001Good evening and welcome to the June 1st, 2026 instructional policy committee meeting. I am the chair, Dr. Renee Molnar. I am joined by two instructional policy committee members uh member Reverend Harrison, member Jerose, also board member Carmea Kelly, and um our administration, we have our assistant superintendent, Dr. Wanda Lash, and our superintendent, Mary Outley. So, we are starting at 4:30 on the dot. I was very proud of this last time. We ended relatively on time, but the next meeting could not start on time because of the end meeting, shift, restart meeting. So, we have a new and improved goal today to end five minutes early so the next meeting can start on time. So, we will see how well we do with that. But I'm letting us know if we feel rushed, I am trying.
002So with that uh the first item on our agenda is approval of meeting minutes. >> So moved. >> Second. >> All in favor? >> I >> thank you. Second on the agenda is public comment. I have not received any uh signup sheet. Is anyone here for public comment this afternoon? All right. Well then we are moving right along. Okay. Third on the agenda. This is a follow-up item. It is a discussion topic uh from a conversation that we had at our last meeting about Akaran after schools. Thank you administration for providing so much um information last time and answering members questions in between. Uh board members, do we have additional questions about Akran after school um knowing that there is no board action attached to anything that is upcoming? No. All right. Thank you. So
003then um our next item is the um item let's see comprehensive education and institutional oversight policy item 3.02. Uh Dr. Lash, would you like to um start this conversation? >> Yes. Thank you. Uh Dr. Monar. Um, good evening everyone. So, this item um was initially presented maybe a couple of of meetings ago by Dr. Chapman um working on our comprehensive education and institutional oversight policy. And so, um as she presented last month, the policy has been through several um meetings, several groups. I'm going to ask Dr. um Chapman just to u make her way and and be prepared to add uh any additional um but we've had teaching and learning, we've had the executive directors of school leadership, other um members of the DEI uh advisory council, uh different team members and other consultants take
004a look at the policy and give some some ideas and consideration. So we feel um at this time well I'm going to turn it over to uh Dr. Chapman if that's okay. Good afternoon, Chair Dr. Molnar, member Reverend Harrison, and member Jerose, member Kelly, and Superintendent Outlay. I just saw Dr. Lash, so I don't have to say. Um, so at our last meeting, we uh requested consideration for moving this policy to the board policy committee. Um, I realize there were also questions that we have answered in the spreadsheet that were brought forward by Dr. Molar and other members of the committee and would like to entertain any of the questions you might have at this time. >> So, members, are there any questions about this policy? Member Harrison. >> Okay. Um I'm not sure if
005this is a question but well the end will be a question. I just want to be comfortable that before we move this to the policy that we have addressed the u educational side of this um because I think this is a a um there are some sections that I would like to see but it's not dealing with academics. Um, so have we addressed in this committee all of the academic concerns of the policy? >> Thank you uh for the question. I believe that we've addressed the academic parts for this foundational overarching policy. There are other policies that impact academics in the district that could be reviewed in conjunction with this. Separately though, this overarching policy I believe gives us the foundational tenants of comprehensive education oversight and including those principles and values that we determined
006a year and a half ago would be what our district would want to adhere to. >> Okay. I I I would um I I I agree it should go to the policy at this point, but I think also in moving into the policy, I would like to see um those policies that need to maybe be updated or looked at um to accompany this to the policy committee. So from a administration side okay this affects this this this this so we don't have to search the policy manual. >> So there I think are some policies madame chair can I answer the question I think that there are some policies adjacent to this one. So, our family and community engagement policy 2211, I think our controversial issues policy 2240. I also think our public complaints policy 9130
007that we are currently reviewing in its draft form are all adjacent to this. And there may be other ones as well. You're going to hear today about our grading. I know that you're working on um purchasing and supplier uh protocols and processes. All of those are adjacent to this policy and should be reviewed alongside based on your timeline. So what I'm hearing is perhaps when this goes to the policy committee um I know a policy that we worked on recently policy committee I think it was administrative guidelines there was like drafting notes perhaps within the drafting notes we can just have a list of policies to think about or consider within the appropriate timeline that might be related and it won't really be part of the policy but just as a drafting note does Yeah.
008To >> kind of keep track, if I hear you correctly, of what other policies are impacted by this overarching policy. Yeah. So that we're consistent in both our language and application. >> When looking over the policy itself, are there any plans to add more metrics into the policy? So we talk about like for example professional development and collaboration. uh it's got a great paragraph on kind of what we're hoping to achieve, but are there plans of adding like how many hours we're expected to provide professional development hours or even in the disciplinaries section? It's kind of it's a like two paragraph and some list of bullet points of some of the goals they're wanting to achieve, but are there any metrics tied to any of these planning to be added? Yeah, each area of comprehensive
009educational oversight, formerly equity, has indicators associated with them. And when time permits, I've added those individualized indicators for each of the areas included in this policy. Also, I would say that um the standards, the indicators, the metrics, I believe would be a part of administrative guidelines, but I'm not sure. So, I would defer to our policy leaders on how that might be addressed. >> Reverend Harrison. >> Yes. Okay. So when we're looking at metrics and >> [snorts] >> um I know we had a conversation in the policy meeting about um the importance of administrative guidelines and um if we the the board itself were dealing with administrative guidelines. I think here is a perfect example. Um, it the administration does not want to be I would hate to see actual metrics in the policy itself
010because now you get a new curriculum and the metrics are changed. But this is the important part of the administrative guidelines coming alongside the policy. And so I would think that this would be a case where the administration would help themselves and bring administrative guidelines along with metrics, concrete metrics. Um because the the the downside of not having administrative guidelines along with this policy is we have to put metrics in the policy. And I think that kind of ties the hands of administration as well as classroom uh managers. That's a nice name, teachers. Classroom managers. Okay. Um glad to use that language. Um but we I don't want to make this so restrictive that you're trying to follow our metrics in a policy. But I think that's the importance of making sure that we have
011administrative guidelines. And if we're not going to have I'm speaking from the policy chair at this point. If we're not going to have administrative guidelines that come along with the policy, then we'll put the metrics in the policy. So I think you guys can let us know how to proceed with that >> and possibly as a compromise. Um something else that we could do would be to within the section say will be measured. That way in the policy we are promising a measurement without specifying one that might change over time that will be outlined within the administrative guidelines. And so within each section will be measured and then perhaps at the end uh metrics reported to the board semianually annually whatever is appropriate. And so that way there are metrics the board will receive metrics
012but administration is determining them. Any other conversation? Okay. I have one other um item and I know when I submitted questions, this was one of my questions um to consider as this is moving forward is the use of definitions. I do feel like having this overarching policy is a good opportunity for us to define things the way that we want to define them. Uh we spent a lot of time last year trying to redefine or replace or change slight wording of things. And I never expected two years ago, three years ago that we would have to redefine equity um and and items like that. And so I think here is an opportunity for us to proactively explain what it is we want to do and that way if some words change not all words change
013and we are the narrators of what this is intended to be. So for instance there are a couple words on page three uh critical consciousness authentic engagement. I think those are things that we can unpack ourselves instead of leading it to future other people to unpack for us. Um, and I also think, you know, looking at uh phrasing that might come into um question uh as lists are being sent out about key words. On page one, uh we discuss, you know, restorative practices. If for some reason we can no longer use restorative practices, perhaps we are defining what we actually want to occur. And so if we need to stop calling them restorative practices, we can continue helping children mediate situations [laughter] or whatever it is we're trying to define. So I just wanted to
014throw that out there um as we continue this discussion. our member Harrison. >> Um, thank you. Um, Chair Molnar, the the the I I like the idea of um definitions, but but but [clears throat] if we're going to use definitions, we we need to make sure that it's common language throughout policies. And so, um, using common language, would it be um better to have a list of definitions, a generalized list that we use? >> Um, period. Okay. So, the policy manual is and these policies are XYZ. But at the the policy manual in general has a list of definitions that we embed in policies. >> I I I think the the goal of policy in and our understanding and and public's understanding would be common language. And I know I find it difficult sometimes when
015we're talking common language. U so that's just a thought. I'm not looking for an answer. But if if we're going to have definitions in one policy and that policy covers, you know, 9130, 2240, 63 25, 6320, then we have to have those definitions in every policy to make sure we're using common language. >> I I I believe, Madame Chair, that definitions also belong in the administrative guidelines. I I that's just Carla's thought. >> I do know that we have a number of policies with definitions in them. I also believe that if we are going to start creating an APS dictionary that would be part of the policy committee and I will feel less bad for perhaps taking five minutes last month [laughter] for the policy committee. But I do think until we have a dictionary,
016until we have um a standardized internal practice, um the comprehensive policy is an opportunity to unpack the definition and opportunity to start and then potentially if they need to be moved somewhere else later, uh they can be at that time. Any other discussion on this policy? And so now I ask the will of the committee. Do we need to have more instructional policy conversation on this or do we feel that where we are with this conversation is now landing more in the policy committee realm? >> Yeah. Members, >> Madam Chair, I'd be willing to move this to the policy committee. >> Is there a second? >> Second. >> All in favor? >> I >> All right. Move to the policy committee. >> Thank you, Dr. Chapman. Um, I'm actually going to take things a little
017out of order since we just had such a deep policy conversation and I see section five here has a whole bunch more policies. So let's just get this policy conversation done here or through here. So the next item in 501 we have policy 5421 a grading policy. Dr. Lash. >> Yes. Thank you chair Dr. Monar. So um this policy 5421 grading um I'm going to ask uh the team just to to be ready with additional questions. But if you um will recall, I think last month we brought the administrative guidelines because we had to make some change to um for uh for the the weighted grades for CEG courses. And so that was like a preview that the policy was coming. And so we received the Niola template um and noticed uh a drastic change
018if you will. There were um a couple of uh iterations there that um we did not update. And so the slide deck is there for any additional kind of elaboration and understanding, but um we can go through the red line draft and and show you what's what's what we're recommending um to be changed. And so if we could um open up the red line draft. Well, before we go through a presentation, I would like to know from the committee, are there any questions about this policy? >> Uh, >> member Harrison, >> for the purpose of a public meeting, can you explain CAG? >> Yes. Um I'm looking at either director Ebrite or uh school counselor um coordinator Stephanie Hammond give a highle overview of our CAG. Good evening uh committee members. So CAG career tech
019uh unit. So students take career tech courses in high school and they are some of those courses are then eligible for college credit. So the goal is that as our students are going through their pathways, they're taking these courses and then by being able to earn that college credit, we the the state is saying we want these classes to have carry the same weight that AP classes, IB classes do. So that C tag credit is just courses that they can actually earn college credit just as they would for college credit plus. >> I should have stated the question a little better. So can you just for the purpose of the public meeting the the acronyms that were used in the initials the IBA >> guidines CCP >> it's it's career tech assurance guidelines is what
020CAG stands for. Yep. So it's again that agreement between this the um the school and the institution. These are the courses that we would award credit >> and IB >> international balorate college credit plus is CCP and AP is advanced placement. Thank you. >> Thank you. And for board members with board decks, is was that presentation in I'm trying to say so if there was a particular slide that somebody wanted to highlight, was that in >> Yes. >> board docs? >> It is. >> Which one is it? Just so they can >> It's in the um administrative section. It says Akran Spring Instructional Policy Committee meeting. >> Oh, I'm sorry. I'm in uh section four. It says >> Got it. >> You got it. Okay. >> Section four, >> instructional policy weighted grades. >> And
021so it's also in this for anyone who has the packet. No. No, >> that's your transcend packet. >> It's also in the binder. >> So what? Yeah. What's in section four is this? >> Yes. >> So that presentation where where is that one? >> The one for grading is in section five 5.01. So when you look at your file attachments, you will see instructional policy underscore weighted grades PDF. All right. >> Okay. So I will give >> and it's it's the same slide deck. I'm so sorry. Uh uh chair Dr. Monar. Um it's the same slide deck that um was loaded last month where we talked about the administrative guidelines. I just wanted everyone to be on the same page before we move forward and before there were any questions here on policy 5421 grading
022because the presentation was only weighted grades, right? Yes. Yes. Okay. We started with the pol with the um slide deck around the weighted grades because that um of course the team can give me the the timeline and the dates, but that was already in effect where um students taking those CAG courses would um be able to receive weighted grades. And so we went ahead and um made the change to our administrative guidelines as uh member Harrison was um speaking of earlier, but we knew that part of that was going to be coming back to the grading policy um which contains a section in the policy um around weighted grades. But as we got the update um from Niola, the the template uh with the drafting um language noticed that it was a substantial uh change,
023which is why we wanted to take the additional time instead of last month and and really look through the the grading policy. And so what you see today kind of as like a a a next step from last meeting where we kind of went to the administrative guidelines first um because that guides our practice. We wanted to come back um today um and so what you see there are the recommendations for updating the policy on grading. >> Yes. And I just did not want anyone to be confused that um the presentation really focuses on the weighted grades, but there were lots of pol or lots of changes made to the grading policy like uh limited English proficient and other sections of our overarching district grading policy that is not just um the weighted grades. So
024I wanted to clarify that before moving on. So are there any questions on this policy as it stands? 5421. Okay. Um and this covers this policy encompasses all subjects. So even like second grade music is still within this grading policy. [laughter] So >> yes, >> go ahead. >> So a question about the grading if a student does not turn in work. I know there's the one section. Let me see what the number of it is. The grading practices 9D about failing to turn into work turn in work. If a student consistently does that, do they still get moved up to the next grade the following year or do they get held back to make sure they get the work that they were supposed to do this year? So, member Jerose, that's um a pretty loaded
025question. Um could look a little different than, you know, from elementary versus middle and high. Um lot of other factors come into play. I don't know if a scenario popped into um the minds of the academic team that they'd like to speak to, but um failure to turn in work all year long doesn't necessarily equate to to a retention. Um again, there are other other factors. I mean, you still have test scores. Um and the freedom that teachers have to be able to have categories of of weighted sections in their own grade book. And so um you know sometimes homework is is like a how well you know do you follow directions or how well um you know can you meet these timelines um when you look at some of the other um projects or
026tests you know different types of assessment um to talk about what you know and so um like I said kind of loaded um to be able to speak about it generally but I think I can you know look across the team and don't see any um one uh running with a scenario to be able to walk through with you. I guess maybe my thoughts were is we want to make sure that when someone moves up to the grade that they've done the work, that they've met the testing requirements, that they have the competency in that specific subject. Because of course, if you don't have a grasp of one concept in one grade level, then you move on to the next grade level. you didn't get it before, now you're doing more advanced work and then
027the student gets more and more lost and they never took the time to truly learn that skill. So, I just was curious that in this policy, is there that sense of trying to make sure that the student gains that competency before moving forward or are we just finding ways to make sure they move up with the same uh grade class that they were in before even if they didn't meet those metrics or the right criteria to move forward? >> Yes. Um and we do have a retention policy that kind of uh outlines all of those things. And um looking at secondary because uh as of what the last three years um with even gaining credit in in high school, we've started to retain ninth and and tth graders. And so um again, there is a
028a a separate policy around uh the requirements for retention. >> Say it again, Superintendent. and offering credit recovery the opportunity to be able to recover the the credit. >> Member Harrison, >> I'm curious when we talk about weighted grades and um how do we if if we uh how do we educate parents on like we have now a a different grading well not a different we have in addition to our grading system we have we're introducing this policy. So, how are parents educated on um this type of change? >> That is a great question, Member Harrison. Um it's been a my my baby is 23 and all I knew is that she was a superstar. And so, [laughter] but I'm going to ask um Director Ebrite to >> Of course she was. [laughter] Of course
029she is. >> I'm going to tell her that, too. you know, traditionally in AP or uh advanced placement or IB courses, as families were involved in those, the weighted grade system would have been part of becoming part of that program. Uh with the CAG eligibility students, which affected nearly 1,200 of our high school students that had a course that was eligible for CATAG, we sent letters to uh all their families at the semester because class rank, which is included in this policy, was affected. um it could only benefit their class rank because if they had earned any A's or B's in any of those courses, you saw the ability for them to now compete with students who had access to AP or IB courses as well. So, uh those letters went to students and families
030and information to any teacher that had those those classes was able to understand how that was an effect with their class. So, via letter this year. Um, we do have a website in development that we'll have a public communication around that has all of these pieces up on it as well. Uh, but the law went into effect in October. Letters went out in uh, November for the December uh, uh, class rank and then of course this past uh, May as they finished up school class rank is running right now and those will come out as well. >> Thank you, Chair Mullenar. I would also like to include that our families are also made aware during conferences and during like report card pickups, our showcases, any opportunity they have, a teacher has to be in front
031of a parent, they share information and um have we included that in the hand the school's handbooks because we probably want to make sure it's in there too >> in the grading >> policy. Yes. Mhm. >> One thing when it comes to parent communication that I wonder as this is an overall grading policy, I'm going to go out on a limb and assume our AP and weighted grade kids are doing generally very well. Um, but I wonder about the communication about other types of grades. You know, for instance, like what happens if you have a middle schooler who got a C in gym, right? And your parents are gonna go, "Well, how did you get a C in gym? There's no gym homework. [laughter] So, where did that?" Or maybe there was gym homework and
032you didn't do your gym homework. And how many grades of gym did you get for that? And I'm sorry for everyone who teaches physical education, health. I do know it's very important, but you know, just that mindset from the parent perspective. Do we send home or what do we send home? I don't know. I don't know if this needs to be a a policy or an administrative guideline, but what kind of information do we have about communication before interims or conferences, especially, you know, a special or something that might be u not every quarter, but then if you do have a CN gym, how do you improve a CN gym so next time it won't be a CN gym? So, do we have something like that already? Um, >> so I I'll let uh >>
033Yeah, Mrs. Marquis Karns is going to um >> Miss Karns, come up and explain. >> Yes. >> Good evening. Uh, so all teachers are required to put their grades intact and then we communicate with families to look because you're right, a C and gym could be a multitude of things in secondary land. It could be not dressing [clears throat] the skills tests they use. Adam can speak to that. Uh but again, it's communicating with parents. So if you have a see it interim, you have four and a half weeks to bring your grade up. We also put kids on uh weekly progress reports when we're communicating with families. So, there's a variety of ways, but there are kids who do earn C's in gym, but then they bring it up basically by just completing the
034work during the time they're in gym class. And I hear that for secondary. What about like a primary CN gym where there's no interim grade at all? Sure. >> Sorry, I was only speaking to secondary. [laughter] Thanks a lot Michelle. >> You're welcome. >> Good evening everybody. At the elementary level for physical education, uh we don't give a failing grade without an interim. So if there is a problem in physical education, the parent is notified, the student obviously as well, but the student is notified, hey, you know, you're not meeting the mark. The parent is notified and and then the uh the correction is made before the grade comes. I should tell you all we in physical education, our elementary PE teachers are pretty amazing. We don't get a lot of poor grades in elementary
035physical education. For a lot of kids, it's like the coolest class of the week to go to. So, um, we typically, you know, if a student's absent a lot or if a student maybe they broke their arm and they can't, you know, participate or something, there's always differentiation available for that student. So as a net, our almost all of our students do very well in physical education just because of the process and routines that are in place by our physical education teachers. So that's typically but there is that oversight if for some reason a student is not doing well, there's notification. You are not allowed to give a student a poor mark in physical education without letting the students and the parents know. I hope that helps. >> Thank you. Um, it helps a little
036bit. And I think physical education was actually a really great example on accident because I know that it's hard to meet a kid that doesn't love Jim. Um, but what if it's a grade that is perhaps not horrible, right? Not a failing grade, but a a C or even a B, right? A B in some households might not be a bad grade. Um, but in some households it might be a bad grade. And so how would a a student or a family notify how to no longer have a primary B in gym? >> Um, I followed up up until the end. Um, I followed that all the way up until the end. Um, I probably would let Mary or Miss Angela speak to elementary interims. Um um it is true though in PE we we
037typically they're they're going to get satisfactory on their interims unless there's a problem. Um but yeah, we'll let that Thank you. Thank you everybody. >> Good afternoon. Um typically uh if a student is receiving a grade below a C uh or a B actually, it's because they're refusing to participate. And so that's when we're calling in parents to have parent meetings to figure out what's going on, how can we increase this student's participation so that he or she can increase their grade. Also, teachers are required to put in a grade once a week. And we do try to communicate with parents to remind them that they can go into our home access center to access a grade so that it is a par it's a school home partnership so that we can work together with
038keeping that students um on task and their grades where they need to be. So, let me follow up on that. So, all elementary specials are entered a grade in home access center weekly. >> They we are required everybody throughout the district is required to. So, it is something that we know we need to work on as a district as it relates to relates to making sure our teachers are keeping up with our grading policy with entering at least one grade a week. >> Okay. because I was concerned that before that there's a family that might have gotten satisfactory on the interim and then a B on the final grade card and they go well I thought they were satisfactory and I've had I've heard nothing in between there. Um so the solution is if a
039parent goes into home access center there should be nine grades for every subject including all specials at all grade levels. >> Correct. >> Is that in our policy? >> It is. It is number under grading practices A5. There should be a minimum of one grade entry posted every five school days. Grading. Yes. >> Sorry, which page are we on? >> Uh, page three. >> Towards the bottom of page three. >> Bottom of page three. I'm looking at the working draft. Did you Okay. Okay. >> Yes. And so that's in green. So is that new? >> It's green because that is what it it we didn't add it new. It is what um was part of the drafting um template from Niola. So again um I think the last time our policy grading policy was updated
040was 2005. So it we missed a couple of iterations and so um so yes that green is there because it it's from Niola but different from what we had. Anything you see in yellow so as you get um scroll to a I believe that is um you'll see a highlight in yellow that is where administration added that. And so as you scroll down again, anything in yellow is what administration added. Okay. Are there any other questions on this policy before we move on? I have a feeling administration is excited to move this forward because you will probably start printing [laughter] handbooks very soon. >> That is correct. It's in progress right now. Not printing, but progress. >> So, >> member Harrison, >> thank you. Uh, Madame Chair, I'm looking at E. Um, based on the
041um I just need a clarification when we're talking about students shall be permitted to submit late work to their teachers. um and not more than 10% each day will be taken away um not to exceed 3 days. Now, does that say does the policy read that after 3 days there's they can't turn the work in? Does does that leave room for the teacher and the student to maybe um collaborate on something other than a zero after 3 days? >> Um great question member Harrison and I'm looking to the team to remember the discussion. There was a lot of discussion around this actually. Uh Mr. Johnson, I saw your head shaking first. The team is giving me talking prompts as I come up. Uh, yes, nothing will preclude a teacher from working with a student on
042late work in this policy. >> Thank you. Is there any other discussion or any motions related to this policy? >> What is the recommended action? >> I believe administration is asking for this to move to the policy committee and then to rules and the full board. >> So moved. Second. >> All in favor to move to the policy committee. >> I >> All right. [laughter] >> Why Why didn't we just move that to rules? >> Just move us straight to rules. >> Sure. >> Okay. I didn't know if we needed >> member Harrison. Madam Chair, I I would well the person that made the motion has to make the motion to uh >> re I would like to amend my motion to move policy 5421 to the rules committee. >> Second. >> All in favor?
043>> I >> thank you for the clarification and expediting. So thank you. It is 512. Um, and I know we had lengthy discussion on that policy, but it had a lot of changes. And so, um, next policy 5430 class rank. Are there any questions on 5430 class rank? Um, which is a policy revision and a contract that will need signed and approved by the board and then signed related to the governor's merit scholarship opportunity. No, as as this was brought to our May meeting, I had to think. As this was brought to our May meeting, um this is a two-part policy or two-part uh item because there is both a contract and a policy revision. So, I would like to move the contract to approve the governor's scholarship opportunities to rules, but then the policy
044to the policy committee. So, I believe that would be two separate motions, but I also would like to open it up for any discussion or questions before we do that. Is there any discussion? Are there any motions? Madame Chair, I would uh make a motion that we would move >> uh the contract portion of this to the rules committee uh for advancement to the full board for approval. So moved. I didn't have a discussion question. Is there any challenge with moving the contract portion forward and not having the policy updated? No. >> No. >> Okay. All right. >> Okay. So, all in favor to move the contract to rules. >> I >> All right. Contract is moving to rules. And now the policy because we will not have time to discuss it here. Is there
045a motion to move the policy to the policy committee? >> So move. >> Second. >> All in favor? >> I. >> Okay. Thank you. Policy moving to the policy committee. Um, next we had policy 2240, controversial issues. We also will not have time to discuss that here tonight. So I would like to ask for a motion to move controversial issues policy to the policy committee. >> So move second >> discussion. Oh discussion. Um m Madam Chair, I would ask that um policy 90130 um also be removed from this committee and moved to the policy committee um as those policies should accompany each other. >> Dr. Lash. >> Yes. I guess I just want to clarify, member Harrison 9130 was never with instructional policy, but in our last month's meeting, I have to think too, um,
046you made the suggestion that as the policy committee was working through revisions for 9130 that it referenced 2240 and that instructional policy should take up 2240. Um, so we did and we've since learned that there's some information in 9130 that will move to 2240 and so I think uh it will have a wonderful home in the policy committee. >> I agree. I just seen 9130 on here so I didn't know that was the purpose of the the discussion and I'm not sure why um we don't have enough to do in the policy committee. So, I would just like to see those two in there. >> Member Kelly, >> uh, Vice Chair Harrison and is not the vice chair. Reverend Harrison, are are we saying that we're going to keep 9130 in the policy committee? Did
047I hear that correctly? >> Yes. >> Thank you. Mhm. >> All right. So, I believe the motion on the floor and seconded was to move item 2240, controversial issues, to the policy committee that shall accompany 9130, which is already there. They can be there together. Um, all in favor? >> I >> Okay, thank you. Next on here, we had um a conversation about the calendar. Members, were there any questions about the calendar? It looked like there was no action. Oh, there is action. Uh Dr. Lash. >> Yes, thank you. The action um that we seek tonight is to move that to the rules committee. So each um year as we go through the calendar process um there's al there's always a subsequent yes a subsequent um action and so where we look at the upcoming
048calendar and that's why it's called the additional calendar information and so we call out that um Akran Early College and STEM high school are on different um schedules uh their start and end times as well as to um identify ified the um minimum instructional hours that we are typically uh have kind of um I don't want to say in the bank but that you know that we plan for over just uh for calamity but then should the need arise to go into um calamity days that that schedule is there also and so yes we would like to um see this move to rules and eventually if I might add this um really quickly we are working with um Aea to look at an online um makeup. The state does allow for that. And so should
049we um exhaust all of our calamity hours uh and and still need to call days um that we would be able to move into an online that has to be board approved by August 1. So we are um again working with AEA and looking to bring that online plan to instructional policy in July um for hopeful uh board approval by the end of July. So, am I hearing item 601 is for the July meeting? >> 601 um is is for rules committee and the June 22nd board meeting. There will be a resolution on the June 22nd board meeting. >> Member D. It looks all right. The only question I had was at the last meeting we mentioned they were switching from calamity days to calamity hours. >> Yes. >> How does the hours relate to
050this policy itself? Because I see the policy is talking about days. Would it be any relevance to changes to hours or is this just saying is this what the schedule would look like if there were eight hours missing? >> Correct. It is hours. Mhm. >> So, do we want the policy to reflect the or the the schedule to reflect hours or is keeping days not problematic? >> Um, you're referring to the days at the end of that document. Um, it just says days because those are the days. Um, [laughter] >> okay. >> That we would use the hours. >> Got it. Okay. >> Yes. >> Okay. Sounds good. >> Member Harrison. Um and this is for my education the um as I look at the elementary schools um we are 41.5 hours beyond the state
051minimum um and the middle schools and the high schools are 123 hours beyond 123.5 hours beyond the state minimum. So if we go beyond well we have a certain number of calamity days anyway right? Okay. And so then the I'm sorry >> hours we have a certain amount of calamity hours. So that's not this 41.5. >> Correct. And I'm looking um Mr. Ruan if if just in case we need additional um questions answered. So the way we plan our um days for elementary, middle, and high, uh let me say this first. The state no longer, you know, gives like a set number of calamity days. Um you just have your minimum number of hours of instruction that you have to meet by grade level. And so as we plan our days and our buildings, you
052know, let us know when lunch is, when recess is, and those kinds of things, then we're able to calculate the hours. And so, um, by nature of of how we plan it, we're, um, over the state minimum, which allows us then when tragedy happens or calamity or what have you and we have to close school for weather or electricity that we we have those hours in the bank. Does that make sense? Okay. I guess my my uh a better way to state my question is 41.5 hours does not seem like a lot before we get to where we need to make up days with with 41.5 hours for the elementary buildings. If we have seven calamity days, does that use those hours up? >> That is correct, superintendent. >> So, there's a couple things to
053consider at elementary. Our day is not as long as the secondary day. So, that's one reason. And then, um, if you think about Betty Jane this year, they had their own personal calamity day. And then um because our kindergarten students across the district, we do a um a transition to school where teachers meet with the students one on- one and assess them so that they can use that data to hit the ground running. They lose two days of school that way as well. And so that's why we were behind with the calamity hours for them. So we have to take all of that into consideration. And we did survey our kindergarten staff to see if they wanted to start school, give up the two uh transition days, and they overwhelmingly said they would prefer to
054keep the two transition days. >> Any other conversation uh or motions for item 601, calendar? Member Jeros. >> Yeah, just uh thank you for bringing this so proactively. I know you mentioned deadline was August. So, thanks for bringing to us earlier. I'm happy to make the I'd like to move this item to the rules committee. >> There's a motion >> second. >> All in favor? >> I >> Okay, we shall move school calendar to the rules committee. It is 5:24. I am uh cognizant of the time. I don't think we have time. I know that there was a draft presentation on I Ready. I don't think we have time for the full presentation on I Ready, so I will skip uh straight to I don't know if you want to pull it up. I don't
055remember what slide is on or if you had it on there, but I um was relatively pleased with to see the gains in the um English language arts reading I Ready data from the presentation, but a little concerned about the math results. And I also am aware that the Ohio Department of Education no longer lists I Ready as an approved tool for math. So my question at this point is, is there discussion for the 20 627 school year to have a replacement for I Ready? And if there is, what should the board expect out of that discussion? >> Thank you uh for the question. And so yes, um we've had uh many many conversations and so um we are the team has um you know looked at the the five vendors that are on the
056state approved list for the K2 uh K3 diagnostic um and so we are again in discussions looking at costs um and we'll be ready to bring a recommendation um to the board in time enough for the fall. We're also considering, you know, what um what's the we don't have as much of a runway as we would like. So, what do our educators already have familiarity with um that is still approved um by the state that we could hit the ground running um and still, you know, not not miss a beat. So, yes, that uh will be coming. This is what month is this? June. It just started today. Um, so it will uh likely be coming early July by the time we get everything processed and and ready um to present to the board. >>
057And do we know yet if this will only affect K3 or if this will uh extend to other grade levels or possibly other subject areas? >> So again, we're having those conversations. Um we know that we are required to have the diagnostic in grades K3. Um, we do, you know, you've probably followed the I Ready, um, media, you know, kind of, uh, I don't want to call it frenzy, but, um, some of the back and forth, very mixed feelings, I would say, around I Ready. And so, they have offered to allow us to continue to use their math platform because we do, um, do I Ready K through 8. And so um again as we look at uh what meets the state requirement and also um you know what works uh with our educators we
058are in those discussions. >> Yes lots of mixed results. For anyone who is not familiar with I Ready, we do diagnostic testing uh multiple times a year and students have work that they complete within I Ready at their level and students I don't know if this was part of a class project or what but even students were sending me emails about I Ready saying you know [laughter] this is no longer approved why are we still doing I Ready? So I said I will ask because students and families want to know about I Ready. Um, and so it is uh apparently a a hot topic. So we will tell everyone stay tuned. I Ready news is on the horizon. So thank you. It is 5:28. I appreciate the transcend information. I believe the board will digest
059this. Um, is there anything with knowing that there's one minute left of the meeting? Is there anything that you feel that we really desperately need to hear? >> Not at this time. Okay. So, we will read through this and I will ask for a motion to adjurnn. >> So, moved. Second. >> All right. Thank you. We are adjourned at 5:28 according to that clock. Hi.