001Good evening and welcome to the Rochester Board of Education. Today is Tuesday, April 7th, and this evening's work session is commencing. Uh at this time, I'd like to call the meeting to order. Um and we are going to begin the work session discussing some board items. The board discussion items on the docket this evening uh include the code of conduct. So, I'd like to open the discussion regarding our code of conduct. At this time, I'm going to start by turning this presentation over to uh clerk Travis at this time. >> Thank Thank you, President Simmons. Good evening. And so this presentation is just a recap of what happened at the last meeting and then moving forward. And so during the March 10th work session, policy recommendations from the code of conduct committee and the administration
002were presented to the board. Commissioners discuss narrowing the policy and removing duplicated language, additional data needs for policy review, defining and maintaining a governance scope, and what district systems are in place to ensure consistent practices such as restorative practices. The board agreed to revisit the code of conduct recommendations during tonight's meeting, including determining if additional committee review is necessary. And so one of the charges that President Simmons had requested from commissioners were to send any any um policy recommendations. And so at this at this time this is the these are the recommendations that were received from commissioners thus far. And so the first column talk calls out the um current policy language if there is any. And then in the second column, proposed policy language calls out what the commissioners have recommended. And so I
003will come back to this slide, but be um but just as a reminder, if the policy was fored out tonight, it will follow the policy adoption process outlined in policy 2410 and be voted on at the June business meeting. I also want to remind commissioners that um that this policy uh typ needs to be reviewed by the end of end of the academic year. And so going back to this slide uh for board discussion um deciding on how you want to move forward with the language that was proposed from commissioners and any other further um discussion. Thank you, President Simmons. >> Thank you, Clerk Travis. And so again, I do want to reemphasize um that in this packet of information, we do have again the list of committee members that served on the board uh
004the code of conduct along with the presentation just reviewed by clerk Travis, recommendations as well as track changes to the actual policy itself with the reminder um again that this is a state regulated policy that must be uh voted on by the end of the academic year which is placing us in June. This is policy 1400. I'd like to open the deis at this time for additional thoughts uh around the policy language or concerns per our previous conversation and we can try to find a path forward. Uh I do see a hand by Commissioner Feman. Um I did a lot of extensive work on this during the break. Um what I did say was I wanted to make sure that we don't take away recess as detention, not lunch as detention. I just wanted that
005to be noted. In the wellness policy that we currently have, it says physical activity and recess shall not be shall be made available to all students including with disabilities. Systems shall be put in place to ensure support will be offered and that it goes on and on and on. Says, "Understanding that physical activity is critical for learning and development, school principles shall enforce the prohibit the prohibition against opportunities for play. physical activity from any student as a form of punishment. So, I think we need to make sure that our wellness policy and our code of conduct are aligned. Um, on page 37 of the code of conduct, it talks about the student electronic devices that needs to be updated to reflect the new policy in the state uh the state law that or mandate. I'm
006not sure what it was, but we're not allowed to have electronics in school anymore. Um on page 40, the student identification. Um it has come to my attention over break that if you don't get a bus pass, you don't get an ID. And I think we shouldn't, you know, I don't know if anybody's aware of that. On page 52, I'm curious for some information, and I don't know where how to get this or where to get this, but it talks about peer mediators. How many peer mediators do we have in our district? If somebody could get me that information, >> can you submit that to the question log? Uh, clerk Travis, >> and how many per school? >> Um, the the website for Rock Restorative doesn't work. Um and constantly throughout this page as a
007language access coordinator in my real world in the real world I guess um we constantly go back and forth in this document saying dominant language or native language and dominant language is not appropriate language for this kind of information this policy. So everywhere it says dominant language it should say native language. Um, and on page 68 when we talk about climate reporting, um, I have a question about this. The monitoring of school computers, um, if a child mentioned self harm, um, in their anything on their computers, it gets flagged, which is amazing and which is great. I I actually had a student that I found out that they were talking about self harm this way and it's not mentioned in the code of conduct and I'm just wondering if there's a place for that or
008we're missing that. >> And that concludes my deep dive. >> Thank you. I do see a hand um by uh Vice President Malloy. >> Thank you. I just wanted to say I agree with the recommended changes of the committee. Um, specifically on page 25, the recommended change in language uh with a definition for district staff and school staff. So that includes all individuals whether they're assigned or employed by the district or under contract or assignment to the district. So I really support that that language. I noticed that on page 25 there was like a striketh through almost to like remove that, but I want to make sure that that stays if that is in fact a strike through. Those are my only comments. >> Thank you, Commissioner Santiago. >> Yeah, I have some um specific
009um comments, but then also some more general comments. On page 29, um there is only one and this is for the code of conduct, the bigger document with 79 pages. Um but on page 29, um for disruption, there is only one option before we go straight into suspensions. Um which is something that I don't think is is helpful or fair um in our conversations with our young people. I also see that, you know, this is stuff that's used when our young people are getting civically engaged um which recently happened um at School of the Arts and we saw um our some students get suspended and I'm looking at the code of conduct here. Um and I I feel like this is part of the reason why we're seeing things like that. also on page 60.
010Oh no. Um there's no information to parents as far as their appeal process on where they're submitting the appeal. So, if a student is long-term suspended, um here on the page, it says that a parent can um challenge and appeal the suspension, but it doesn't give any information on where they're giving that appeal to um and how they're getting it over there. Then also on page uh 64, we have information here for students with uh disabilities um where they cover um disciplinary action uh for students. And in the second paragraph, it says, "The board recognizes that it may be necessary to suspend, remove, or otherwise discipline students with disabilities to address disruptive or problematic behavior. I feel like that language is extremely disrespectful to students with disabilities, uh, who may not have control over that
011or may be, um, a possible, um, symptom of their disabilities. And so definitely as we're in a lawsuit, I think it's important um that we're looking at this and seeing how we are um even putting the language out when we're talking about our students with disabilities. Also, um most of all, I just want to and I covered this in the beginning um is that this is not researchbased. This is not research proven. This is not best practice proven. Um, and so I don't believe that we can create and really put out an effective code of conduct if we're not researching uh what we're putting in these documents and also finding the best practices. Honestly, I do uh recommend that the board considers um hiring a education firm to uh go through and and help us
012with the research and getting the data as we currently don't have that. Um although we have the cl the the school climate survey out, there isn't anything that's truly getting information on this. And so I do recommend that the board um goes and finds an education firm as quickly as possible uh for us to research and also find the best practices. There are firms, one that's worked with Philadelphia school district and many of the other ones. Um I also we also need an update on the MTSS uh system and its implementation. We got some presentations last year and since the person who was running it was removed, we haven't heard anything since. Um and this is something that we have invested in. This is something that we have paid attention to and so I think
013it's important um that we are getting uh that information. And lastly, with the code of conduct being passed, I think that it's extremely important that the board of education is presented with a plan on how they how uh the district will be educating our our parents on their rights. Um, currently, as Commissioner Feman brought up, there's legislation in our state for parents to be read their their rights um when they're dealing with CPS cases. I think it's important for us as a school district to also ensure that our parents know that their rights when it comes to code of conduct and how we're uh handling their children um in our schools and also ensuring that every student at every school has the same um the same treatment um throughout our district. And so those are
014just some of my recommendations and some of the things that I noticed throughout this research. Thank you. >> Wonderful. Thank you so much, Commissioner Santiago. I think this is very good dialogue and conversation. Again, I do want us to recognize again that this is state regulated and mandated to be voted on by June. So, we need to identify a path forward based on the some of the conversation. I do see your hand, Commissioner Feman. Uh based on the conversation we're having, and also identify what things can be changed here and now, possibly in a short timeline, lowhanging fruit if you will, and also those things that may be more long-term. Uh, Commissioner Santiago, you me mentioned some things like finding an education firm to identify best practices. I think that's a wonderful idea. Um, if
015we were going to go that route, that might be something we implement for the path forward for the upcoming um, year. So, um, Commissioner Feman, you have one other thought. >> Yeah, one last thing. Thank you. Um, Commissioner Santiago, talking about um, CPS, it in our code of conduct, it states that we are not allowed to talk to parents first, but if we are going to call a police officer, we are mandated to call parents first. And I think that not informing parents of their parental rights and making sure that children are safe and we need to have a more traumainformed practices when we are dealing with CPS. And I did put forth questions about what is our requirement by law for CPS. Um and I got an answer back. I don't know if you
016want to speak to it. >> Uh thank you uh commissioner. I can speak to very kind of briefly and generally and um if the board requires more kind of nuance or specific legal advice I can provide that in a in a executive session or an exam session. But generally um under education um for a school district and uh educationally um there are two types of uh suspected kind of child abuse. there's you general child abuse that might be occurring outside of a school environment and there's child abuse that may be uh occurring inside of the school environment. Um the law does require that the school district cooperate with um CPS. Um and that in that cooperation could include not uh informing a parent of an investigation for the protection of the the child. Um because
017unfortunately um again you if we're talking abuse outside of the school district, we don't know where that abuse is coming from and that is um child protective services prerogative. Um you know in terms of preser again best interest of the child, protecting the child and uh the integrity of the investigation as it pertains to uh suspected um child abuse within a a school environment. The district is uh does have um notification obligations and that does occur. Uh in fact we send out notifications to again law enforcement and other agencies because of the mandated reporter uh laws and requirements. And again we do send out a notification to the parent in those instances. Um so um there is some some nuance to it. Um and I don't think there is um you know any intent to
018um you know on a on a school district's part or or this district's part to to not keep parents um a breast. Uh but we also have to follow you know what the law allows us to do and sometimes it it is restraint um and allowing another entity to um be the lead on a matter like that. >> Thank you for that clarity. Um I I served at a child advocacy center at one point and that was part of the um piece there. So, but the very concerning we do want to make sure that our children, our parents know their rights and that we again are looking through this particular code in a very meaningful, intentional manner. Um, Commissioner McCulla, did I see a hand? Um, Dr. Roser, did you have any? Yeah, I just
019wanted to to sort of comment on a couple different things and I can appreciate the conversations that the commissioners are having about the code of conduct because the code of conduct in every school district that I've been in has always been a major topic of conversation as it does relate to um the how school districts articulate what will be the consequences for inappropriate behaviors that may disrupt the instruction that needs to take place each and every today. Just a couple comments. I do want to make sure that within our code of conduct document that we do spell out all the information. I am looking at a letter that we send out to our families once a student has been suspended from school. Um, as well as once a student and their family receives a disposition.
020And it does clearly articulate if there's any appeals that need to be made, where to make the appeals to. There is an online um process by which parents can access as well as um there is a address a written address that parents can most certainly um complete forms um to send to the board of education that we will most certainly make sure is contained within our policy. So it's very clear not only on the letters that parents receive but also within the policy as well. Um the other thing that I wanted to briefly sort of touch upon um is the need for us to to to make sure that all parties are educated. Not just our parents and our caregivers, but all parties of the school district are educated about the code of conduct. What
021I can share with you is that next year we most certainly will have opportunities through uh professional learning days in which we can go over the code of conduct. We can help inform um our staff members about the code of conduct. We will make sure that the code of conduct is provided to each of our staff members via email to them. And as it relates to our parents and caregivers and vested community members through the revisioning of our parent university, we will most certainly guarantee that there are a number of different opportunities uh for parents and caregivers, invested members of our community to become educated about the code of conduct and um um the code of conduct policy as well as what we're doing as a school district to encourage positive behaviors in school that
022then results in our students receiving the highquality education they deserve. >> Thank you, Superintendent Roser. I do want to recognize also that we have Commissioner LeBron on teams. I don't see a hand at this time, but I will ask Clerk Travis that you bring it to my attention um if if a hand is to arise. Um I'm looking at the calendar right now for the May work session, which would bring us to is that May 5th? Am I looking at that? Right. >> Sure. >> When is the next work session on on the calendar? >> May 5th. >> It is May 5th. >> Y is May 12th. >> May 12th. Okay. Because May 5th is for budget. >> Okay. We're There we go. So May 12th. Thank you. Um is going to be the next
023work session. I believe there may be an appetite to look at and review some of the language and identify some of those changes and um capture some of those recommendations by then. Um again, we do need to have this voted on by June based on the state mandate. Those things that we identify again that are going to take longer, we can certainly make them a priority and move forward with that for the following school year. Does that seem amendable to the commissioners? >> Yes. >> Okay. I see two more hands and then we'll move on with the um conversation. I'll start with Commissioner Santiago. >> Um I just I I definitely support and of course we have to ensure that um we're fi following the state guidelines. Um but I do have have worry of
024you know us trying to push this back um to another year or so much that we continue to fail young people. Um, and it has happened and it continues to happen uh within our district. We hear stories on a day-to-day basis as individuals. Um, and we also experience that for us who have family children in the district. Um, I think that it's important um even if it's all the way up to the deadline date um that we are are truly uh putting our best effort and ensuring that this is uh effective and something that's actually being followed um across our district. Um the level of disciplines too is something else that I wanted to touch on. Um which is not very expansive or um very considerate of all the different experiences um that our teachers
025and our principles and our families might be dealing with uh within the district. And so I do believe that um it should probably go back to the committee for for another look um from our discussions and our conversations. I do believe that we should have the conversation in the May work session, but I think that it should possibly be in every meeting until June uh to ensure that we're truly uh giving it the time that it deserves uh for our children and for our families, teachers, and staff. Thank you. >> Thank you. And Chris, um Clerk Travis, are you capturing all of these suggestions and and so on and thoughts that have been expressed so far? >> Um for the most part, I will follow with some commissioners to make sure I capture it correctly.
026>> Okay. Absolutely. And I don't want my comments or position to be taken. I my son has been long-term suspended. I dealt with the code of conduct firsthand as a parent. I've watched what what things that are not done well and how policy can impact parents, children, and educators. And so, I do want to make sure that I'm very clear and on record that I do support something that is efficient, effective, and helpful to our schools and families. Commissioner McCulla. That's different. Okay. So, I just wanted to make a quick comment um after Dr. Roser had stated what he said about giving everybody opportunity to to understand the code of conduct and to work with it and to give give them training basically for it on all stakeholder levels. Um, I think my my comment
027is leaning towards that and um being proactive with the um code of conduct based on suspensions because this is one thing that directly affects our goals. Um, if a kid isn't there, we can't meet those. So, a lot of our goals we're trying to meet, we can't meet because they're not there to meet those goals. So, how our principles, our assistant principles, our administration, how they're looking at suspensions and following the matrix that's set forth in the code of conduct is very important. Um, and what I've seen is that there are no proactive measures to determining how they're working with fidelity across the board. There are reactive. Every statement from the question I put in the board log to that board log to the um question log to the response I got from the chiefs
028was all reactive. there's nothing proactive in there to ensure that the matrix is being followed with fidelity so that we're not suspending our kids a non-suspendable um actions or behaviors and we're keeping them in the seats so that we can actually see our goals progress. >> Absolutely. It goes beyond the process of appeal to the process of how are we handling it from the jump. And this also goes to what I provoke uh asked about in the previous conversation which is I've seen the suspensions disappear at some point the appeals and so there was a lot of there's been question around that and so I think this is an opportunity um you know to really make sure we get in line with this. Um, so with that said, I do want to honor the things
029expressed here on the day as Commissioner Santiago had a lot of great ideas. Commissioner Feman bulleted everything that she saw Mallaloy and so I do think there is opportunity again to take a look at and over these next six weeks the work session and also but once we get to that work session with the refined um refinement that we're requesting we can then do a pulse check then to see where we go from there if that seems fair and amendable. And I'm going to um also just recognize that um investments are being made into the office of school culture and climate which I do believe will help align this district with what the commissioners are expressing um this evening. So this is taken very seriously and administration has t is talking about this at length.
030So um this will not stop here on the day this evening. And so where we left off Commissioner Santiago is that we're going to push this to the May. We have six weeks to refine, capture everything and then we'll do a pulse check then based on some of the things that have been expressed. Okay. >> My my only recommendation is that um we move it to the business meeting for more discussion to give us another opportunity before the main meeting to have another discussion if there's anything that needs to be added on. And also, you know, truly agree with um Commissioners McCulla's point about as we're trying to meet our goals, um large spread suspensions is affecting our attendance and the the the goals that we're trying to meet. And so, it's important that we
031get this right. >> Yes, absolutely. So, I think that was good conversation. We've got a plan. We're going to move forward with it. And I will say we also had conversation uh this will be the last point on this discussion um around taking a look at our operating procedures, our handbook, our code of conduct, making sure that these things are in alignment and u that was brought up at a previous meeting and some commissioners came forward and ra were like hey I'll do it and I'm I'm happy. It sounds like commissioner Feman has already gotten started. I know commissioner McCulla is bringing this thing open as well and I believe Vice President Malloy is also taking a look at it. that does not reduce any other commissioner's voice, but they will serve as the ad
032hoc committee. We know that we can't do a quorum, so there cannot be four. Um, so we have three commissioners that are proactively just taking a look at um these instruments and we recognize that they will be in alignment with some of the uh work that we're doing with the council for great city schools in Nisba and Superintendent Raster. Yes. >> Yeah. Just want to make sure just for the the listening public and also our building principles and our support staff and our teachers who have been doing a lot of hard work and effort. I do want to just point out that the district does release a monthly suspension report. And when we look at the number of short-term suspensions compared to this year, compared to previous years, we are almost at 48% reduction in
033the number of short-term suspensions. So, I do want to acknowledge the hard work and effort of our staff just to give them, you know, sort of kudos with continuing because I do recognize that in previous years the numbers for long and short-term suspensions were astronomical. They're still high, but there is um great um progress being made to reduce the number of short-term suspensions. Um, and as as President Simmons added, you know, the district is working very hard, particularly with this next year's budget, to make greater investments in the Office of School Culture and Climate, who will have much more of a prominent role in in helping to develop the capacity of all staff members and even community- based organizations and understanding those methodologies, those practices that will most certainly aid in assisting students to better
034understand what their role and responsibility is in school so that those behaviors that may lead to suspensions are dealt with in different ways. >> Thank you. So that'll conclude the the plan. We'll get that on and um make some notes. At this time, we're going to move forward to our academic discussion items. And we will start with the progress monitoring calendar. >> And I'm going to turn the mic over to Dr. Roser at this time. >> Sorry. >> I apologize. >> I think we have another agenda. >> Do we have another agenda? Did I miss something? I Let me go back up here. >> Oh, the resolution motion to forward it forward. Is that what which one do we have? >> No, I have Which one? >> I'm sorry. >> Yeah, I touched on the
035board operating procedures. Um, and >> I'm gonna >> So, we're not, just to clarify for folks that may be listening, we're not going to be moving this code of conduct forward uh, discussion forward because we're going to look at it for a little longer. And I did touch on the board operating procedures um, mentioning that we have commissioners who've signed up and we have an ad hoc committee. It sounds uh like and we've got the three commissioners that have come forward. State monitor, did you have any thoughts or anything you'd like to share on the code of conduct because I know that it's aligned with recommendations you have as well and so I want to not miss your voice. >> So you can write your own notes. >> Thank you, President uh Simmons. I think
036uh the committee has done a good job. I hear what the concern from the board uh are raising today and the comment from uh Dr. Razer. Uh we need to speed it up because June will be here soon and we want to make sure that our students are given the opportunity to remain in the classrooms and to listen to them. The only way that we can increase student achievement is if we give them the opportunity to be in the classrooms. >> Thank you. So I'm going to turn the mic over to Dr. Roser at this time to discuss progress mon progress monitoring calendar. >> Okay. What I want to recognize some um very important um individuals um who are with us today. Um we have membership or representation leadership um is probably a better term
037to describe um them as from the council of the great city schools here with us. We have Dr. Ray Hart who is the executive director of the council great city schools and we have Cindy Eisenbart um who is here also um supporting the school district. So as a part of our work as a governance team, as we all are fully aware, we have been engaged in the council of great city schools uh methodology for board governance that is squarely centered on student achievement. Through this process, we of course had the responsibility as a administration to come up with interim goals and guard rails. And we are now at a point in time where we're presenting to the board the interim goals and guardrails report schedule. So I'm going to turn it over to Chief Wilson
038um to be able to walk us through um this report schedule, this draft report schedule that has been constructed to meet our obligations under the the council of great city school districts methodology. Chief Wilson. >> Thank you Dr. Rasser. Good evening, President Simmons, commissioners. Um, this evening we are presenting uh our progress monitoring schedule for all of the board goals and interims. So, the monitoring cadence from CGCS is that each board goal will be monitored four times a year. That's inclusive of the interim. So, we'll at least review an interim once and the go board goal in its entirety in totality I guess I should say. um once as well. So that indicates as you see you'll see one it might say two C 2C is referencing board goal to interim C. So as you
039can see there's the cadence there. Um in addition um the board presented guardrails. The model is that we review those guardrails with the commissioners once a year. So you'll see guardrail 1 2 3 that is provided and those are the months that you'll receive those reports. This is a working document for us. We want to make sure that we're inclusive also of the academic plan deliverables and any policy deliverables. So what we're going to do is just continue to look at this and make sure that the cadence um as well as the reporting mechanisms that we have available to us um are ready to be presented to you. So, this might change a little bit, but as you can see the draft, um, this is what it would look like for the course of the
040remainder of the goal year. So, this is built out for three years. >> Questions? >> Um, my first question is, and I recognize that the goals and guard rails exist. Are they going to be spelled out for us so we don't, you know, because I look at a lot of information and when I see one C, I'm like, wait a minute, what's one C? And so I want to just be able to explicitly look at that and say this is the guard rail or the goal that >> we can most certainly I think you know to your point um we should you know have kind of like an executive summary or maybe a glossery that we can place on top of this prior to or we can figure out a way to make sure that
041that information is is readily accessible and easily accessible um by not only our commissioners but our community as well. Um, Commissioner, um, Vice President Loy, I do see your hand. >> Yeah, thank you. Just to that point, um, yeah, being able to click a hyperlink next to like on the calendar itself would be super helpful. I know from for me as a commissioner that >> that done, >> Commissioner Santiago. >> Yeah. >> I also just want to get some clarity on on why we're only covering one goal a month. Council G City Schools, can we can you um sort of um help reaclimate our commissioners as well as our community as to why this is a um recommended structure for um presenting? >> Uh thank you. So great question. Uh I think a couple things
042as we work with the team, there are two things that we wanted to stress both about uh the monitoring calendar as well as the monitoring report that we're going to go through uh in just a few moments. Uh and what we'll share is that both of these processes are not only new to the board, but they're also new to the district and the administration as well. Uh and so we're working with the administration to go through the process of identifying u exactly when does data is data available? Um how long does it take to actually analyze that data before bringing it to the board? Uh so our recommendation is that you uh do at least one and no more than two goals uh in a night. um and that you do um as was just
043shared or in a particular meeting at least one no more than two and as we shared just a few minutes uh ago on the um uh guardrails that you monitor your guardrails at least once a year. With that being said, as the district begins to clarify when is the data available, how long is it going to take us to analyze it? There may be adjustments to the calendar where they add in two goals perhaps um in a meeting uh that will be monitored rather than one. Uh so this was an initial take at what does that look like as we go throughout the year but even some of the conversations that we've had going back and forth with the district where uh we're still not exactly sure when state data will be available etc. As
044we clarify that we'll make adjustments. So our recommendation is not just one um it is at least one uh and then no more than two. And so you say may see this adjust as the district gets up to speed on when the data the cadence of data when it's available how long it takes to analyze it. Yeah, I just want to say, you know, and I know that this is a new um model that we're going down, but I'm very concerned um and honestly very frustrated and bothered as a commissioner for now almost a year for us not to get any I ready scores. I mean, you can if you were to walk up to us and ask commissioners about the the progress of our students and the literacy scores and the data scores, we
045haven't gotten it since we started this process uh with the with the greater city schools. Um, and so I am concerned about that. Um, I understand that we're trying to go into a better process, but at the same time as elected officials and as people who who stand up here to represent the community and also the community watch these meetings to keep updated with how our students are doing is very uh concerning to me that we haven't gotten data that we haven't gotten scoring that we haven't gotten literacy scores since we've started uh this this uh process with you guys as a governance team. And so it's no um no shade but um just like really critical um thinking when it comes to these conversations because we are uneducated right now as board members or
046myself I can only speak for myself un uneducated and we've heard other commissioners say this too and other people may act like they they have all the knowledge but we definitely don't have the knowledge that we had a year ago today to this day and so um I am concerned about that and very frustrated. Um thank you. Thank you, Commissioner Santio. Commissioner Griffin, >> I just want to say this and um I have to say I don't use I don't like to um to well I'm going to say I'm piggybacking off of uh Commissioner Santiago because I've consistently said it since the time I've sat in his seat about the inaccuracy of datim and now I'm very very very put the 10 12 V's in front of very frustrated about the fact that we are
047making decisions and I have not seen anything to cooperate the decision. decision makings that you are making. I also am frustrated by the fact that we have a budget book. The budget book has to be based on data, but you're saying there's no data present. So, I sit here and I squirm in my seat at the fact that we have a budget book, but we have an absence of data. So, if we have a budget book, what is our budget based on? What are we basing our budget on? Because we have to have something to base the budget book on. So if we don't have data, how did you bring about the budget book? How do we know that it's accurate? If we have a budget book that is completed, I I'm just I'm very
048frustrated. Very frustrated because I still have not received the CTE data, the COS data, the CPPS data, the athletics data based on everything in in in the in the um schools and based and based on what the new athletics were in the last two to three years. And I've been asking for it since 2024. And I have it in black and white. So if you ask me about frustration, I'm beyond frustrated. But we have a budget book. So can somebody please inform me what data you used to get that budget book completed? Thank you. >> Thank you, Commissioner Griffin. Do we have any other comments or what have you? I do want to allow for the process to start and I do want to also validate that with the ESA committee, the equity and student
049achievement committee. Uh at one point I chaired it before Commissioner Santiago also took it over. One of the the cadence that uh our board was accustomed to and that may be why we're having a little disconnect and and feeling like wait a minute hold on um is because we did have a calendar a monthly calendar um that captured things like our hub outcomes. We received our year-end data in September. Our special education audit was shared with us. We received summer school outcomes in October, teaching and learning updates, network presentations, and so as we adjust to this new way, we want to make sure we don't lose that. I do want to also validate that a lot of the the information or data we have felt we haven't gotten, we have not received in the format
050in which we previously received it. So it wasn't that we some data I think we are miss but there's also a lot of data we have received and we have to go to links but when we look at it I don't know if it's user friendly and so we we do want to um hone that in. So I'm I'm hoping that we as commissioners will give this ch this uh conversation an opportunity to see what the data can look like and better understand it. Um did I see a hand by Commissioner LeBron? >> Yeah. I just always like to let the listening audience know that the budget book is prepared by our expenses in real time and what our expenses are um our expenses. So there's lots of data around that and that has to
051be tied to HR and finance. But um that is essentially and then we unfortunately have a lot of mandates that we also have to do. So I just want to point out because it's sort of my like forever grievance of having a $1.2 2 billion budget where 75% is staffing and the other percent a huge percentage of that like 20 is really restricted dollars. Like districts don't have unrestricted dollars. So all of the dollars that do come in from federal, state, and other funders tell us exactly where we have to spend those dollars, whether it's for kids, staffing, and so forth. So I I just want to separate the conversation of the budget per se to the data. Although I do want to uplift that our budget should reflect our values as a board and
052what we're saying we're going to be doing and what the community wants us to do and that should be the alignment, but there also has to be alignment because in the past there wasn't with the state monitors recommendations with the um strategic plan. There is a strategic plan in this district. Uh, I don't know where we're at with that with this new superintendent of absorption, but that was the the push that those plans, state monitors, our um strategic plan and the data that we do have, which is the declining enrollment, all of that has to line up in the budget and it's not going to look pretty. I just have to uplift that too because it's never going to look pretty. Um, so I just want listening audience to understand how a budget is put
053together. Thank you. Thank you for your comments. And so, Dr. Hart and and Miss Ellurn, I think you said, "Hey, I just came here to help. We were going to try to show you some stuff." So, I'd like to um extend this conversation back to Dr. Roser who's bringing you up so that we can enter this conversation. I'm going to remain open-minded to what you're going to present so that we can learn this evening. So if I can you know sort of elevate acknowledging you know the frustrations of the board you know as we go through this process of recalibrating how we operate as a governance team and understand that it is important that all board members do have access to pertinent information that's going to then provide board members with the ability to govern
054you know as defined by New York state education law. One of the things that we've discussed as a governance team is utilizing the Council of Great City Schools model as a way to narrow our focus to talking about and discussing those things that are going to truly move the the the needle when it comes to student outcomes in this school district. And unfortunately here the four there's been a lot that has been discussed a lot that has been attempted but when we look at the end outcomes for our students particularly the four-year graduation rate we are not yielding or meeting the expectations that each of us as individuals as well as each of us as a collective body want for our children. So today what we wanted to do through the assistance of the council
055of great city school dis excuse me council of great city schools is to engage in what this process will look like moving forward. We discussed several meetings ago utilizing the graduation data as a way to have conversations about critical information that speaks to where our children are at. And while this information of course speaks to previous years, most recently the end of the 25, excuse me, 2425 school year, we did find it to be important to use this set of data points as a model for us to then better understand the process of reporting out on data. commissioners having questions and and asking very tactical and technical questions surrounding the data so that we can develop the muscle and the experience of this best practice that is implemented across many council of great city school
056district school districts. So, with that being said, I'm going to turn it over to our friends over at the Council of Great City Schools to lead us in this process of report out and board engagement. So, thank you very much. Um, and we'll provide kind of an overview of where we are uh and also share with you kind of what this process will look like. Uh the first and foremost just want to share that it is our objective to actually get this board to spend more time uh discussing students and student outcomes uh student outcome data. This is uh the first step in that process. Uh we've been working with the board to establish your goals and your guard rails. uh that has gone uh at the speed of the board and you have adopted
057those now and pushed the district in the direction of uh beginning to focus on uh evaluating uh and monitoring those goals, guard rails on a consistent basis. Uh and we'll continue to work with both you and the district uh to do that. And this evening is an important next step in that process and it'll feel a little different than a typical board conversation. And we hope that uh that is the case. Uh we're going to use your graduation data as a practice tool. Uh so this is not evaluative of last year's data. Uh this is a practice to understand here's uh what the district will begin to present uh specifically the superintendent. Um and this it will also provide an opportunity for the board to have a s a conversation with the superintendent about um
058where the data is, what's the understanding around the data and then what are the strategies moving forward uh to make improvements into data in with the data. And so we want to build on how the board approaches the monitoring process for your goals and guard rails that you've already set up. Uh today is really about how we ask questions. uh not necessarily what we think about the data. Uh although we expect that you'll share some of that, that's not the purpose of monitoring. The real purpose is to understand the data, understand what it means for your children, uh understand how we got here historically and what the district's take is on how we'll move forward. Um it's also an opportunity to really reflect on how uh to ask questions. As the superintendent just shared, uh
059we're going to break the questions down and we talked uh we shared a document for you that was just up on the screen, but you have that document uh that talks about technical questions, tactical questions, and strategic questions. One of the things that we'll begin to work with you on is asking technical uh and tactical questions ahead of time. We know you didn't have a chance to do that with this data, so we'll give you an opportunity to ask those types of questions so you understand what those types of questions are. But you want to ask those ahead of time. So the focus of your conversation and the monitoring process is really on the strategies. Um how are we going about addressing uh the challenges that we see in the data and then what do
060we see in the data understanding historically how we got here. Uh what I'll also share um is one of the things that is powerful about this process has actually been exhibited even in the data that is about to be shared with you and that is the district asking the questions internally. What you want to do as a board is you want to drive your district staff to focus on your students. uh you want to drive the district staff not to uh focus on the board and responding to the board in this process. You want them to focus on the children and addressing what the children need to address the data that's seen. And so a number of the questions that came out of even this process um were how how do we what is actually
061uh what are we seeing in the data? How are we understanding the data? How are we understanding what's happening to students? Um, and we'll talk more about these types of questions that you can ask, but who is impacted by the data that we see? And then what are the next steps that we need to take to address improving outcomes for kids? Uh, what are the things that we need to do as a staff and as a district to improve outcomes for kids? How do we know that what we're proposing is going to work? That the strategies that we're proposing are actually going to work. Those are the questions that were actually raised as a part of this process. and as a board that is uh the sweet spot for you because that is what you
062want the district focused on doing. Um before we jump in uh we're going to have uh kind of a quick warm-up and then uh I will introduce my colleague Cindy Ellburn and we'll dive more deeply into the process. But before we jump in, the materials that we you reviewed uh were attached to the agenda and we've got a a series of questions um about effective gold marketing, but I'll just take some broad questions. Is there anything that stood out to you um as commissioners about what uh effective monitoring uh might look like and what seems different from how board conversations usually go? Anything jump out at uh jump out to you? >> Well, I'll just start. I I do like that they're focused on the data and a broader um conversation around student outcomes. It
063doesn't become a personalized story or how did you get here necessarily unless that how did you get here is driving strategy or an understanding of technically how it aligns with a goal in an outcome. So I like that that is the focus of this conversation. >> Hello. Um, yeah, I think in terms of how we've operated in the past, um, and I know I've I've done this as well, you know, expressing personal opinions or recommendations about what we think the superintendent should do or what staff should be doing, um, getting in the weeds in that sense. And I think that learning to ask the appropriate questions um is going to keep us centered on the data itself instead of personalizing it. Similar to what uh President Simmons was saying. So um that kind of stood
064out for me. I think that the board has engaged in the past and I know I've done this with like asking ineffective questions. So, um, we have to reprogram ourselves really to start asking the questions to get the data that's going to be most valuable to monitor, uh, student outcomes. >> Who else? Anyone else? >> Um, yeah, I'll So, one thing that stood out for me when I was looking over these documents, um, specifically the board, the goal monitoring one was the benefic benefits for doing it. um coming in and watching the board prior to sitting in this seat um I saw a lot of these things not happening and one and if I may tell a quick story one of the things that I saw when I was coming in was a group of
065students who came in who were watching the board for a work assignment for one of the classes and their reasoning for picking to come into the district and watch a board meeting as opposed to doing a video or a paper was to see the drama that in that incurs on the board during the meetings. And so when I look at the benefits for goal monitoring, I see this lead by example, clarify strategies, communicate. These are the things that I think as a board if we can hone in on and put our skills and our efforts towards that, we will have less students coming in for the drama and possibly more for leading and showing how we're supposed to be doing things. >> Yeah. Thank you. Yeah, monitoring can definitely be a culture setting uh phenomena.
066If if done well, it sets that culture all the way down to the students. Anyone else? So, um just again to be super clear, um this report is for practice. So it doesn't it doesn't align with the goals you've adopted or your guardrails. Um but it is a standin that we can use to practice to practice formulating questions to practice the conversation um and to really build that skill. Uh once uh the work begins for real once you're really monitoring your goals um per the cadence outlined in the monitoring calendar. Again, each each report will focus on one goal or one interim goal at a time. Um, it will the report will align directly to those adopted priorities that were uh grounded in your community's uh input and um it'll be per the monitoring calendar,
067which as we mentioned before is an iterative process um that that the staff is going to continue to work through. Um, why might it matter that we're only focusing on one goal or interim goal at a time? Why do you think that matters? I'll join in again. Uh, I I would say it's kind of like makeup. Less is more. Well, in my opinion, right? So, you you don't want to uh get too convoluted and bogged down in too much uh because the conversation goes everywhere. This allows you to be laser-like focused and really move focus on what you're looking at there. So, >> yeah, definitely focus. Laser focus. >> Yeah, >> just to also add, we might be looking at different data sets for different goals. And so, if we're looking at similar to what
068um President Simmons just said, if we're looking at multiple sets of data, that can cause confusion potentially and we're less laser-like. Then, >> let me just add this too since we're going there, right? cuz with the ESA committee that was great but we did have more than one focus that we would have at times and those meetings were uh aligned with like a board meeting those things would go two sometimes three hours and so um I don't think that's appropriate either so yeah so so I've heard focus I think clarity um so to remain clear on on what you're hearing about not to have confusion anyone Yeah, Commissioner Griffin, >> I just want to be very clear. I know you guys have a job to do here, but in order to do your job, we
069have to be present, right? >> We have to be we have to sit in these seats and you have to monitor us. So, just imagine just just imagine if we weren't sitting in these seats, how would you do your job? I understand that you guys are here to do a job and I think that we are too. So, I just want to I want to hone in on the fact that there's a lot of things missing for for us to do our job and and for you wouldn't even be here in in in some sense of the word if we were able to do our job effectively and efficiently, right? So, as I'm sitting here and I'm listening to you, it actually builds my frustration a little bit more because I understand that we need
070to go get along and go get along to go along or however as commissioners, but I I think that we are losing more focus in driving this district in a direction of positivity with not being able to do for our children because we don't have the tools that we need as commissioners. And I I get that, you know, everyone thinks that we should wait, wait, wait, but you couldn't wait. You you had to make sure that we were present for you to do your job. So in retrospect, I'm sitting here and say in the seat saying the same thing, right? You had to wait and wait for us to do certain things, for you to be able to do your job in CGC. Right? So here I am sitting in this seat and not being
071able to do my job, the fiduciary duty that I have as an elected official to do my job because I don't have the tools that I had need to do it successfully and efficiently. So I just wanted to put that out there. It's just a blanket statement, but I needed to say that because I guess one doesn't really understand the frustration you feel over a period of time when you cannot do your job for these children. And we and months and months and months have gone by and we still can't do I can't do my job. I I'm I'm not talking for nobody else. I'm talking for myself. But I'm very frustrated with that >> because you can't do your job without us and we can't do our job successfully. We can't reach our goals
072without data. Thank you, Commissioner Griffin. Um, if you would restate your the part of the conversation we're in so that we can engage. >> Yeah. So, we're talking about why it's why might it matter to only focus on one goal at a time. Yeah. Dr. Feman, >> I think that one of the things that we like we learned tonight when we're looking at the code of conduct, a lot of these things are time bound. So, we need to make sure that we're focusing on making sure that we're going through a document and making sure that it really reflects what is best for our children. And we need to make sure that we are doing things in a process to make sure that they're time bound and that they are oriented in the right fashion. >>
073Yeah. So, so I think um the three things that I would have summed up you all have have hit on the focus, the clarity and the depth. the depth that that is needed to actually dig in, take the time to dig into that data set in order to really understand what is the reality for our students. Why is that the reality? all of those things and that and that takes time both for um the district to be able to unravel that once they receive the data in order to present the report to you and then for you all to to have the conversation to ask the questions um that provide that clarity and depth. Um so uh moving on from the materials uh what we talked about or what the materials talk about that you
074reviewed um is that effective questions are strategic tied to the data that's in front of you and focused on understanding what those results mean. Um and what I would say is that most of the time 2/3 to 3/4 of the conversation should be spent understanding current performance and root cause. So I think all of you have in front of you and it was part of um on that effective question asking document. I think it might be second page, third page, next page. Nope, that's it. Okay. Um, so but I think in front of you you have a uh and it's also in the student outcomes focused governance manual effective question asking where where it shows um okay you have the print out where it says past focus questions. Do you have that in front of
075you? Yep. Charisma's holding it up and you see that table there. the the um those first three columns are are where you need to spend the bulk of your time is really having having clarity about the data. That last column that those um future performance questions around what the what the superintendent and team plan to do next uh that that's the rest of the conversation. Um why do you think why do you think that guidance exists uh to spend most of our time understanding past understanding what the data the data and the root cause before you move on to future steps? >> I mean you want to understand the root cause. If you don't understand the root cause you won't understand how to find the north star. But also you want to disagregate the data
076in a manner that allows you to see how students are actually performing. If you're looking at students as a monolith, you'll get it wrong every time. So you want to know how our special education students or L students are performing as well as um you know demographics like our young boys, how are they performing? Are they graduating on time? So disagregating data, understanding how data pulls apart and the story that it tells. Also, the strategies are happening, what we're doing to continuously improve on those strategies are important fabrics of the conversation that allows you to get to where you need to go, right? >> Yeah. Yeah. Um, so those things, but what what's the risk if we move too quickly to the solutions and to the next steps without understanding what what's happening in the
077data? What's the risk there? >> Can you ask that one more time? I'm sorry. If if we move too quickly during the monitoring conversation into those next steps into that future, what are you doing next? How are how are you addressing this? Um without really understanding without really understanding what the data is saying um those current performance questions um what's the risk if we do that? >> Anyone want to jump in on that? Go ahead, Commissioner Fer. I think without understanding what is going on in a school and what we can look at data but how do we know that without just looking at the data for example we had a child that ended their life at a school I'm sure that the school was affected from that okay so when we see it we
078can say oh obviously something happened at this school but we we can figure out what happened and how to support the children instead of saying, "Oh, well, that happened and so obviously the school's not is suffering." Well, we can address how and where to go from that by actually looking at the data, but finding the wise behind it. >> Yeah. So, looking at the data and finding the wise behind it to know how to address it. Commissioner Lebron, I think you mentioned how big the budget is. How big is it? >> 1.2 billion. So, think about that. um this system that's that's a huge budget. So if we don't understand the problem clearly um then we risk investing time, energy, uh resources into solutions that we might we might not actually be solving the right
079problem, right? So really getting that clarity um before before moving on to next steps is is critical. Um and then just also just to summarize some of what you read for tonight uh just to remember the B board's role in monitoring is not to solve, it's not to suggest, it's not to manage, it's to understand the reality for students in relation to the goals. and then and tonight in relation to um graduation rate. Um and then to also understand that effective monitoring uh really starts before the meeting. Um, and that is with you all doing your homework, reading the report, and taking time to start uh to actually submit those technical tactical uh and and um strategic questions. >> I do have a question about that. So, we should be doing this in advance prior
080to meetings. What is a recommended timeline from CGCS about how far in advance we should be asking those questions of administration? What's the ideal? >> So, remind me typically how how far ahead do you all get um would you get the receive the reports maybe Dr. Ross or or >> 48 hours. Yeah. >> Charisma, can you answer >> Friday? Sorry. >> So, that's 48 hours prior to the work session, right? And then and then the business meeting is um two week is it about two weeks late? No, two weeks later is the business meeting. >> Yeah. So I think um I think you'll need to consider consider that probably the 48 hours in order to submit questions prior to the work session um might not be uh sufficient. And I think I think some of
081this we might still need to figure out um with with staff for how how they um for the release of the of >> Yeah. because if we receive materials 48 hours prior and we go through those materials and then we're asking some really specific questions >> prior to a meeting, it can be very difficult for the administration, I would imagine, to get that type of information for us. >> Yeah. So I think I think that is a question that we need to >> she wants to address the timing. >> Okay. Um I'm going to turn it over to the chief of staff. >> Okay. >> So our cadence will be that um you'll get the the actual report at the work session. So it'll be a report attached to the work session. No discussion but
082that will be your review. The we would like you to ask questions the week. So that week um right after the work work session please ask us the tactical questions. will try to get as much information to you as possible depending on how many questions we get and what was asked. Then we will present uh Dr. Rosser will present the actual report to you at the board meeting where you would received responses and now you can continue on with the dialogue. >> So work session >> ask questions board meeting would actually be the presentation. >> Thank you for that cadence. Thanks. >> Question. >> Okay. >> All right. >> Question. >> Yeah. >> Really quick. So, I just want to make sure I heard correctly. Work. So, for these reports, we'll receive them on the
083day of the work session. So, we'll get them at the work session. So, will they be on board docs? >> Yeah. >> So, they'll So, they'll be go live at on that day and then >> on that Friday. >> 48 hours. >> So, still 48 hours prior. So, so then you said we wanted for questioning. We were we would send the questions during that week. Help me like walk me through it. That's because I'm I'm feeling a little >> And one of the things that we may want to do too, and I'm going to have you speak, Chief Wilson. One of the things we may want to do is just to develop a very simple illustration, you know, so that our commissioners, particularly since we are all sort of walking down this path handinand for
084the first time together, so that all parties, be it the commissioners, be it our team, be it myself, you know, we have an understanding as to what things will look like sequentially, step by step. >> Yeah. Yeah. I think that'll be best because I ask a lot of questions as y'all already know. So I think I would need that so that I can make sure I tailor my questions appropriately and have time to do them. Okay. >> And how and where they should be done appropriately. >> Okay. I'll provide that. But just so you are aware, work sessions are typically Tuesday. We go live on Friday. So you would receive the report at live. >> Yep. >> That Friday. So but we would like between that Friday and the next Friday, you have all the
085time to ask questions. So, it gives you a week to review it and to ask questions. The following week, we'll work extremely hard to make sure that we get the responses to you prior to the board meeting that Thursday on that second week. But if you have questions early on, we'll be able to address them as early as you're able to um answer or ask them. >> Okay? is to most certainly make sure that our commissioners have an opportunity to review the report, be able to ask questions of myself because this is a conversation between the commissioners and the superintendent and for then to give me the ability to then work with the team to then get your responses. So that when it comes to making sure that we are efficient in our board meetings
086that we're not using up a lot of time asking questions at the board meeting that I may not be prepared or my team may not be prepared to be able to answer on the spot. We want to make sure that the information, the report is given to the commissioners, commissioners have, you know, up until the following week of course to ask questions to give myself and and the team to then give responses because we don't want to using a term that that Commissioner Griffin uses quite often. We don't want to bel labor, you know, the opportunity to be responsive to our board commissioners by simply saying, "Well, we need to get back to you on this." Because each meeting should be laser focused on the subject and topic that we're discussing in that meeting, not
087for us to then go back and sort of bring something back to the board at a later period of time. >> If I may, if I may as well, Mr. superintendent um and commissioners um as you go through the process as well. One of the things that we would suggest, we recognize that you're trying to fit um a new process into your old timeline. Um and the old timeline is you get it on Friday, uh then it's discussed here on Tuesday. uh but for asking things like technical and tactical questions ahead of time that 48 hours is not likely to be enough time which means that now you're going to be in a board session asking technical and tactical questions and so I think um for us uh we can work with the team to
088kind of think through is there a different mechanism and time frame that you can work through so that the technical technical questions can be asked in a written format you get your responses but then your time in the board meeting is actually spent discussing the strategies and the strategic um alignment between uh what you're seeing in the data, the district's conversations about uh the report itself and and what's next. Does that make sense? So, um we can we're happy to work with both you and uh the the administration on figuring out what that cadence looks like. >> May have us adjust our our go live policy. and Commissioner Griffin. And then I do >> I want to know also and I know um this might be off the beaten track just for just um um
089for an instance, but I just wanted to add um we a lot of people have been asking about the data dashboard. So is that is there an opportunity for that to be up and running? I know a lot of districts have it. Um I think that would be an opportunity also to be more transparent and with our community. um they can go right to the data dashboard to see the information and and the data that we have. Um have you have you heard of that? >> Yeah, if I can just speak to that. One of the things that we want to make sure that we do because what I might consider to be important data, a commissioner may not consider to be important data. What our community may consider to be important data, we may
090not consider to be important data. So what I would like to do along the the having a a separate conversation around what our data dashboard should look like before we put something out there for consumption. So if we can have that as a separate conversation that would be spot on to our ability to then be able to meet the needs of our commissioners when it comes to the type of data they would like to see in the data dashboard. >> Right. I totally concur with you with that. I just want to note that that information is on the Aino report and Dr. Jilo they they wanted us to have a data dashboard that came from the state level. So I want to make sure that we adhere to that because it's been some time um
091since 2018 that we have not had that come to flu 2019. Yes, there haven't that has not come to fluoration. So again, a long delay has been made for something that should have been here several years ago. >> And it's it's and the data that just so that there's a point of clarity and my apologies. I don't want to because we're here for a different conversation, but I do want to make sure that it's clear and that is known known that upon my arrival there was a data dashboard that was available because even in my the interview process, I was accessing the data dashboard. Perhaps it was not widely known, but I know that even through the work of of um um Chief Vanderwater that there's been some updates to that as well. Um but
092we can, like I mentioned, I can I can provide additional information as to where that was um and how people could have accessed it. >> Okay. Thank you very much, Commissioner Santiago. >> I I don't have any questions. Appreciate it. Thank you. Okay, no worries. Were there any qu any hands that I'm missing? >> Okay, >> were there any additional hands? >> So, if I if I may and we'll uh next we'll transition to actually giving the board an opportunity uh to practice asking questions. But one of the things I want to distinguish between um is access to data um and then having conversations with the superintendent about strategies around what's in the data and what the data actually means. Uh and so I want to separate those two processes. Uh quite often um what
093we've seen as we go around the country is board members will get presentations of data and it's big data dumps uh without real discussion of what does the data mean? Who's most impacted by the data? What are the strategies that you're thinking through? What we want to transition you to a process of is not getting data dumps but actually having a conversation with the superintendent about all right what is the data telling us and what are we doing about improving outcomes for kids as a function of the data. >> I was just going to say in one of our last trainings we learned that most of our team here are very data data focused and we like to analyze data. We learned that about ourselves. So, I don't think that's a problem. >> All right.
094Um, so with that, um, getting back into the idea of the types of questions. There's technical, which is talking about how something's measured, really really um, getting into uh, what those things mean. um tactical um and then the strategic questions. So typically um we would recommend that the board board members exhaust all of their and with the caveat that we'll work through the system of when you get the report. Um we're just going to pretend we have the ideal already happening. Okay? and you get the report, you have time to look it over your technical and tactical questions. We would suggest that those um those get answered get submitted and answered ahead of time. Um if those questions were answered ahead of time, then what does that free up for during the meeting? anybody >>
095strategy. >> Yeah, >> Strategy the really the real clarity about what the data is saying and then what the strategy is to address it. Um and and appreciate Dr. Fineman the idea around loving data, loving to analyze it, but this is going to be about hearing the superintendent and team's analysis of the data and what they're what they're um what they're planning uh from that analysis. So, uh in an effective system, those type types of questions are submitted in advance. You can still submit strategic questions, but the technical and tactical questions um definitely would love to get those ahead of time so that the focus of the meeting time and discussion is on digging into the data itself and in that strategy. Um and then typically when those questions are submitted, the superintendent and team
096would answer them. Um we would recommend that a Q&A document is shared uh with the entire board. Any question asked by a board member is provided to the entire entire board and then that it is also shared with the public by putting that Q&A document actually posting it on the agenda. Um and then as mentioned then you you get to focus on student outcomes when you get here to the meeting. Um, so we're going to get ready to get into the report. Um, but before we transition, a few uh reminders um just about what our role will be here. We're going to ask you questions. We already have been. Um, we're going to ask you to pause at times. We might ask you to refine questions at times. um and and to give it another
097shot. Um we're going to interrupt. We're going to push. And that's not uh that's not to limit you. It's to actually help build that effective question asking skill. Uh any questions about that process? All right. So, let's practice the first step. What technical or tactical questions as you have read the report, as you're looking at it, what technical or tactical questions do you have about this report? And and just to clarify, you're referencing the top paragraph that Yeah. So, yeah. So, technical questions around um uh around how you know how is this what does this measurement mean? Um just just any technical questions for for example I might ask on page uh four under uh multiple pathways to graduation you say this includes expansion of New York SED approved pathways 4 plus one model. What's
098a 4 plus one model? Cindy, can I can I Yeah. And I just want to I know that we're we're doing this for the purpose of helping the excuse me, the commissioners have an understanding of what the cadence of this is going to be. Can I am I permitted to sort of give a a highlevel overview of the report particularly for our listening public? >> Sure. So here here is here's the caveat and I think that I think that will work. This is right now the before stage. So theoretically this would be but we can we can go out of order. So the theoretically this is what's happening at home when the commissioners get the report. Um but yes you can give a highle overview of the report without going too deeply into it. Um
099what I want commissioners to really get used to um is that they the the expectation is that you all would have read it and don't need to have a PowerPoint. Um and and this will actually help you build some of that muscle around looking at the other reports that don't come to you in the form of presentations and PowerPoints as well. um in order to be able to uh take away information um that you need to understand uh where your kids are. Um so we can go ahead and um I'll turn that over to you Dr. Roser to give your high highle overview of the report and then board members be ready to um to ask some of those technical and tactical questions. I do want to also say that my question prior was because
100we were on a different screen and so I didn't know what you were referencing if you were talking about that document or a different document. So I was looking for it in front of me and wasn't seeing it. So >> no worries. >> Yep. >> Okay. So just at a very high level, I just want to sort of u provide um information um to the board um and more specifically to her our community because this information was made available to our commissioners this past Friday. So, as we see with our data, particularly around four-year graduation rates, that over the past four years, unfortunately, we've seen a decline um in our student four-year graduation rate. The district's graduation rate has de declined over the past several years, indicating, of course, that we're not currently on track
101toward increasing the number of students who graduate within four years. When we look at some of the data sets that are provided for this report, we see that five of our nine schools, high schools that saw a decrease in graduation rate. Three of our nine schools saw an increase and one school Padilla was baseline for last year. When we look at our subgroups, we see that for those students who identify as African-American, we see that four of our nine schools saw increases. The other ones saw decreases. And as with Padilia, it was a baseline year. Latino students, we see that three of our nine high schools saw increases. The other ones saw decreases. For students who identify as Caucasian, we saw four of our nine schools have increases from year over last year over this
102past year. students with exceptionalities. We see that two of our nine schools had increases. For our English language learner population, we see that two of our nine schools had increases while the other ones saw decreases. Overall, we see that there's significant gaps in graduation outcomes across student groups. Multilingual learners and students with exceptionalities are graduating at substantially lower rates than their peers. Latino students also demonstrate a considerable performance gap compared to other student groups. So I'll pause here Cindy to to have I guess to facilitate a conversation around what board members or how board members should be analyzing this data and what sort of tactical strategic and technical questions should be asked. So um my initial thinking was that um we would practice the first step of technical and tactical questions. Um what I might
103propose is that because we're doing this all at once. um is if the board members would like to ask what I would like you what I would like you to practice is trying is not getting to the solutions until you've exhaust all the other questions but ask the question board members ask whatever question you would like whether it be um about the data to understand the who what how um or those technical questions about and tactical questions about the measurements and um some of those other things that you just need to know to understand the report and identify what type of question or we will help you identify what type of question you're asking. Um does that make sense? Will that work? >> Yes, that will work. >> Dr. Feman, did you have a question?
104I do have a question and I don't know if it's technical or tactical or technical or even um strategic or even important or something I should be asking. >> When I look at this data and having kids in the district, there's a lot of fluctuation of um principles and administration and I'm wondering if there's a correlation between decrease and or increase in graduation rates with stability of principles. So um first board members what type of question would you do you believe that is? So so first what I heard um was that was a statement or is it an assumption around the fluctuation of principal leadership in the district? Is that what I heard? That's >> that's knowledge. >> Um >> relationship between >> and then the relationship between that and the and the data and
105the decline in data. Is that accurate? >> Fact. >> I It's a fact though. It's I mean >> so it seems like a strategic correlation I would think like what is your strategy around staff retention? >> You think I think I don't know. I don't know. I think that that's a fact. So how do you how do you relate to that question? It is a factual question. It has some it has a lot of validity to it. >> Give us the bucket. What bucket is this? Is it strategic, technical or tactical to you? >> So how many of us think it's technical? >> I guess is that I would say >> it's it is technically like what is that? But >> but it's something in the middle and you don't have it here. You don't
106have the word. >> So we'll go with technical. It looks like the majority set up here. What you give us the answer. What you >> want me to take it? Um >> because we know consistency rules. >> So >> I would argue that it's tactical but >> tact that's the only way we could go. Ain't nothing else in the middle. >> So let me ask you this question. Um does that question address uh so I think there was someone that mentioned that this question addresses the strategy for um stabilizing leadership in the district. Does that question address the strategies that the administration is going to employ for stabilizing leadership in the district? >> Not really. >> No. >> Uh so is it a strategic question? >> No. For it to be >> not if you
107put it like that. >> Yep. It's not a strategic question. So that means it's either got to be tactical or tech technical. >> So it's tactical. >> So it sounds like the majority said technical though. They did >> techical. That's more that's more a technical question of what is the relationship between um the changes or the fluctuation in scores and the administration changes in that building. And that's something that the superintendent and their team won't have. They won't have that. That's not something they're just going to be walking around with. So when we say giving you both you time to ask the question and the administration time to address and give you feedback, that's something they can give you feedback on. uh here's what that relationship looks like. There may not be a relationship. Um
108you the assumption is that there may be but there may not be a relationship. Um it could be that all of the schools have changed changed principles. If all of the schools changed principles then some of them went up and some of them went down and there wouldn't be a relationship. Does that make sense? Um so that's more of a a technical let us know kind of from a background question. >> Well this one's really grinding me if I may. May I ask about student placement? because I I I want I want to talk about the measurements and get into the the technicalities of the data, but what about student placement, you know, and if it's being expressed possibly that uh schools are being inundated with students with um that are L students or students
109with exceptionalities and it's it's in one school more than it is in others. And so the the resources that are needed to ensure those students get what they need to be successful. Um and these and these babies are being placed maybe in the middle of the year sometimes things of that nature. Like what what if you're hearing those type of things? How does that play out in this kind of conversation? >> So first of all, did you did you say whether you thought that was a strategic technical >> No, I I asked you. Oh, got it. Got it. H how about uh uh phone a friend, lifeline, other other commissioners? Um technical, tactical, strategic. Yeah, I think it's a technical question that that can that's borderlines tactical >> because it does allude to something that
110that potentially is happening that requires a tactical response. >> So I think it's technical bordering on tactical. >> Yeah. So, so that too would be one of those questions similar to the previous um where where uh that might not having that uh question ahead of time um in order to have that information. Um, and then really thinking I think I think one of the things that I want to say is as a board as as you board as you are coming up with your questions, think about is is this helping me understand the data that's in front of me for those technical and tactical questions? Is this helping me understand do I know what that measure means? Do I know what that um what that like I mentioned? Do I know where the 4 plus
111one model is? Um all all of those things so that I can really understand the report less me guessing and I say this as a former board member who had lots of questions and and and did even after training like this about me guessing what the issues were. So um guessing and asking is that it is that it um so >> but not so much that Cindy and >> please forgive my interruption and and I asked that with intention because that's actually information that I have received on a very regular basis. >> Sure. Sure. >> The reality is I don't have any type of plausible data that would allow me to say that's what's happening. And I wanted to ask that question because then that would then probably lead me to saying even if it's
112before the board meeting, I'd like to see uh find out how how many students are getting placed in the middle of the year. Uh are we doing is this happening? And so then that starts to lead to those additional reports and asks and so that's the that's how we get into these spaces and so I'd love some guidance on how that happens and how we can manage that. >> Yeah. Yeah. And I think and Ray, I'll turn it over to you, but I think that is part of managing it is getting to a deep dive of this information and this data rather than um and and perhaps you know your question might be very uh I I'm speaking more broadly um rather than just to your particular question. But really um really diving into so
113I understand what's on the page in front of me. So, I understand I understand what I mean, you have a ton of of of charts on here. Um um and and getting to some of those and and then you also have some of those next steps. Um so, I think I think really thinking about the data on the page in front of you rather than the data that you might want to request, if that makes sense. I'm going to turn it over to Ray. Go ahead. >> Oh, no. >> Okay. >> Yeah. >> I mean, go ahead. >> And also, just just to clarify again, this isn't to limit the board asking questions. It's so that questions are asked in an it um at a time of like asking them asking technical tactical ahead of
114time allows for you to get into the into the good stuff um with your precious board meeting time. Yeah. Yes. Commissioner Griffin. >> Um I'm I want to know how you would answer this. Um I get a lot of questions about uh the assessments and how the questions are how the questions where they get the questions from how they derive to certain questions um for the assessments for the children and how they are administered and when they are administered um and how frequently the assessments are done. Um, how can we address that and and give a give an answer that would be feasible to um sometimes uh the teachers, you know, teachers that ask about it, administration that asks about it because a lot of the questions that they ask the children um are not
115always what one would think would be the right questions to ask or are or are or are not even relevant. So, how do how do we address that? And that's a big concern of a lot of teachers and administrators that that I've talked to that have said something to me about it and and I I have no answer because I'm that is not my you know that's not in my purview, but I I would I'm asking you all what would be the response to that. are are you talking about the state assessment questions or the uh because the state >> that they give to the the children um >> so so you're talking about so uh there are um for example release I'm not sure if New York does this most states do uh but
116most states release um test items things like that but typically uh those items aren't released to the public um for reasons that you don't want to prepare kids to answer a specific question u but those types of questions are uh questions that um you could sit down and have uh a conversation with um the research team about um but that is a it's different than the monitoring process. So it's not the data that you're looking at here. Okay. >> Um and in terms of timing of assessments, things like that when you get your um so in that monitoring calendar that we laid out a little earlier, >> CFA assessments >> or >> Yes. So, in that monitoring calendar that you saw, when you have cuz I think the district is using CFAs to report to
117you, what you'll get um on in that monitoring calendar is >> this calendar is set up because here's when the CFA assessments are given. Um here's an overview of the results of those assessments, etc. Um and then here are uh here's when we're going to present that to the board. So you'll as that monitoring calendar gets built out you'll know more about exactly when the assessments are given and you'll be able to answer those questions. >> Okay. So okay if this happens in typically CFA assessments how many questions out there five four and where how do we come up with that specific number is what I guess my concern is how how are we just asking just the four or five questions what is it based on and how how do we derive is there
118someone that can >> so when you so when you get the when you get ready to monitor although we're not monitoring CFA data tonight but when you get ready to monitor that those assessments that is a technical question that you can absolutely absolutely ask up front. So that that's an example of a technical question. How many questions were there? When was it given? Those are all technical questions that you ask. >> From how did they come to those questions? We can ask that or is that that would that be >> that's a technical that's a technical question. >> Yep. >> Okay. We have Commissioner Malloy. We're going to pull it back in and we're going to actually focus on the data on the example that you're providing us. >> I promise I'm going to try
119to do that. And Commissioner Mallaloy has a question in that regard. I think there's so much discomfort here just speaking for myself like this is new and similar to when we're teaching our students and when they try things for the first time highly uncomfortable there's some hesitancy on all of our part to like jump right in and um I think our initial response is oh my gosh we're on we're live like this is very uncomfortable right I I can only speak for myself here but I do have a question about the data that's in front of us and what's been presented on graduation rates. And so I don't know if it's technical, tactical, or strategic. So forgive me. My question would be I think as a commissioner, why are we seeing the differences we are
120seeing in graduation rates between buildings? So I don't >> So So >> is that a question that a commissioner should be asking? Like I >> if you if you look at >> Sorry, I'll talk into the mic. If you look at that um that sheet with the three columns, uh those are actually great questions around that around uh strategy. It's a little bit of a cheat sheet for you all. Uh there's def it's definitely not exhaustive. However, um do does that question look like look like something you might find on that? >> No. >> Will you ask it again? >> Yes. So, why are we seeing the differences in graduation rates that we're seeing between different buildings? I >> Yeah. So, so >> we're trying to analyze a lot of information at the same time
121here with the cheat sheet. >> Um, >> so board members, >> you just you want us to just interpret the data in front of us and our natural inclination is to get into what you're trying to keep us from going. >> No. So, so I'm just wanting wanting to first of all for you all to understand if that's a technical, tactical or strategic question. >> Strategic. >> Okay. >> And then I would say superintendent >> have at >> if you're ready. >> Yeah. And I think that this is part of the reason why it's important that when our commissioners receive this information that we then use that time to ask those type of questions because being able to respond to that question on the spot right now. >> Yeah, >> I can most certainly give
122you a resp ask asking questions here. This is a work session, right? It definitely is a suitable question, but for me to be able to respond to that on the spot >> given who I am, which is being a very researchbased and if I say something, I want it to be based on evidence and facts. I would then have to explore a little bit more >> to then give you my analysis based upon the facts and the data as to why there's so many differences. you know, one can can can assume and can make assumptions that there are differences based upon similar to what um President Simmons spoke to, which is, you know, the placement of students and is there an over and abundance of students who are um overaged and underredited placed in certain
123buildings in comparison to others? Uh that's an assumption that we can make, but I would like to then be able to respond with the data that then says yes. For instance, over at Padilla, we have um looking at our placement data, we see that we've placed 25% more students who are overage underredited than we've done in other buildings. Mhm. >> But being able to answer that question on the spot, I can most certainly give you my assumption and based upon what but it's it's we would like to >> provide the data that then speaks to the facts associated with so it's just not an assumption. >> Absolutely. And so those types of questions we want to make sure that we're asking well in advance so that administration can prepare, >> especially administration that wasn't here
124when this all took place. >> Yep. And and all of that is um uh thank you Dr. harasser for that response because it does help um I think it does help to understand that it does take some digging in. One of the things um that I want to uh point out is a couple of differences. However, the question um the question there allowed for allows for you to go ahead and it's it's open-ended, so allows for you to do that. um looking to find out what the top one, two, three reasons might be um and and then come back with that to the board. So, those open-ended type questions can often be uh can often be really helpful um to allow the board to see what it is that the superintendent knows and can learn
125versus um the the board uh you know asking yes no questions that don't that are just going to get that yes no answer. Does that make sense? Yeah. So I got a question for the technical tactical based on these charts and this on this um very specific data like one of the questions I would ask and I don't know if it's technical or technical so somebody can tell me but when it talks about when it we're looking at the numbers for the different subgroups they don't add up. So like the RCSD look at the black number of students that are black RCSD total then in the different schools those numbers that we see based on those percentages don't actually add up to those overall numbers. So my question would be how did we get these
126numbers and why don't they actually add up? >> So we when you're saying that they don't add up give me a >> so example. So if you look at the um let's go back under the subgroup of black. Um so RCSD we have in 2018 the cohort 7 743 out of 101 which gave a 74% graduation rate. That's what we're looking at right >> just make sure I'm on the right page. So if we look at the numbers for east u up east upper Edison Monroe early college school of the arts all the schools when you look at those numbers they don't actually add up to those totals. I am not following. So when I look at so so it's a >> total of 2011 >> right 2018 question >> no no I'm gonna so
127in 2018 it's a 2011 total right out of that 1. >> Got you 743 I'm assuming that graduated which gave us a 74% graduation rate for black students in RCSD in 2018 cohort. Is that what I'm reading >> here? Let me just do some math because this information from my understanding is pulled directly as stated at the top of the report from our SERS report which is a state report. >> So I want to be able to understand >> something real quick. Let me just I'm almost done. 54 that gives me 540 554. So when I look at the information, if you take East upper and you take the number of students >> who were successful with graduating, if I did my math correctly, it adds up to 554 and not 743. >> That's what
128he's saying. >> And that's kind of what I was looking at. And then with Padilia and you said something about it being your was that I don't know what it was but anyways then there's nothing for So I'm like is the extra numbers what's missing from Padilia or how where where is that coming from? And then would that be technical or technical? >> So you tell me you tell me. I have an answer for you but you tell me. >> Technical. >> I'm assuming technical. >> Yeah. And I that's very much a technical question. I can for 2018 for example, I think you were using um 1011 um as the total for RCSD black. Um I added up the numbers quickly. I got 700. So your question is what happened to the other 300 kids
129that are in the black column. That's technical question. >> So bad attendance. Well, I just want to let's so I just want to make sure that we we do some level setting, some clarifying. I'm going to ask um Dr. Orton to to come up to the microphone. And this would be a typical practice. >> So, if I'm unable to answer the question, I may then lean on my team to then provide more of a technical response to that. And I'm hoping Dr. Orton, you can provide clarity and illumination as to how to add these numbers up. And and before you respond, before you respond, I just want to point out this is the very reason we say ask the technical and technical questions before so that you're not putting the superintendent administration on the spot
130to kind of give answers. That way all those questions are answered and your whole conversation is now about strategy, not about the little technical things that you're that didn't make sense. >> Right? So in our practice round, no um greetings board commissioners and superintendent. So there are closed schools that we still hold the accountability for those students. Those are not listed. And then there are um students that are placed out of district. We we will show that in past um presentations. It's not listed because we just did schools here. Um and then there are students that sit on the district's accountability. So they don't show up in a school because they may have been non-attenders for multiple years. Um, but then they sit just in the RCSD total. They don't sit in a school. >>
131So then would it be reasonable I'm sorry to jump in. Would it be re This is interesting. So would it be reasonable for if we were to get a data report that was something like this and then those unaccounted for students are there that there might be some form of like an asterric that states out of district students are here and these are the extra numbers that you know it kind of self-explains. >> Yep. Yep. Okay. And that's that's that's exactly the type of feedback we're we're seeking because as I want to reiterate, we're sort of holding hands, walking this journey for the first time together. So, as we are putting together reports for the board, and this goes back to to something that we've discussed previously, we want to make sure that we're providing
132it in a way that is easily read by commissioners or layman and also in an acceptable format to our commissioners as well to help facilitate the conversations. >> Thank you. Thank you, Commissioner Griffin. I apologize for jumping in front of you. Um, did you have a question or a statement? >> I think we're all on the same page about um the the difference in the numbers. So, I your your question basically answered my question. Um it I just think that also to add to that um it it's kind of scary actually because then we have kids that we we're not accounting for and and those are the kids that could be you know those numbers are scary. Really scary. So I How are we addressing how would that be addressed? >> I think you're you're
133accounting for those kids. Those kids are accounted for in the RCSD line. So you are accounting for those kids. Those kids are still sitting on on your record. Uh I think the explanation is those kids aren't sitting in a specific school or they may be in an outof district placement school. It's a part of the that's a normal part of school district operation. So that's not it's not that you're not accounting for them. >> Well, we do have kids that are not accounted for that we that are still on the books. So how I mean some kids they may not come to school and we still have them as attending school. How how does that work? >> Sorry. So regulatory by state law, every student has to attend until the end of their 16th year.
134In RCSD, our policy is the end of their 17th year. So we still carry every single student. If they withdraw from the district and they have not graduated, they still affect our denominator. >> So they're not lost. They withdrew, but they still again affect the denominator. So that's reducing our graduation rate because the student either stopped attending or we don't know where they went. Yeah. So, we we had a need some years ago um at I think it was East High School at the time and we had an influx of students that were returning to Puerto Rico and they weren't necessarily removed from the books. You can't just remove a student without understanding where they are. So then they sat on the books too. >> Yeah. And because we I mean because the parents would
135become responsible too at at some point depending on the age. But I I'm curious to know the overall and like the attendance in the in the schools. How many kids are like not accounted for because I'm sure there's that group that is is not accounted for and the parents probably are not aware. They they're just lost. So or maybe even homeless. We don't know. >> So let me let me let me use this as an opportunity to sort of speak to things that if that was a question that was asked. So if that was a a technical question, you know, what is contributing Dr. Roser, what is contributing to these numbers being that the way they are? And to your point, attendance is one of the primary drivers >> as students who are chronically absent
136of course are not capable of graduating because they're not accumulating credits along the way. >> Right. Right. So that would be a response that you know once provided on the platform for a asking questions that would be one of a a potential response that would then be provided so that once again as Dr. Hart spoke to when we come to the meeting we're having conversations around what the district is doing to address these matters. >> Okay. I I would I would be curious to have that breakdown from from the schools to see where we actually sit at with each school as far as that is concerned in attendance and people that probably are not attending and have been consistently not attending but have not been addressed in in a proper fashion because I know there
137are some that do exist have fell fallen between the cracks per se. So with that, so with that, I just want to make sure I think you one you've asked a ton of great questions. Uh most of which have been technical or tactical. Uh does anybody have any questions before we move on about technical tactical questions and is pretty clear now um why you ask those questions ahead of time, what you're looking for, etc. Does that process make sense? >> We just want to know where >> we'll work out when we'll work out when. So it's a little more than 48 hours. So we'll work out win. >> Um so let's turn our attention then um and again about three4s of your time. So when you're talking about monitoring so now we're actually getting into
138the actual monitoring process. Um we'll talk about what the the the asking of strategic questions. You'll see uh on the sheet that we referred to earlier uh that's got current performance questions in the first three columns and then future performance questions which were in column four. Uh this process about three-4s of your time should be spent with the superintendent having a conversation about uh what is the current pro process? What is the root cause of the current process? Uh where are we? Um so let's take a a stab at who has any questions. uh that help us better uh understand the data from a current performance um perspective. Anyone have any questions for the superintendent about current performance? >> Okay, I think this might be one I think. Okay. What measurable targets has the district
139set to improve graduation rates for ELLL students? >> Measurable targets. >> That's my question. I'll point out I'll point out a couple I'll point out two things. So I'll point out two things about that about that question. Um just from a um from a question standpoint. The first of which is when you're actually monitoring because this is all about monitoring the goals and the guard rails you've already set. Those targets are already set. >> So you've already done that process. So when you talk about what measurable targets there are about achieving literacy outcomes, about achieving math outcomes, those are already set. So the superintendent can try to ask that now. But what you're going to focus on as a board is you're going to be monitoring the goals that you've told the superintendent are important
140to monitor. Those numbers are already set. >> Okay. So then would a better question be then how will the board track progress in closing those gaps over time? So, no. >> Great question. >> I'm just asking. >> Great question. You've already you've already established that. That's what every monitoring session is about because every monitoring session is based on not only the goals, but then those predictors of the goals and whether or not the the district is making progress on those predictors of the overall goals. So you've got literacy, you've got math. Under that you've got the um um the progress monitoring, call them progress monitoring, but you've got uh the progress monitoring goals that are set under that. Now I'm drawing the bank. Um interim, you've got the interim goals and interim guard rails. Those
141interim goals are the predictors for whether or not you'll hit the overall goal. And each of them will have a target and the the superintendent will have to discuss um did we hit the target? did we not hit the target? Um, and if we didn't hit the target, um, what are we what are we now doing to make adjustments? You won't see that here, right? Um, because this is just a presentation of last year's data, but yes, every single one of your goals and guard rails has where are you currently? >> Did you hit it? Did you not? And then what are you doing? How are you making adjustments for whether or not you'll hit it? >> Right. >> Okay. So, that's good. So, Okay. Okay. Cuz my questions was based off the data that's
142in front of us. >> Yep. Right. So, but in in not this simulation that we're doing in reality when we see these reports those wouldn't be questions because it would be in front of >> the first the first question that the superintendent is going to say is whether you hit the target or not. >> Okay, >> that's the very first thing did this was the this was the objective. This is what we were trying to hit by this point in time. Whether you hit it or not will be the first thing that the superintendent the report will will address. So, one just real quick and then one of the things as you're thinking about your um your questions is to think about does this help um understand what's happening for students? Does this is this
143question going to help me help understand what is happening for students and why it's happening? So, just keeping that in mind. >> Okay. So, if if I understand this and and please correct me if I'm wrong. So, if I said to Dr. Riser, what um do you think that based on what you've monitored as far as the current scores in ELA and math, what is working and what is not working? Would that be efficient? Would that be good? >> Okay. So, Dr. Ros general, >> but it's very general. >> It's too broad. Okay. With our with our third graders at what school? >> So, we're talking So, we're talking about this one. So let's stick to let's stick to just graduation rates. >> Okay. So with the gradu based on the graduation rates Yeah. >>
144And what school >> what' you say uh president? >> Ninth graders. Ninth graders. >> Nth graders. >> Do you see do you see the projection of them possibly graduating um with a strong literacy? >> Um >> that's this is graduation. >> Was that the question? Oh, I don't >> Well, yeah, I'm I'm trying to think of that last word, right? I'm tired. Sorry. But say I'm tired. >> So, let me So, let me make So, this is for um and Commissioner Mallaloy referred to this earlier. Uh this is a much more difficult process because we're doing it with you live. So, let me first of all um articulate that. Um you're doing a really great job of trying to come up with what are the differences between tactical, technical, strategic questions. Let me ask a
145question. Um, one of the things that you want to do by getting this report early is you'll have an opportunity to think through what are the strategic questions that I want to ask the superintendent about what I'm seeing in the data. So, for the public who's viewing this, you're doing it live on the spot right now and we're practicing it. But in the future, as you get more pro, more um comfortable with asking these types of questions, you'll be able to sit down and long before the meeting, think through what's the what's the strategic conversation I want to have with the superintendent about understanding this. So, I don't mean to cut you off, but I just want to point out for the for the public that a >> on the spot asking these different questions
146um is a is a real challenge, but you won't have to do that moving forward. >> Okay. Well, uh, and I'll do fairness because it is on the spot. I still want my question answered, but you don't have to do it right now. Just just I would like to know though, do you see what your projection is as far as what the current data speaks to? Um, as far as what you've monitored, are we on track to reaching our goal? Um, and what would what do you see that what does that look like as far as your percentages? Did you get that down to um Miss Travis the question in reference to that? So, so it can put be put on the board so he can just address that with us because I know it
147is on the spot and that information probably >> I don't understand what the question you're asking about graduation rates. >> I think one of the thing what she's asking is it's April. Are we projected to have graduates higher or lower this year? Exactly. Because as we were been discussing in other meetings, we should have progress reports by April. We should know if our students are going to graduate or not. So, are we projected to have a higher number or a lower number? >> And she's looking for projections for this year. >> And we and in all due fairness, like you said, this is live. Thank you, Dr. Ferman for that for that help in in addressing exactly what the question is that I'm asking because I know um President Simmons was like the ninth grade
148so I did say ninth grade but overall what do you see the projection is for us reaching our goal. Thank you Dr. Fman and President Simmons but like I said if we can put it on the boardlock and you can just give us an answer and that that would be great. So we just have that we have that information. Thank you. But I guess and I don't the the question is somewhat ambiguous. So are we we say our goal we don't have as a board goal a graduation rate. >> We do have as a board goal the number of ninth graders who will um by ninth grade >> be able to have enough credits right to then be able to be labeled as 10th graders. That is a goal. So, we want to make sure
149that the questions are aligned to the board goals because the board goal is not to achieve a graduation rate of x%. But to better guarantee that our ninth graders are progressing toward graduation by >> the number of credits they attain, >> okay, >> by the ninth grade. >> Okay. So, thanks for that clarity to the listening public. So, we do have that question down, right, Miss Travis? Because we've said it so many different ways. Do you need to repeat? >> So, yeah, you don't need you don't need to repeat it when you actually when you evaluate that board goal. So, when you get to the place where that board goal is being evaluated, I know we're using the term board goal. For me, it's not a board goal. It's the district's goal. Right? So, when
150you're evaluating the district's goal, that answer will be provided about whether or not you're on track, off track for that particular, >> but it won't be answered because it's not a goal. Well, that is a golden ninth grade. >> That's a go the ninth grade. >> Yeah, that one is a That one is a distribuation. That's what changed it. >> I have another question. So, I'm >> Commissioner McCulla, forgive me. I just want to just do this for for us just a time check that it is 805. Not to rush the conversation. Also to acknowledge that we do have resolution review for two um buckets. That's not for you personally, but just for us as a board. Okay, >> sir. Thank you. This is just I just I think this is strategic question. So I
151want to know if it is based on this information that you gave us tonight that we're losing um under the student engagement and ownership and understanding graduation. Would a question to the um administration be on is there are there plans to start that conversation of engagement and ownership with eighth graders before moving to 9th grade? So that by the time they're in the ninth grade, they have an idea and understanding of those five credits that they need to have earned, which goes along with those strategic goals. >> So I'll give you two things. So you tell me, is that a strategic question? >> I'm asking technical tactical or strategic question. You all tell me. >> That's future performance. That's strategic. >> Yeah. No, that's strategic. You got it. >> Okay. >> All right. >> Um
152there are a couple of things that you want to think about um as you ask the question. So the two things that you want to think about, one um is the question about the strategy. So in other words, you could say, Mr. Superintendent, what is the strategy for making sure that eth graders have a better understanding of what it means to get to graduation? what you the way you just posed the question was is there a strategy to take and I forget what what it is but to take whatever you're doing with ninth graders and apply it to eighth graders >> what are you what are you implying as a board member when you ask the question that way >> that it's not being done >> say how to >> you said that it's not
153being done >> that I'm assuming that it's something's not being done that >> so so what are you implying as a board member that what >> that it should be done. >> That's a directive. >> That's what she said. >> All right. So, how you what and this is what we'll push back on you on. So, I'm glad you asked the question. Um if you say if you ask the question, what is the strategy for conveying um this important information? Superintendent may say, "Okay, we're doing it with ninth graders." If you ask, "Is there a strategy to employ that with eighth graders?" that ninth grade strategy with eighth graders. You're basically giving the superintendent a directive to take the strategy that is being done with eighth with ninth graders and do it with eighth graders,
154>> which may not necessarily be the superintendent, their teams. >> It's not semantics. >> Is not it is not semantics. >> Yeah, it's not semantics at all. Um, so we'll get in we'll get into this, but essentially what you want to know and what you the strategic questions that you want to ask are what are the superintendent strategies. It's not whether you agree with the superintendent strategies or not. And it's not whether you want to tell the superintendent here's what I think your strategy should be. It's I want to understand what your strategies are >> and why you think they'll work. So every board member is going to have ideas about what they think the strategies should be. It's the superintendent and their team. You want to make sure that they are the ones that
155are sharing with you here's what the strategies are. So you want a deep understanding of one the data. How do we get here? What's the root cause of how we got here? And then you want to ask questions of the superintendent and the team about what are your strategies for for changing this trajectory. So the trajectory right now is a downward trajectory for graduation rates. What are the strategies for reversing that trajectory? >> Does that make sense? No, it makes sense. It makes sense. Um, you know, and when that happens, what is the um >> what's the push back? Like if I get a response that's um it's it's the strategy is we advise our principles to do this A, B, or C. Right? But if I don't if as a board member I'm like,
156well, that's not really a strategy in my head. How much push back do I then give to until I till I feel like maybe myself or either other board members are satisfied with the response that we just received. >> So as a board you can take what's what's been shared um you can take what's been shared as a board and say Mr. superintendent. Um, as a board, we collectively, we see what you've shared. We see the strategies that you've shared. Um, we're going to, and I'll let Cindy share kind of how you want to do this as a board, but as a board, you can say, "Hey, we're not we're not quite clear on this. Here's the next steps we can take in terms of what we what we want in terms of additional feedback."
157So I think if I um just if I can uh make sure I heard your question accurately. So if you ask that open-ended what are your strategies and he comes back with a response and in your mind that doesn't sound like a strategy. So what what push back in the moment are you able to give? >> Yeah. Basically it's it's too vague of a response. >> Yeah. So, so I think um I think uh I think it's appropriate to say help me help me understand um can you clarify that more? Um why do you think that will work? Um and and just ask more clarifying questions until you understand um what understand the strategy and why it will work and what in the root cause or um their analysis of the data got them there
158and got them to that solution. What evidence do what evidence is there that that that's a strategy that can work? Um bring evidence not vibes kind of kind of thing. So um and to some degree it it is going to be you know this is a learning organization. They're going to make their best effort to um select strategies that they do believe are going to work. Sometimes they're not going to um but then that'll that'll you'll learn that um along the way and and it's about pivoting and being able to pivot in you know this isn't just a cause of I think you probably read this isn't about gotcha. This is about actually improving the system and putting pressure on the system appropriately such that it will change for benefit of kids. Um not just
159for the sake of putting pressure >> though if that makes sense. Okay. >> And if on the the document that you have on the screen, if you look on the screen, if you can scroll down on that document, um it says after monitoring um and this was a document that we shared with you. Uh so I'll go into this um so I'll go into a little more detail on this. Uh but you said after goal, you see where it says after goal monitoring to accept uh the monitoring report or not. Um once the board has completed the monitoring conversation must choose whether to accept or not accept the report based on three criteria. Um the first of which um is does reality um does what we're actually seeing in the district um does our reality
160uh match the vision of what was just shared. Is there growth toward the vision meaning what the board expects and is there a strategy or plan sufficient to cause growth toward that vision which I think is the question that you're asking. Uh if the answer to all three of these is yes then you see the response. If the answer to all three of these questions is no, then the board should con consider voting not to accept the report, which is an indication that as a board we aren't convinced that the strategies that you've shared are going to get us to the place where we we hope to be. Uh, also note number two, um, if the answer to only one or two of these questions is yes, the board may opt to opt to table
161the matter, um, and actually, um, keep the conversation going so that the superintendent, you're indicating to the superintendent, um, you you and your team need to go back and provide some additional thought on kind of where this is going, whether or not it's going to meet the needs of the district. So as a board collectively you do have an opportunity and a mechanism for saying we think you need to provide additional thought around this come back to us with additional thinking etc. And that's what you want to probe for. You want to probe for do I feel um as a board member that what I've heard from the strategy the superintendent based on what's in the data that this is going to move us toward achieving the vision. Does that does that make sense? Does
162that answer your question? And absolutely that is an important part of the process. That's an important part of your role is to say if I don't if I don't think this is going to get us there then we need to rethink this. All right. Other questions? And I know we're we're running short on time. So want to make sure everybody's clear on kind of the process, the thinking. Any other questions? >> Thank you. >> You want to wrap up? Yes. So, um, >> can Vice President Malloy sneak one just one, right? Yeah. Just just one >> and this is for practice purposes, so forgive me. So, when I look at the data for graduation rates, um, the most at risk groups seem to be our L students as well as our students with disabilities. I
163don't know if I'm interpreting that correctly. Um, >> but in your opinion, which or not opinion, I shouldn't say that. Um, I guess which subgroups of students are most at risk for not meeting our graduation goals and let's see um what what seems to be working or not working with this this subgroup of students? All right. What everybody? Is that a strategic? Is that is that the is that a >> what kind of question was that? >> Where does it fit in the in the spectrum of questions? Does it help us understand what's happening for students? >> Well, technically yes. I mean the technical data is available to see that subgroups are not performing >> well >> technical >> but then what's happening strategic what what's happening the that last part of that question becomes
164a strategic conversation I think >> yeah so it helps us understand so it's pointing to the data >> in the in the um report and one thing one thing you'll want to get into the practice of is and this this might be a note um for staff as well is to page number your reports um so that then uh commissioner Maloya you'd be able to say on page whatever in this chart I see this and um then move on with your question about about the subgroups um data um and And yes, that that would help that question would help understand what's happening for students and why it's happening. Is that >> is that more strategic? I'm sorry. I'm >> Yeah. So, that's going to help you that is going to help you um that's going
165to help you get to the get to an understanding of what's happening for students and what's happening for a particular set of students that you have noticed in the data in front of you. So, it's it's digging into that data in front of you asking a question. Um and then uh and then as the superintendent will be able to answer and then um and then if it is something of of of consequence to have next steps about then that would that would be part of >> and I guess part of my question too then would be that type of question would that be a type of question that should be um asked in advance. >> I would say um ask if you have that question in advance, ask it in advance because the more prepared
166they can be and and ask it in advance, but that's also a question to ask at the table. Like all of those technical questions, get those out of the way so you all know what the what the measurements mean, what the um test, whatever whatever the data is that you're looking at, so you know what that means. But that that would be a question you could ask in advance so that they're so that they have time to to prepare. Um but also >> but then ask appropriate to ask on the day as well. >> Okay. Because that helps us get at >> our progress monitoring of the goal. >> Yeah. Because it'll give it'll it'll give deeper understanding. Um and and even some of those those questions asked in advance that are not the technical
167of the technical variety doesn't preclude you from asking them at the table to deepen the conversation. >> Okay. >> The ones that that's going to that are going to help you understand >> what's happening for the students. >> Okay. Thank you. >> Thank you to the council of great city schools. I hope the state monitor is pleased with this conversation. >> Also, also what I'll add is as you get into this, feel free to um to send your questions to us, to give us a call, what whatever. Well, we would be happy to um look through questions with you, to thought partner with you, whatever it is. I mean, please, please don't hesitate to do that. and um however we can support this process both for superintendent and administration and for all of you we
168are are happy to do that. >> Thank you so much. I'm looking forward to our refinement and growth as we move in this direction and uh do appreciate your time and travel to to be here to um help us through this. So >> I'm so proud um I'm sorry commissioner >> sorry I'm just so proud of the board for engaging in this difficult process. This is not easy and it was a very uncomfortable I think at times >> but these are great first steps. >> Yeah, >> absolutely. So again, we thank you for taking this time and I um what she said there. I'll give that to uh Vice President Malloy and then what we will do at this time is move on with the agenda to the resolution review. Um these are the academic
169resolutions. We're looking at resolutions 503 through 520. And just a reminder to commissioners that um this is an opportunity to unpack these resolutions before um they appear on the board meeting consent agenda. Um Commissioner Feman, you have questions regarding these uh any >> No, I just wanted to publicly thank West Air for donating to school 54. um I'm a liazison for that um school and I know that that will be used very efficiently in the classroom and I'm just grateful and I wanted to thank all the staff who have stepped up to help our scholars succeed and that's what these resolutions are all about. >> Awesome. Thank you so much. And I do also want to just acknowledge really quickly that vice president Malloy is super happy as well because her and another commissioner were
170uh very instrumental in introducing the council for great city schools and they took the training. So I think that's also some of the the motherly applause we're receiving right now on the day. So thank you for um acknowledging the efforts that are going in because we don't always stay cohesive and we're we're moving quite right along in this. Thank you, uh, Vice President Malloy and Commissioner Fman for what you just lifted regarding that school. Um, and and name the school one more time. 54 was it? >> Yeah, 54. It's in one of the resolutions. West Air donated $5,000 to school 54. >> Awesome. >> And really appreciate that. >> Absolutely. Thank you. So, with that, uh, are there any other questions or concerns regarding resolutions 503 through 520? I do see Commissioner Santiago. Thank you.
171Yeah, I also want to give a shout out to the William and Sheila Sheila uh Konar Foundation uh for their donation to our district for teaching and learning. >> Okay, I have a question for um resolution M. Um it was for the summer school planning. >> Uh what resolution >> do I need to It's M. I can give you the number for it. That number is um two wait is that the number 515 >> 52. >> And so my question basically is so um this is the summer school planning for assistant principles. Um this so it brought up a question because last time maybe a couple of times ago there was a question about the direct the associate directors of special education and them serving and they are serving as um principles assistant principles during
172summer school for the extended year program. Um but I noticed that there's only one associate director of special education on this list for the planning. So do they not do the planning? I just I'm just need some clarity. Do they not do the planning as well for summer school, the ones that were on that other resolution, or do they do the planning? Cuz it's only one of them mentioned there for the planning of summer school. >> Can I ask clarity around the other resolution that you're referring to? And that I just want because I I just want to make sure that I best understand and if we need to have staff to to provide clarity that we're we're able to >> to see the other one. Right. >> My assumption and this is just an
173assumption that if they were not listed on a previous resolution to plan then they would not be a part of the planning >> and I would have to find that other resolution. I did not go in detail to find that one. Um, >> I know I have it in one of my question logs. >> Was that related to ESY? >> It was It was related to the special education >> right here would be different than ESY. >> So, I get that. Um, I believe it's different, but the um extended school year for Oh, wait a minute. Is this it? only do it. Um I think it's resolution >> from last >> Yeah, this was from March 10th. That's why I was like it's kind of hard to go back to it because it's so far
174back. But I just remember asking that question about those particular positions and that's when I was looking for clarity about what they were and I believe um Chief Swan had mentioned that those particular individuals were in the buildings and so that's why they were serving in those roles as principles and um assistant principles for summer school. So I just thought it was interesting that we got the resolution for the planning of it and only one of them in one of those titled individuals was doing the planning. So, I was wondering where the rest of them went >> if there I mean like they could be separate. I'm not sure. I'm I'm trying to to to make the connection because ESY the ESY resolution is purposely different from 515. >> ESY resolution that was approved at
175the last board meeting speaks to the functions of the associate directors who will then serve as administrators for the ESY program where this particular resolution speaks to a different population of students. excuse me, of staff members who have responsibility over a different summer program. >> So, are we looking at >> it's not it's there's there's no correlation between that resolution and the resolution that is being brought forward to be considered for >> So, just so I'm clear. So, these are not summer school programs or there are two different summer school programs. >> Two different summer school programs. Here's why it's different than what we are presenting to be considered for the consent agenda. >> So, okay. So, when Dr. Wright presented those summer school programs that you condensed to 20 2012, what? >> So, within
176that presentation, there was the overall scheme of of the summer programming. the resolution that you were that you're speaking to that was approved by the board at the last meeting spoke to the ESY segment of the >> of that program >> of the summer >> summer school program. Mhm. >> Okay. So, >> because we have we we transition from how many summer programs are we looking at 30 years 20 something to 13 >> 14 sites. >> Yeah. Yeah. Yeah. >> Something to that effect. I I can't remember the number specifically. >> Okay. Okay. >> So, this is a different resolution that speaks to not ESY but another >> another program that is outside of the ESY. >> Okay. >> Is it though? >> Okay. Cuz I was just curious because I when I saw that
177associate director there, I'm you know that just drew a red flag for me because there were so many associate directors doing the ESY program. >> So, you're talking about um Shannon Mullins, >> that person. Yes. Right. >> So there's and just so that you that just so that it's clear to our public I believe and let me just pull it up real quick. At the last board meeting was that the one on March we approved one two three four five associate directors. >> We have over 20 associate directors throughout the district. Over 20, >> right? Because they're they're in each school. Right. >> Right. So >> where there would have been where I would see an area of concern as we would have seen if in that resolution that was approved at the last meeting
178that the person who is now Shannon Mullins if she appeared on that resolution that was already approved because it means that how can she do that one given the fact that we have so many >> associate directors Having an associate director work outside of the ESY program is permissible and appropriate. >> Okay. Okay. That's what I was looking for though because I was I was just like, okay, they have all these teachers, they have all these people, but then there's this one person that's in special education that stands out. Why are they in this program and not in the special education program? Because they are supposed to be a special education person >> and we staff based upon need. Okay. So right now that the >> the what was approved last week or excuse me
179two weeks ago was the number of associate directors we needed for the ESY program and given the fact that we have so many more >> so you have >> associate directors we don't simply say associate directors you can only and should only apply for summer programming that speaks to ESY if someone is talented, has a necessary skill set. We're looking to potentially grow into an administrative position in the future. We encourage individuals to make applications to serve in leadership roles >> in other summer programs as well. >> Got it. Okay, that's clear. Thank you. Um, can I ask my next one? >> Yes. >> Okay. For resol I got two more though. No, I'm just playing. Resolution L. Um, I got to give you the number. I just did the letter this time in case
180it got a little mixed up on me. Um, why is this blurry? >> Is that blurry to me? It is. You see that blur, right? >> It is blurry. >> Okay, there we go. So, resolution L. It's under 514. >> Same one. L&M. >> Right. L&M. So for this one I my question was um so the when I was looking it over I saw that there were um there was a program proposal is this is for the CCT the video game one um the gaming thing. So my question is where is this what's the measurable goal the outcome for this um for this particular resolution far as how it aligns with our goals for students because it's a quite it's a large amount of money and it's I believe it's coming from general funds. So
181what is where is where is this how does this line up to our student outcomes? So in the document in the resolution there is a section that speaks to goals and what has been identified here that this aligns to goal number four which is increasing the number of students earning five or more credits in nth grade. Um >> a lot of them say that >> well I just want to make sure that that it's clear that the >> No, I just wanted some clarity. So I I'm following where you're moving. >> I'm sorry. I'm following you. >> Yeah. So, that is what this actual resolution is tied to. >> And I would imagine that if we take it a step further is engaging students in meaningful activity during the summer months to keep them engaged,
182particularly our young boys who may be very much interested in this >> as we see a prepoundonderance of males who are pro who are participating in esports. um it rem it keeps them connected to the educational process. So during the summer months they are then engaged in in um >> showing up and I said the summer months this doesn't pertain >> Yeah. because it doesn't come I was going to say it doesn't go for summer months. >> So this just really make sure that they are still engaged and and >> but it's not credit bearing. >> So it's not credit bearing. So, it shouldn't be tied to any of our goals then because it was tied to goal one. >> Well, that's a conversation that we need to probably revisit because each of the resolutions
183from my understanding have tied the previous board >> wanted each of the resolutions to some >> goal which which is appropriate which is appropriate. I agree making investments that are tied to our strategic goals. >> Okay. So, with that being said, I just didn't see where that tied that one to that one. And my other question is a follow-up for that one was why isn't that funded by a grant as opposed to general funds that were that could be used towards something that was tied to credit attainment, attendance, GPA, graduation, stuff like that. >> Yeah. There may not be a grant that allows this as an allowable expense or the grant may already be at capacity. >> Got it. Okay. Thank you. >> And let me just say this too. Our goal, particularly when it
184comes to our financial resources, is to most certainly leverage our grant dollars first >> because grant dollars are soft money and it's grant dollars typically if you don't use it, they lose it. >> So our strategy is always to spend down the grant dollars when we have the option of using grants or general fund. >> Okay. Okay. Thank you. I appreciate that. >> Thank you, Commissioner McCulla. Commissioner Santiago. >> Yeah. I have a quick question for um resolution 505. Um I just I just would love a deeper explanation um on this resolution. You see in some of our other resolutions where curriculum development and curriculum implementation costs less than this. Um and I do see, you know, some language in there about implementation in the classroom. Um but I'm wondering just the effectiveness of this
185um seeing that you know even in some of our other resolutions um as we look at curriculum development implementation um after school trainings like we're spending less in some of those resolutions than we are in this resolution. Of course it's important to support our English language learners. Um but reading through it was just a little interesting to me. So just wondering if we can get a deeper explanation on this. >> Can I ask for clarity on the question? >> Can we get a deeper explanation on the entire resolution? >> And just to be more clear, so we're paying 13 uh $13,000 for teachers to read a book. That's what I see in this resolution. So, I just want I'm just going to be as straightforward as possible. If we if I can get an explanation
186because when I read it, that's what I'm reading right now. And so, I think that would be beneficial and helpful if we can get an explanation on what that is. Be as I was saying in other resolutions, we're developing we're implementing curriculum and we're paying a lot less than $13,000 for that. Okay. >> And then for this, when it's talking about a book that, you know, teachers will be reading, I see a lot less effectiveness in that. And so I'm just on my end just wondering if we can get a little bit more clarity on what's going on. >> I'm going to ask um Chief Morian to to come and provide greater explanation as to what this speaks to. >> Good evening. Great question. Um thank you for the question. So this won't just be
187a a book club. They're going to develop actionable items out of the book club. So this is for school 17 that has a bilingual uh heavy bilingual staff and what they're trying to do is get the general teacher, the monolingual teacher and the bilingual teacher and ENL teacher to co-e more effectively so that you're developing better strategies for our ENL population. So there's going to be action planning that the teachers are going to have to do besides read the book and they're going to come back for cycles of sharing out their outcomes from that action planning. Thank you so much. Appreciate it. >> I ju I just want to um say that I school 17 is one of my schools that I'm a liazison to and I spoke to the principal and she told me
188about this plan. It was really exciting. It was really exciting to see what they were doing. >> Thank you, Commissioner Griffin. >> That's it's nothing it's nothing to you directly. Uh Missy, you can you can sit down. Just in general, I I I I see this a lot at the end of the year when everybody's trying to spend these spend this money and I find that a lot of the money is that we see at the end is not being spent at the beginning. >> Why is that? I mean, is there something that is is something that it's an urgency at the end and it's not an urgency for the kids to learn in the beginning or to allocate these funds to to things that could be allocated to to help move this district in
189a positive direction? I if you if you calculate the monies at the beginning of the school year, we don't spend as much as we do at the beginning as we do at the end to get rid of this money. Why? Where's where's the auditing at in that that I mean it it it drives me bananas every year that I been seeing sitting here that we spending more money at the end to help our children than at the beginning. I mean does that sound good or that does that sound reasonable feasible? What do you what should you be doing overall to address the needs of our children consistently from the beginning to the end and using that money using that money effectively? Superintendent Roser, did you want to provide? >> Yeah, I can I can provide.
190So, so you bring up a very important thing in which my myself and the team have been looking at, you know, particularly as we've been um really honing in on these resolutions and the amount of money that the school district has historically spent on various um activity. you know, as you are seeing within these resolutions when you compare them to the beginning of the year, the resolutions of course, you know, there are um reductions in the number of hours that are being appropriated where that was not being regulated um to the degree in which it is. Now, one of the things to to to answer your specific question, we have various grants that are provided to us and we receive information at different times of the year. So, when it comes to our title allocations,
191sometimes we're submitting things to the state. We're looking for um there to be an approval of certain activity and those activities aren't always approved at the beginning of the year to provide us with the ability to then engage our staff in these type of things. when it comes to grant dollars. I will say that based upon my review of being here for eight months that there are a considerable amount of resolutions that are coming to the board in the time frame that we will most certainly work to improve upon. Because when we look at schools that are looking to establish afterchool programs in the spring, as we all know, if we can establish those afterchool programs at the beginning of the year, we can most certainly uh uh address student learning loss from the summer
192a lot quicker, right? >> We can also make sure that our students have what they need in preparation for the state assessment. I do want to say this too that sometimes strategically schools will do afterchool programs in the spring because there's so little money sometimes for afterchool programs that they're thinking if we do an afterchool program in the springtime. >> We can most certainly use that time to help get our children prepared for the state assessments that started this week for instance. So there's some strategy in it, but there's also room for improvement in which we're going to be working over the next year to make sure that those opportunities to provide our children with more access and opportunity to after school programming, provide our staff more opportunity, access to professional learning that it does
193happen earlier in the year so that we can make sure that when it comes to capacity building >> that we're capac We're building the capacity of our leaders and our teachers much earlier in the year so that they can then be stronger when it comes to delivering >> high quality instruction to our students. >> Yeah, I thank you for that answer. That's that was a very good answer. Um, I I think that I I appreciate what you said because I was going to talk about the professional learning as well because the professional learning seems like it's inundated at the end. Like they you can't get enough of professional learning. I want to do some professional learning and that's all we see coming in at the end versus at the beginning. And and I I I
194I just question how much professional learning do can you do you need in reference to you already get the 36 hours in the union. I think RTA also gives a 36-hour and learning as well for the teachers. So I'm trying to I'm trying to figure out how does that figure into what they're what we're offering them as well versus their contract and what we we have here with the professional learning. There is there's a starking difference. Isn't there a difference between the money that they get? They already allocated 36 hours, right, at the at the union level and then then this is an addition too, right? As far as the professional learning that we're providing. Am I right or wrong? >> That's correct. So, we in in addition to the 36 hours already allocated at
195at union level, we're additionally paying for more hours for them to get trained. Um, so that's a lot and we're trying to we're trying to do more with less. So I think we need to definitely tighten the ship on that to make sure that the training that the teachers need or something that they need that they want to feel that they need to to have and we need to make sure that we're doing uh evaluations on that to see what the teachers actually need. Do we know what the teachers actually need? What are their needs and what do they want? Are we meeting their needs and wants or we just saying, "Hey, you sign up for this professional learning." So, I would like to know what what what we're using. What evaluations are we using
196to to evaluate that? >> Yeah. All right, everyone. Um, I'm going to call the meeting to order on the subject of the academic resolutions. We were looking at 503 through 520. There'll be no further discussion on these resolutions. I don't believe I don't see any other hands. And with that, um, I have not identified any that need to go forward, um, or to be held off the agenda. So, we need to at this time take a vote on these resolutions. They will appear again on the consent agenda for no further discussion. So, if there's anything that needs to come off that needs to be revisited, um, now would have been the time. So, >> um, at this time, I'm going to ask to motion. Thank you for letting me think through that. uh entertaining a
197motion for resolutions 503 through 520. Vice President Malloy, Commissioner Griffin. All in favor? >> Any opposed? All right. We've got another set of resolutions on here. These are going to move forward to the consent agenda items. Um these are administrative supports. These are resolutions 522 through 534. Um, I think this will go much quicker, um, this particular conversation, but I do want to open up the floor for conversation or questions regarding the resolutions in front of us as far as administrative. >> Uh, Commissioner McCulla, >> Commissioner McCulla, >> you go. >> All right. So, I have one question for resolution J. Um, and I got to give you the actual number for that cuz I did it by numbers again. Um, where's Jay at? H I Oh, I think I passed it. There we go.
198It's 5:31. Just have one question for that one. And my question is um so I was reading over this um resolution and the executive um summary and the supported documents and I noticed that um no one submitted a bid for the general construction work. Um, so I was curious as to what steps were taken to try to try and to get a bid um or to adjust the project and why was it appropriate to move the work that you were looking for general construction to the painting contractors instead. And the reason why I'm asking that is because I think about um I don't that's I'm I'm asking but there is reasons behind it far as like safety conditions um quality of work all of those things come into play. um when I'm thinking about how
199that plays out and being put into the painting contractors instead of a construction contract work. So that's my question. >> I'm going to ask um Chief Scott to to address this particular question. Need time to to hobble up or you walking straight now? >> You don't have the boot on anymore. >> I was wondering. I was looking for it. >> No, you still hobbling a little bit. >> You hear them talking about you, sir? >> Uh, good evening everyone. Um, yeah, I am getting getting back step by step. Um, this particular project, >> no pun intended, >> um, over at school 50 is actually a contractor that we've used in the past um, for replacing our boiler system over at school 50. um that's where the work is going to be taking place. So, it's
200one of our contractors that have replaced multiple boilers and has has assisted us throughout um throughout the years who knows our systems and who have been really um on point with making sure our boiler systems are operating uh effectively. >> Okay. Okay. So, that's why you went with them as opposed to finding trying to go for another bid. >> Absolutely. >> Okay. Okay. Um >> I I do have one more comment though and it's about the visibility um the systemwide visibility because I went over a lot all of these resolutions and one thing I noticed was that um they were they're really they're written well. They have good information. They they show me what I needed to see. But what I did not see is um how often based on all these cuz there's like
201I think it was like $156 million in these resolutions. How often do we go over budget in any of these? How often how is the contingency being used in these different um resolutions? And there was I saw it for some but as a system overall district-wide systemwide how do we how are we doing with those things? >> Yep. So, one of the one of the things that we do across the board is we take surveys every every year to see what um and we prioritize with so many buildings just trying to prioritize where we are with our systems. Some of our systems are dated. So, what we try to do with our capital improvement dollars is try to make sure that we provide stability and try to get to those particular buildings first. School 50
202for instance is a building that we and going in and doing a survey of the building we see that the boiler system fairly soon is going to start failing us. So instead of it failing and then us being in a predicament of maybe not being able to open school or having um for us to possibly look at a different location, we don't want to get there. So one of the things that we try to do is just try to stay on top of those pieces. Um, one of the pieces that's important too with our capital funds is we do get 98% reimbursement from the state >> um with with all of our capital projects. So, we try to make sure we spread the dollars across all of our buildings. And that's why these particular buildings,
203especially during this time of year, these are projects that are going to be taking place as soon as the summertime starts or >> not even the summer, but as soon as we're able to kind of get into the schools without interfering with any um teaching and learning going on. >> Okay. And to to Chief Scott's point, you know, there's a >> Rochester City School District is operating at a good cadence when it comes to how it's deploying its capital projects because we do depend because it's lag lag dollars that we receive back from the state based upon, you know, the reimbursement. So we do depend heavily on being able to stay on top of projects, make sure that the operations of our facilities is is at a high level while at the same time depending
204upon our processing of these resolutions and getting things on and and and going when it comes to these capital upgrades so that we can then make application to then receive the reimbursement to then support of course our budget. >> So it's a cyclical >> Yeah. Yeah. Yeah. Definitely. Thank you. I appreciate that. >> Okay. Commissioner Santiago. >> Yeah. I have a quick question about the the same thing uh Mr. Scott. So it's around the same uh area. Um but for for the funding um I do see that the budget the budget source and the budget line um is is from our cash capital for some of them. uh some of the other ones um is from the bonds. Um but my question is for many of these um contracts and facilitation um facilities that we
205are fixing uh is this coming from our facilities modernization plan or is this money just coming from money that we already budgeted for? >> Yep. So the federal minor for the FMP which is phase three that's totally separate from our capital funds. >> Okay. >> So the FMP um where we meet and we're planning on um with the six six schools and I'll probably be coming back soon just to probably provide an update as far as kind of where we are with school number nine Wilson Padilla Edison East and the Douglas campus um moving forward. But those dollars are different from FMP and capital improvement. >> And also, I see that Loretta Johnson is on this list. Is are we finally including the pool in this one or is that coming up soon? >> Yep.
206No. Um Loretta Johnson, as you'll see, is a project that we're starting this summer as well um with the pool, but also some other electrical and uh mechanical um pieces that we just need to upgrade. But the pool is certainly the the main um area in which we're going to be doing some upgrades. Of course. >> Yeah. And lastly, I just wanted to say how grateful, you know, I am that you guys are staying on top of this stuff because all it takes is one thing to go down and we're paying millions of dollars and so I'm glad that uh we're staying on top of keeping this uh up to date. Thank you. >> Yep. I appreciate it. I just want to say my my team is phenomenal um just as far as all the
207work that they they they try to put in um with you know limited resources at at the same time. But certainly we have some some very good um individuals who work hard in our district just to try to make sure that we are opening every day and making sure that both our students and also our staff feel safe. >> Thank you very much as always, Chief Scott. Continue to do a good job. >> Appreciate it. Thank you. >> Awesome. >> I know. Yeah, I had my hand up before Isaiah, but he got >> he he actually asked the question I was going to ask about the facility modernization. I I just question though because of the the the urgency of some of the things that that some of the schools need. I can like 25
208school and Padilla to name a second one. I just I just I'm concerned about that the safety and the health issues in some of these schools that that have not been addressed but are being addressed by the general funds. I the sense of urgency for me is is kind of scattered when it comes to me when it comes to these schools that I know that really need attention and we went into the general fund to address these other schools versus addressing some of the schools that could have probably used some some uh help with some of the general fund money. So I I I guess that's what my concern is with the health and safety of some schools versus others that we chose to go into the general fund with when we could have did
209this a long time ago. >> Yeah, we can't we can't dispute that some of these things could have been done at different points in time, but one of the things I want to highlight that Chief Scott spoke to was that each year we're doing surveys, building condition surveys. And those building condition surveys then based upon how maybe certain systems are operating then become a priority in which we are then using a set amount of money that we place each year into our budget to then do capital projects. So, our goal, of course, as we are looking to create and modernize all of our buildings, um, is to make sure that as we get to each of our buildings that we are doing what's necessary to modernize them to be 21st century learning environments for our
210staff and our students. Yeah, >> I I I want to I want to say first of all, yes, Chief Scott, spot on, but I just have to bring up the concern because especially when when you talk about the pool at Padilla, that was something that was supposed to be addressed prior at Padilla and it's not being it has not been addressed and it's probably has nothing to do per se with you just with athletics and you know, under the athletics department and facilities would probably be involved with that, But at the end of the day, when you talk about things like this, and I'm and you're mentioning the pools and all of that, these are things that that were mentioned back last year, the year before, and it still hasn't been addressed, and you took
211it from the general fund. So, I have to question it. I would be I would be wrong not to question it when it's something that has been said over and over again, and nobody's bringing it to the forefront. So, they said sometimes if you say it seven times, people remember, people >> Yeah. And I wanna I just wanna I just want to highlight you know a few things. So we have different tracks when it comes to capital improvements. We have our own internal use of general funds to address capital project needs and then we also have you know the the funding that we receive from the state which has been you know of course advocated by our local delegation. That's a different project. So we have the FMP and as you speak about Padilla in
212particular, Padilla actually falls not under the district's capital projects but it falls under the FMP project which has a totally different um sort of criteria by which those projects are approved and that those projects are initiated. What I'm going to to sort of um highlight that Chief Scott spoke to was returning to the board to provide an update on the FMP which will then of course provide updates on the six schools that we're looking to renovate at a high amount of money. 165 million >> six 600 million >> 600 Thank you. um it was 175 million that was added to the project. Um so we we we will come back to the board um at a later point in time to to provide an update on on the FMP project >> and I just want
213to this is the last thing I'm going to mention and this I think that >> if we hadn't mentioned that first and then went and said this is what's happening because we haven't been updated in that in a while. we usually are updated on the facility modernization that we that probably would have been one thing that we didn't have to talk about and I it's just a lack of communication there is but I appreciate you >> I will encourage board commissioners to recognize also that we have um the FMP just a reminder we have FMP >> No no no this is not to you this is a general conversation that I am now making a statement about and what I am saying is that we do have FMP meetings um I believe they happen monthly
214they are free and open to the public for observation so that you can learn uh more about that process or just kind of get an update and see what's going on. And that is just to remind some of our commissioners um that that is an opportunity we do have in front of us. Um we do have one last question and then we need to take a vote on these u resolutions. >> It it's not a question, it's just a comment. Um after seeing Into the Heights over the last week, um it was a phenomenal show. Great job to all that were involved. But it speaking of Padilla, the bathrooms, sending our children to those bathrooms is horrifying. So, I'm looking forward to approving renovations at Padilla. But the show is great. Thank you for all
215that we're involved too. >> Thank you, Chief Scott, and all that you all do. And thank you, commissioners. With that said, I'd like to entertain a motion for resolutions 522 through 34. Um motion by Commissioner McCulla, seconded by Commissioner Griffin. All in favor? >> I. >> Any oppose? >> And we're just forwarding these to consent agenda. Correct. >> Yes. >> Yeah, I'm voting I too. Sorry, y'all. >> Thank you. Uh, Commissioner Lebron, I do see you on screen. Um, and I believe we have an executive session and and as uh Vice President Malloy said, these uh all resolutions that voted on this evening will be going forward to the board consent agenda uh this month. With that said, this meeting may recess into executive session closed to the public to discuss matters leading to the
216discipline, suspension, dismissal, or removal of particular persons. My screen went off cuz I closed my computer. There we go. Um, I'm trying to go. Or removal of particular persons. Somebody want to take it from there. Andor to receive the advice of general counsel as permitted by section 105 of the open meetings law. Can we get a motion to go into executive session? Uh motion by Commissioner Santiago, second by Commissioner Griffin. Um all in favor I >> I will be on the second floor downstairs second floor. Thank you.