a better job particularly in the past couple years and not just with the extra money we got because of covid but just with our regular
188budgetary constraints uh providing situations where kids mental health etc is prioritized so i think that was important to put in there you know the the the end the be it further resolved a stronger emphasis on implementing restorative practice more social emotional lessons leveraging our district private sector mental health partnerships yes to all of these things you know there's one massive whereas where uh we disagree um and it is that there is a need for professional police resource officers in our schools i i'm not there and i haven't gotten there over the past few years and again for those who weren't on the board a few of the folks up here have been here um before covid when i was assigning i wanted to see the mou what's mlu look like assigning to health and safety
189when it first got invented when it broke off of student achievement what is the data that counters this aclu or young activist data we're seeing um i still haven't seen that um and that's why i have a hard time voting yes again anecdotal data yeah i think so um i i haven't seen the compelling data to make me want to vote yes on this though um and so you know if it passes i think where and i think some of the young people um and their sort of allies this evening spoke to this that the power lies somewhere in the mou and i appreciate that it's on here to be reevaluated um i think i would have liked to seen a stronger mlu before voting on this and so all my assignments and there's three
190and we heard a lot of it tonight as well regarding like parent notification letting students know of their civil rights if they're interacting with a cop um and de-escalation being a mandatory part of the sro's you know interaction with kids so if this passes i'll bring those up again later but i just wanted you know the drafters out of respect to them um i do appreciate y'all bringing us something to vote on and miss jones for sort of pushing us like let's just do this we have to do this one way or another um but i just wanted to let you all know that's why i'll be voting no tonight thank you mr morosky other board members have discussion on the resolution vice president jones yes just a very brief comment um thank you yes
191we come to this point because of all the work that has gone into this and all the effort and we knew it was time to make a decision about it i do want to say however um i do want to say in addition to that that um someday we had a group of students who were persistent about expressing their views and they need to know that we do appreciate that i do appreciate that and that some of us may not agree with what they were asking for or have differences of opinion we certainly recognize the strength of their voice and so this is a very comprehensive resolution and it really explained and i can tell that miss bolton anders weinberg did it because that's just who they are but um it's it's very well written
192and it covers really all the phases of this and explains really why it's important to have this vote tonight no matter what we how it turns out but um i just want to enclosing um strongly encourage our administration um and others to uh to be fairly to be very consistent and persistent in making sure that youth voice is heard at all levels including this we have a lot to learn from this if it's passed i'm sure there's more work to do on it and i just want to encourage that we make sure that we get youth voice and get it across the diverse population of students in our district thank you vice president jones other board members have comments or we vote dr moffitt i'll be very brief i don't want to repeat what my
193colleagues have said but i do want to note that the students brought up some really good point well they brought up some points that i want to make sure that i touch on and then ask um the administration for or something um they said that we've been ignoring they said you've been ignoring us for years they want a comprehensive restorative justice program and you have not been ignored at all we have actually listened to you and just because it's not the result that you want doesn't mean that we're not listening um your voices do matter and um i want that to be made sure that they understand that um the sros are not funded by cps so when they made the statement about we're taking money and we could be putting that money someplace else
194that's not not completely accurate and then they made a comment that police are a response to crime and can never prevent it and i really disagree with that we've got some excellent sros who are wonderful people dedicated to youth and they are preventing they are preventing crime so this is a very well-written resolution thank you to my colleagues for all of their hard work but my ask to the administration is that we continue with the momentum and bring the young activist coalition and any other student group that feels that they would like to work on this to the table i think that their voices do matter they've demonstrated that they can definitely organize and that they have power in their numbers and it's significant and so what i think the next step should be is
195that they are at the table and that they fully understand and are incorporated in um working with maybe training from sros learning more about what it is that they do so that they can implement the changes that they seek on maybe a different level thank you to my colleagues very much thank you dr moffett other discussion or questions if no other board members have any i'll share you you want to go ahead miss bolton yeah please um i really appreciate the the work of our staff and administration and and really appreciate the advice throughout this effort that our new superintendent has provided us i too is a person that spent 36 years in teaching kids about civics and being good citizens i've appreciated the advocacy and i think you can see the result of their
196advocacy in this resolution as to what we are committing to do um i also feel very strongly and i you know mr moroski and i don't usually disagree but it is a it's a philosophy kind of thing from me uh we will have the sros here for this con this year under contract um we have many things that we can improve upon but one of the most salient things for me was at the superintendent safety town hall when both iris rowley who is perhaps the leading voice on the collaborative regarding police and community relations endorsed the sros spoke glowingly of the sros and the value that they have within our schools and then frankly that position was obviously seconded by the interim police chief but more importantly that testament to the value of the sros
197was seconded by the chair of the naacp's education committee jennifer myrie who also said that she believed very strongly that from her perspective these are needed folks that are important to our district in our schools but most importantly important to our families as she emphasized so um uh it's time it's time to make the decision and uh appreciate uh the efforts of the citizens and also uh the staff and fellow board members a couple of who are not here this has been such a long discussion so it will be time to vote and um thank you thank you member bolton uh any other uh discussion i'll just share a few um i'll try not to repeat items because my colleagues have shared many of the pieces i was going to share i wanted to just
198check and confirm a couple things with our administration superintendent my understanding is everything in this resolution is consistent with what we heard from the focus groups that we did i know this was before your time but there was some extensive work done with students with uh principals with families um and as i read those reports uh from across the district um it feels very consistent with what this resolution is proposing i wanted to check that that was true it is commiserate with the feedback we've received is specifically in the reports that you're referencing i try to vote in line with what the people most directed are asking for and so it does a lot of work with me that the focus groups we conducted what they shared is what's here in the resolution um the
199second thing was um i i won't repeat but but just that there are very real pieces of this resolution that are informed directly by the student activism that we've uh and i echo what my colleague dr moffat shared that just because we did not or the the resolution may not do everything that students asked for i do think there are some very real things in here that are reflective of that um and then uh superintendent my understanding we mentioned this a few meetings ago but this is consistent with what you think the right thing to do is for our district as well it is consistent with my experiences and what i share with the team as well as what we shared in this safety town hall all right thank you very much uh and so
200lastly before i close here i just wanted to say you know it may be the case it will likely be the case that there will be ongoing activism of all kinds on this issue um and that there's no assumption on my end that that would necessarily change um and i also share personally i care a great deal about reducing racial disparities in student discipline and so as we continue through this goals and guardrails process i will advocate that that be a piece of it um because i think that's an important role we can play as a board to having a more racially just uh school district um so with that unless there's any follow-up discussion i'll ask miguel miss wagner to call the roll miss bolton aye mr craig yes ms jones yes dr moffat
201yes mr marowski no mrs weinberg yes president lending yes so that is the end of our uh resolutions section we're going to move right into our superintendent of schools section uh mrs weinberg do we have any retirements to announce this evening yes i have a couple um first i'm going to start with our certificated personnel we have two retirees up first is cynthia l kent she's a teacher at scpa next we have karen russell who is an intervention specialist from taft high school moving on to our civil service personnel we have four individuals i'm going to start with nadine adams a lunchroom manager from dater high school trina kelly a paraprofessional from sands sonia sheehy from sand and last but not least kathleen a jones senior accounting technician from the treasures department and might i
202add that kathleen is retiring after 44 years of service to this district so let's give her a round of applause and also our other retirees we want to wish them all the best and we want to thank them for their service and their commitment to cps and our students and that is it thank you very much mrs weinberg and thank you for mentioning the number of years of service um we need a motion to accept the recommendations of our superintendent second thank you member bolton do we have a second second thank you mr marowski any discussion on the superintendent's recommendations hearing none ms wagner would you just kidding okay ms wagner would you call the roll please miss bolton aye mr craig yes miss jones yes dr moffat mr marowski yes mrs weinberg yes president
203lindy yes do we have a motion to accept the revised report of the treasurer of this evening so move thank you vice president jones do we have a second second uh thank you dr moffat any discussion or questions on the revised treasures report is bolton uh yes uh the treasurer would or general counsel would address on page the cra that pertains to silverton village this has gone before finance and agreed to in finance as is usually the case with cras but we don't have the finance it's not time tonight to do the finance minutes as well as everything else so but it has take the finance committee has taken action on this and either the or both the treasurer and general counsel will update us uh it has moved through finance um we have advised
204silverton that it could be approved tonight or next week there's a meeting again on monday and we told them that that it could be on the night that answer your question what is it tell us what it is oh the silverton sierra sure the uh a the city of silverton approached us together with a developer that uh they're working with uh to develop uh uh a multi-use residential property and they asked for a abatement we the finance committee in considering this recommended an abatement that is the same as what is offered in the city of cincinnati under our master agreement and that's that's what we moved forward it would have a pilot payment to the district of a 35 33 excuse me matching exactly what is offered in the city thank you thank you thank
205you member bolton are there any other discussion points or questions on the revised treasures report ms wagner would you call the role please miss bolton aye mr craig yes ms jones yes dr moffat mr marowski yes mrs weinberg yes president lindy yes okay thank you everyone um we are on to um board matters um where uh we may have a safety and security topic um we also may not is there anyone who wanted to raise a safety and security question i think we're in good shape there so i think um we had a chance to discuss a lot of questions at the committee of the whole meeting on wednesday and i think a lot of the topics that we had in cubes for tonight got answered on wednesday um so we'll move on then to
206inquiries and updates mrs weinberg um yes um board president lindy i just have a quick question regarding an update on our assignment tracker sheet that is i think just wanted an update on if it was going to be updated how frequent how often um i'm not quite sure if it's being done so that was the question on that do you know as you know it's no problem this is one where the last time it was updated i am not sure could we maybe we could ask maybe another board member who may have looked at the sheet recently not quite if anybody a board member does know i think what i'm always trying to remember is what what the um what the established timeline was i don't remember that's why i think i'm bringing it up
207to get clarification yeah um i can offer a personal perspective vice president i think there was some confusion around the whole intent of it i know it's there but i think i don't recall personally as having a board level conversation about exactly what miss weinberg is saying so and and i don't know if i'm wrong please correct me but i don't recall us having that conversation about time frame from when it was being reported back or any kind of integrity with that my understanding was that this was an effort to make sure that there was real strong visibility into assignments that were coming out of board meetings absolutely and we did discuss it and i don't know um phyllis if you're able to remember um the information regarding that um if you'd like to share
208that okay thank you i just wanted clarification on that that works for you mrs weinberg it does anyone else have questions about the the superintendent yeah i do i have a question so i do see that it was updated um i want to say in august but i just i think the way that we're we were you that i was using it just to make sure that that's what the expectation is i send the information and copy um a miss davis on whatever response that i'm giving and then she actually does the update on the tracker yes okay just wanted to make sure thank you good great i think the idea and again please tell me if i'm incorrect in any of this is that if we say that there's an assignment to you know
209blank member of the administration for x y or z at a given board meeting we'd be able to look back and see the date by which that was finished yeah great question vice president james just for me in case i'm missing something is it is it is it when you say tracker is that information forwarded to board members or how will we where do we go to look for this information miss weinberg do you want to go yeah i'm going to let dr moffitt answer this question our viewers phyllis and pat are editors along with the superintendent so they put the information in and we can just view it it's just a way and it actually says in the bylaws that we have a way to kind of see where everything is so it was
210to put everything in one space what was happening is we'd have an assignment or someone would ask a question and then a month or two later it would be like didn't i ask that question so there was just no space to find out if you had actually asked a question or if it was answered so we worked with the superintendent back in the first governance training on putting it all in one space phyllis and pat edit it they're the only ones that can edit it and all of the board members were sent a link so it's in your email everybody listen um i would say probably back in the summer would it work for our board staff to send that link out around again to everybody just in case and i have a feeling that
211like different board members are going to want to use this more frequently than others nobody has to use it it's there for transparency and visibility it is a public record available to anybody who would like to see it and it's and i think it'll be very helpful for some and if other board members choose not to use it that is a hundred percent their decision superintendent so just for clarity so when you say no one has to use it so what's being put on this no no board member has to use it i should say so for me it's an assignment that's done in the meeting that's right because that's the only place that i get assigned that's right then it will go on the tracker and then the team will continue that's right update
212that's right because i don't update it that's correct okay you got it okay uh other inquiries and updates remember bolton yes uh just an inquiry um first of all thank you for getting whatever status we have regarding the crossing guard list i think that's very important so thank you for that and then also we've had many other things to worry about but going back a couple of months i think it will be very useful if the current administration were able to review the status of the now included strategic plan and what what has we think has been accomplished what we don't think has been accomplished i just think that that would be very useful as we proceed knowing the two of our years were covered years so um i just wanted to remind you because
213that's been an assignment already and just but we've been preoccupied with actually getting the district to function thank you member bolden superintendent do you have any questions or i don't think i have questions um the we we're working through the process so we did get the information to do the updates there are uh gaps and information um honestly so we will get the deadline and get it back and uh make sure that we can give the update thank you very much superintendent member bolton any other inquiries or updates i i have one could there's there's was some meaningful communication over the course of the last week about athletics and transportation would you mind uh superintendent briefly just sharing the current state of where we are on that front yes definitely so we last week we
214know that since the beginning of the school year we have had some challenges around transportation um over the last couple of weeks last few weeks we've had some athletic games that had to be rescheduled due to athletic due to not having athletic transportation um last week there was some information that actually got out to families that wasn't accurate that it just wasn't information that we put out to families we're still trying to figure out where that happened but it spread very very quickly and so we were able to work with the team um clarify where we were and wait the way that some of the misinformation actually occurred was there were some teams that had already organized their own transportation at a couple of our schools and that wasn't shared with me honestly and so
215once that was shared we were able to talk through the process give those parents still the authorization that they wanted we thought we were helping by not giving authorization and then found out that we actually were not helping and so we were able to correct that as we move forward we did get an update from first student on yesterday an update for them so we do have some additional service vehicles that are coming in and so we're hopeful that we will be able to offer transportation across the board but those families um we've been able to notify them up front so that they're already prepared so that it's not a hit or miss i think the second thing that will come up as a concern i just received the proposal today because we have elementary
216athletics that are now coming up and what we were doing at the schools was two buses in the afternoon and honestly we just do not have the inventory right now to do the same so we're looking at how we may be able to do an intramural kind of process uh with our elementary students but i just i just received the proposal so i have to review that and then determine where we go next thank you superintendent and could you while we have you on this topic could you say um you know i think just on on on transportation on yellow buses more broadly how are things going uh and i think for any you know occasionally hear from parents who are um concerned with the the work that still needs to happen can you talk
217a little bit about just what kinds of uh creative options you all have looked into um or for parents who might be asking that question i definitely can so from the beginning from the first day of school up until now we have had just a lot of improvement overall with the on-time performance of the yellow buses i think that i've been very transparent and sharing that we are probably in need right now about 30 additional buses that even if we had the buses our contractors don't have the drivers for those buses so we have worked um really strategically with them to look at all of the additional options from the very beginning and i do think it's relevant my team and i were actually talking about this today but since you did ask the question
218i do think that it's relevant for us to share the kind of communication that we've been able to do around transportation for yellow buses since the since the beginning so since august the 18th through the 11th we've done eight calls robocalls or texts across the board k-12 we've done four surveys two for our k-8 families that ask them to share with us if they wanted to still have yellow bus services for our seventh and eighth grade students um we have done 34 unique posts on twitter facebook and instagram which are our district officials pages we've had over a hundred thousand impressions on those pages on those specific stories um from our web analytics we've had 25 793 page views of our transportation stories as well and we have had 83 articles interviews inclusive of our
219broadcast news print radio blog so forth and so on around uh transportation and lastly we've had almost 7 million reader and viewership information from over 80 000 public from our 80 000 media mentions around transportation so i share that because at this point we we're doing everything that we can to make sure that our families are getting the information so from the beginning there has been improvement in yellow buses we are offering 7th and 8th grade students um the opportunity to ride yellow buses we have about 500 families that have taken advantage of that we are working our meeting we had a meeting with metro just today because all of our students that have requested bus services have been provided their bus cards we have about 400 that we're still getting duplicate cards out to
220but they do have the opportunity to ride the buses this week without a fee and then on monday they will have to have a card or there is a fee for that the rfi cards that that route to the individual students i shared before that those will not be available to us at the latest it could be as much as eight to 12 weeks and so our the important part for us is that we provided the list to metro for what we need they provided us passes for our students so until we were able to get until they were able to get those updated cards the ones that they had were defective so the where parents can really help us at this point there are two major areas one they can help us by making
221sure their address information is updated at the school level our data is only as good as the address information that we have the second is if they are not riding the bus and that means if they're not riding the yellow bus or if they're not writing um metro if they'll also notify us of that if they have a bus that's assigned to them because those students are still included in our routes we had our last update on september the 6th we saw that there was um that cleared up a lot of things during that time which is this is a normal process at the beginning of the year the next update is on september 19th so we will ask families we'll continue to remind them but we will ask families to make sure they can
222access powerschool so when there is an update they're able to access the information there and um make sure that they see any bus changes every time we add a student to a route it adds 30 to 45 seconds to that route so if we have students that we're stopping at stops and the students are not coming to that particular stop it's adding 30 to 45 seconds to someone else so it's really important that we're able to clean that day you superintendent any other inquiries or updates dr moffitt so at our uh financial town it was brought up that we could potentially use sr funds for incentives for um getting drivers for buses as an inquiry can you all look into that so that we could maybe incentivize some of some drivers uh to maybe get
223on board yeah so we'd actually talked about that right before town hall so i don't know at what part of the conversation that came up we talked about it for two reasons one we can use esser to also purchase our own vans so that we have them and can cover our staff to drive them um two we can use those funds for uh incentives as well we have gotten some follow-up from our bus contractors at least one of them one of the three that's giving some recommend recommendations for what we see across um industry standards right now and the kind of incentives they are seeing that is responsive to that ass we just received that i believe it was yesterday we met with them on friday we made that ask of them um i'm sorry
224on thursday we made that ask of them and they were able to provide that for us on yesterday so now we have to take it and review it and then bring it back you know to the board in terms of next steps so can can that be a formal assignment i don't know it's under inquiries but can i just do do i formalize it as an assignment why don't we come back to it under assignments in just one second yep yeah so i think as we're working through the assignment part of it i think given us an opportunity to collect all of the information with the time for us to come back before we're able to get to this is something that's just as urgent for us across the board and so if we're able
225to do this it would be something that we're working on urgently to get done so whether it's an assignment or not it is something that we'll bring back thank you superintendent any other inquiries or updates before we move to assignments okay let's move to assignments um dr moffa did you have an assignment you wanted to offer um oh the bus incentive obviously and then i would like to formalize if possible maybe a task force between the young activist coalition and maybe the head of our district security because he's been a cpd officer before so maybe that would be a good mix but if we could formalize a youth task force specifically around safety i really appreciate that so in our yeah in our last i think in our last health and safety meeting we talked
226about a task force that was more collective around student voice as well with some of the concerns we've had around transportation we've just waited instead of setting up and doing those activities so i would ask that we open it up a little bit more than just the young activist coalition where they would be invited and included but it would definitely include students from around the district that are giving feedback in that area as well well i think my ask maybe then it's there's there's multiple ones i would specifically like to have young voices around um sros if we could because i think that that's a significant population and that data needs to happen and i think that there are more students that probably would want to be involved than the young activist coalition so i
227think that it's definitely um doable to expand it but i'm specifically thinking about utilizing our district-wide personnel that deal with safety particularly mr bell because he's been a police officer but around that and then an additional young young voice task force thank you dr moth but i think one of the things i appreciate about all of my colleagues in the administration is that we're all trying to i think um make sure we present assignments during the relevant part of the meeting and that assignments are only good if a majority of board members approve them so i think there were two that were just laid out one was that there be um an uh i think like a like a recommendation on incentives for bus drivers uh presented an upcoming board meeting like hopefully one day
228but i think as as soon as you could do it well um and then a second request which was that there'd be young voices around sros in some ongoing fashion um and i want to check with the board like is there any concern with either of those two i don't have any but i think member bolton i wouldn't suggest it's a concern but for the incentives for bus drivers we subsidized last year significantly of the bus companies capacity to pay their bus drivers at some great amount of dollars so we've done that before uh it might be good to maybe the assignment is to review what what benefit that had and how much that cost us is we were literally subsidizing bus driver's pay last year if i recall and i think that the i
229have a question for the about the students and the sros the superintendent do you have a student advisory group that's in process that's why i was asking the question i would my my request would be that it becomes a topic of a group versus a specific task force for that purpose oh if i might i would suggest that that cabinet of students or however the advisory group of students maybe this would be a topic for them because then it would be perhaps more representative knowing your approach uh it's going to be pretty representative so i think it's an important topic to have but i'd kind of like to institutionalize it into that group as you get that formed so as the as thank you member bolden i think is the person who made the initial
230suggestion for assignment dr moffat is that consistent with what you were thinking or is that different it's really not but i'm fine with that i i think that there's that there's a significant enough voice and community advocacy around that topic to have its own group other than it just be something that comes up at the moment and then you're moving towards something else but that's but you know i think something is better than nothing at this point so i specifically named that particular group because i know that you named the chair of the education committee you've named iris rowley we've got we can talk about safety from the collaborative agreement we can talk about safety with respect to the city i mean there was so many so much around policing that we could talk about
231that is its own topic but again something is better than nothing i'd rather see something started however whatever we're going to call it but i'm specifically asking that a group of students work with our district leadership um that's dealing with security already i think he'd be great because he is a former police officer and so he can help break that down but i'm specifically asking for for that but again i'm fine with whatever but that doesn't address what i was talking about but i'm fine so we have the the assignment is to include um include this as an upcoming like an important central topic for the the student cabinet or youth kevin would get the name wrong and i understand dr mother that is different from what you were saying but i heard you say
232that you're okay with that for now i just want to check that that's right because i think the alternative is we can vote um and we can have a motion for one a motion for another and we'll see which ones get we could do both we could do neither um i don't want to dictate what the outcome is i just want us to have a clear process okay so um so we'll move on with that any other assignments mr moroski thank you president lindy so um i teased this a little earlier so i'll formalize it i'm unsure of exactly to whom or to where to make this assignment whether it's administration general counsel health and safety so i'm just going to make it and then colleagues can help me maybe figure that one out again
233my assignment is regarding the mou for when that comes up again with cincinnati police department and i do think it bears repeating that a we don't have a contract per se with cincinnati police department nor are we paying these folks so as the lone dissenter who isn't necessarily in favor of the program i do think those pieces of information are important for people to know but in the mou a few members know i've long had take an issue with it i think it's very weak we have no little to no oversight so i offer these suggestions which again have been offered by activists and others you've heard these i don't think they're new um but i'll be brief now and then if there's longer discussion going forward that'd be great but one is that when
234an interaction occurs with a young person a cincinnati police officer that parents are notified every time two that the students are aware of their civil rights before they have these interactions with the police officer um three uh that the you know i don't i don't know i don't have the manual for the the training that the police officers go through you know i trust that we have some idea of what that is i hope we do i don't um but all the information i've heard and receive is that de-escalation tactics are not necessarily part of it and so i would like to ask that the mou have some language about de-escalation so that's notifying parents students aware of their civil rights and de-escalation again i don't know necessarily where that goes but i just like
235to offer that thank you mr moroski for the proposed assignment my recommendation is subject to feedback from others would be that we actually uh assign that to policy committee to be worked on it's not meant as punishment mr morowski sounds fair to be able to whatnot what's the administration's recommendation what are pros and cons you all come back with a proposed policy amendment that would do what you all figure out i like i like that a great deal um particularly since miss bolton's on there i think that's good you know one of the one of the presenters or you know co-authors myself and then dr moffat um of course um who's spoken uh quite a bit about it tonight as well regarding the youth voice i think that's a good committee happy to take it
236on and i want to this is great i want to try the same standards this only works as an assignment if a majority of us like this idea uh are there any concerns from any board members about uh signing this policy committee hearing none we're going to assign to the policy committee there you go any other assignments okay uh yes ms bolton um just a little bit of background regarding the administration continuing to work on the bus and ban efforts and whatever i just want to reiterate that within the work plan of the finance committee transportation especially the financial angle of transportation finance committee will be working on that as well indeed it will be on this week's agenda the other the other piece of that is of the concept of the dedicated fleet for
237extracurricular and health checks and other things as well as some bands for high schools has been at least a topic to inform the public since last march and it was part of the budget discussions that we were having i would reiterate one of the things we did find out is that there are those vans that do not require