001Good evening and welcome to the May 4th Instructional Policy and Student Achievement Committee. It is 4:30 p.m. and we are starting promptly so we can end promptly. My name is Dr. Molnar. and the chair of this committee. Um with me um are uh co-chairs member Jerose and uh member Reverend Harrison. And we also have Dr. Lash, our assistant superintendent and curriculum expert here. The first item we have is the approval of the previous meeting minutes. Do I have approval of previous meeting minutes? >> Some moved. >> Second. >> All right. All in favor? >> I. >> All right. Thank you. Uh meeting minutes are approved. And I was looking through the minutes and I want to say when we have these minutes, I find them so helpful. So, thank you Dr. Lash. Thank you to
002Susie for having such great minutes. I like the new format of the minutes. Um, and especially when we report out to the full board meeting, it's nice to have everything here. Um, so as soon as you get the minutes, I know we have the next full board meeting next Monday. That'd be really helpful. And also in section six if we can include often at the end of our meetings we have our proposed agenda for the next meeting and section six. So if we could have that in there also so then when I'm reading out to the full board I can also let people know about our upcoming meetings. So thank you. That's my note on the minutes. Next we have public comment. Is there anyone here for public comment? No. All right. So we will
003move on to section three discussion topics. The first topic we had on here item 3.01 is on um Akran after school and Akran after school expansion strategy. And I want to give a little note and say that the what is it the difference between genius and insanity is doing the same thing over and over again and expecting different results. So, the instructional policy committee this year, this month tried something new and the team, the administrative team um answered so many committee questions um and provided us so much information on this topic and other topics that we're going to be able to get through some of these topics a little faster and possibly even um not need all of the presentations that we've needed in previous meetings. Um, so I did read through Akran after school
004is probably the one we've had the most information on so far. So, um, Dr. Lash, our little coffee chat, bottle water chats. From my understanding, from what I read, Akran After School has been in our district for 25 years. 25. Yes. >> Yes. Dr. Mona. >> Um, and that's really exciting. each elementary school um has it. So, we have a from what I read, we have 11 full sites, K through five um who meet Monday through Thursday, 7:30 a.m. to 8:30 a.m. and 2:30 to 5:30 um and 15 modified sites from 2:30 to 4:15. Um question, the sites that have morning and afternoon, are they the same students in the morning and the afternoon? >> Not necessarily. And we do have um Miss Desiree Balden in the audience who can answer some in-depth questions. >>
005Okay. >> But not necessarily. >> Okay. That that's fine. Um so I did see that this is primarily grantfunded and we have some great partners. And so to appreciate some of our partners, we have um 25 years CCLC primary. We also have for 20 years using title one funds. EOG. Is that a grant? >> Yes, it is. Somebody remind me. I'm losing it right now. ELG. Thank you. Expanded opportunities grant. >> Thank you. Expanded opportunities grant. And also the city of Akran, our great partner for 25 years helping us through this. And then I also saw on rules committee this afternoon um approving or asking to approve $300,000 from the city of Akran for this initiative. >> That is correct. So, but that is just background general Akran after school. So, the Akran afterchool plus
006would be expanding it to five days a week in the east cluster all school year. And so, the question at the end of the materials provided to us was um what will the board need to know and understand as we move forward? That was the question that was asked to us, the committee members. Um, and so there was so much information provided. I don't know if we've all had time to read through all of the attachments. I know I was curious about the timeline, but I wanted to give just a minute to my um committee uh board friends. Yes. >> Thank you, Madam Chair. Madam Chair, I have a couple questions as far as the afterchool. Um, my my first question would be, do all of the schools have the same curriculum from the 7:30
007to 8:30 and then the 2:30 to 5:30? >> Yes, it's reading and math. >> Okay. Um, now the other question is, we're looking to expand this. Where is that funding coming from? The expansion funding. >> Great question. So I I want to clarify the Akran after school plus Akran after school is a 16-week program. We operate in October through December for 8 weeks and we come back February to April for 8 weeks. In that um expansion model the YMCA is our primary partner. So we are offering a blend of afterare and then a block of Akran after school. So in order to provide our elementary schools as a fiscal strategy to make us attractive to families and increase enrollment have consistent afterare afterchool opportunities started day one um when we come back and then through
008the end of June 3rd of next year um so 5 days a week till 6 p.m. The YMCA enrolls families. Then we work with the families to get subsidized child care dollars which starting in the east cluster to the four elementary buildings. Those families, the majority of them will qualify. For those who don't qualify for the subsidi subsidized child care dollars, they um depending on their eligibility can have a reduced rate, maybe $10 a week to keep their child five days a week in afterare. Um, the highest the Y goes is about $70 a week. So that's at the top end for families. So am I making sense? So we'll start after care will kick in. Then when it's time for Akran after school, which is a targeted program, our intensive and um targeted students,
009the most academically in need are invited. Our teachers uh do the intervention and then we have enrichment, which is the fun stuff. keeps them coming. And so this this is all based on um this expansion is based on that we have the highest attendance rates in the APS AAN after school program over the entire elementary population. So what it's telling us that they'll come and families and we have an 81 you saw some of the numbers we have an 81% daily attendance rate out of the enrollment and that's pretty high. That makes sense. >> And I don't want um administration to feel on the spot and asking brand new questions, especially when we didn't have the presentation and these weren't um submitted before. So the first question I have is is there anything that the
010board needs to approve at this phase? Because I saw in the notes it said that there might not be any committee action. So right now we're still putting this together in terms of possible costs. So we're looking for outside partners to support. So some of the three areas of costs that we've identified just right now is we're not sure if there will be more transportation costs because right now for Acron school the district um buses home the students who are bus during the day that will still continue in the afterare space. YMCA does not transport students home. it's parent pickup. Um, kids can walk also home. So, in order to be competitive, we might have to look at that and see if what the cost is and frame that out. The other cost is we're
011entering in a partnership with the YMCA who has child care workers who aren't familiar with APS and our timelines and some of our academics. So what they're excited about is that our uh teachers, our district teachers will support their child care workers with professional development on some basic fundamental things such as vocabulary, phenemic awareness, how to do explicit instruction as a child care worker so that we can bring students aligned with what we're doing during the day. So, um it's a double win actually. The as attendance goes up, they're in their classroom during the day, their academics will go up. When they get extra, then we we're even um making accelerating it even more. >> Thank you. And part of the reason why I did not want a presentation on this today is because I
012do think this is worthy of a presentation. But I think we need to u maybe frame that that conversation that presentation more especially as we are continuing to look for additional partners. I know based on the materials you've sent I have actually even there's even more that that I'd like to know. Um and so maybe from this point we can pause and maybe send more questions or if other members have questions now we can ask those and you don't have to answer them now but just kind of take note and we can prepare for um further discussion in June. >> Yes. Does that sound good? Okay. Do you have any further questions? I >> I don't have any questions but I am familiar with the program. I appreciate all the work that you're doing and
013I know that the value of having a strong afterchool program is a major draw for many members in the community. So I guess maybe one of the questions that can think about is just how are we communicating this to parents and to the community so they can take advantage of the great offerings we have here at Akran public schools. >> Um so to start with the communication piece um actually um Marcy and I uh conferred are you behind me? There you are. Um what we want to do is offer those four um eastcluster buildings um before the end of school an announcement that this is happening in your elementary buildings. If you enroll now, you'll be guaranteed a spot in the fall and then we would work have all summer to work with them on
014eligibility and that that is going to be our biggest challenge and barrier. I was talking a little bit with Carla about it. Um getting families to fill out the county eligibility forms. So that's where we're really going to that's where some of our dollars I'm forecasting will go into staffing to support our families to get them to qualify and that but what's great about that is preschool has to do that too. So, we're we're partnering together to come as one voice with the county to help our families, help us to learn what they need to do and help us help them. [clears throat] Can you tell I'm excited? Additional questions. So, some of the things that stuck out to me from the information you provided so far, and I'm going to consider these teasers. The
015only reason I'm going to say that as teasers for people to tune in in June um is um the it says uh the east cluster was chosen because the high number of existing um aan after school sites allowing for immediate scale and a high need to stabilize enrollment and family engagement. If you could I know this communication strategy part of but if you could just I mean that was just one sentence to expand that for us when you come back for the full presentation. um the enrollment strategy as um member Jerose uh spoke about and how how it would be so competitive and make us the only district in Ohio with a full year afterchool partnership. That that to me is the like ring a bell. Right. Right. >> Uh very exciting. And another thing
016that you mentioned was every 1% improvement in elementary attendance means a hundred more students in school with roughly $8,000 tied to each student. That's nearly an $800,000 impact. Um, if you could unpack that for me because that sounds big. I don't fully understand it, but it sounds big and I'd love to. Um, and then, um, I noticed that some of the sites like Sam Salem had four students enrolled, Glover had zero. So, how many seats are available and what determines that the seats are available? I know this improves achievement and it improves attendance, but um how how do those seats become and if they aren't used, do they open somewhere else or how does that come from? And um how is this connected to the commitment metrics in our blueprint for excellence? Because I'm sure
017we can see measurable uh changes there. So those are my main questions and I look forward to hearing more in June. >> Great. >> Thanks. So moving on now to 302 discussion topic graded course of study. This is an AP seminar um AP proposal. So is a resolution for a new AP course Dr. Lash according to my understanding. >> Yes that is correct. So, um, in looking and understanding from students and we do have a building principal and a teacher and our, um, ELA content supervisor, uh, here as well to speak to this item, and u, Mr. Fletcher, who also, um, supports the, uh, work of AP. Um oftentimes our our students are bit afraid um to take an uh an advanced placement um type of course um which does carry tests assessments at the
018end um and a certain score that is required in order to um get get credit. So, um, as a way to kind of, uh, encourage more students to take advance, but start with something that not only, um, doesn't, uh, might not scare them. It's not AP chemistry, um, but also kind of touches on those research skills and some of those deeper, higher order, um, thinking skills that this would be a great place to to start and get them, you know, kind of, uh, ready for AP. So, uh, the team is here. This is a resolution to add this course AP seminar. Um, it is a 10th grade ELA, English language arts elective, but to add this to the the graded course of study and per board policy, um, the board approves those additions. >> Thank
019you, Dr. Lash. And with the uh materials that you were able to send us, I saw that our AP participation in 2025, we had 715 AP exams taken in 2025. And so I think that's something that once again um people might not have guessed that for Akran public schools especially because we have honors classes, we have college credit plus classes, we have IB classes, we have our workforce readiness and still our students took 715 AP classes last year. So I think that is worth acknowledging, celebrating, highlighting. Um and one of the questions I had about the resolution. So the board always approves if a new course is um going to be taken or Yes. Please explain that. >> Yes. So board policy 522. Um graded course of study I believe is the title of the
020policy. There is a line in there. Uh if you give me a moment I'll probably find it for you. There is a line in there for additions to the graded course of study that the board approves. Thank you. So this would be a course that would be offered at Bookal and Firestone for the 2627 school year. And the ask from administration would be for us to move this resolution to rules to add this course to the graded course of study. >> That is correct. Okay. >> And so with that is are there any questions or discussion from the committee? Member Harrison. >> Thank you, Madam Chair. Um, I have one question. The question would be, what is the criteria of taking this course? >> Oh, great question. Um, does >> Yes. Come to the mic,
021please. And then, um, you know, I'd love for the teacher who has given up her time to be here tonight to also kind of speak from her her perspective as well. So there are no prerequisites to take this AP seminar class which makes it really nice. So any of our students in 10th grade can take this course. It's interdisciplinary. So it prepares our students whether they're you know for social studies for science to critical analysis to really u extend you know deep thinking in their writing. It also prepares them for the OS Ohio State test as well. So, our students are having that as you can see in the course description as well as the uh framework that we shared with you in the graded course of study that was sourced from the college board.
022>> Hi, I'm Katina Stats. I'm a science teacher at Firestone. Um I do the AP read every year. So, I go out with 500 other teachers and read the AP biology exam. Uh so I'm one of the scorers and one of the things that we discuss amongst um all of us that do that job is that the writing skills are where we see students that are lacking. And so this course provides them the opportunity to really develop those skills with a scaffolded method and it gets them into those higher level thinking skills and it will naturally start to support um advanced research for our students. We have students that do best medicine. We have students that do this the science fairs and extended um offerings for those. But this will really help support those things
023as well. Um so this w will start it will go across almost all of our core courses to see them develop their writing. >> I no questions but if you want to entertain a motion I will provide one. >> Um so the question is should we move this resolution to the rules committee? >> So moved. >> Second. >> All in favor? >> I. >> Okay. Thank you. Moving on now to item 303. Oh, sorry. We have um I do want to acknowledge the conversation on our equity policy. Um still on section 302. Um an updated version of the equity policy is in our uh board docs for our review. And I do believe that we are routing things through the policy committee first and then bringing them to our committee. So I wanted to make
024sure that the policy committee knew that we were looking at this and we will look at it further in depth and discuss in June. >> Yes. I would just add that um everything that is in committee here now should stay in committee but any future policies would come through the policy committee and we'll route them over here but anything that's in instructional policy now just stay here >> Dr. Chapman >> Dr. Lashinar Dr. Lash, >> I was going to ask a clarifying question um before Dr. Chapman goes and just to be clear um Reverend Harrison because there are some um for future agenda topics that are listed on the instructional policy agenda for future so like June. Um so is your thinking that we would round those out, finish those or those ones that are
025on future? >> Yeah, >> bring those to policy. Yeah, we we need to log policies where they are, where where they went. And so the policy committee will log policies. So anything that's on the agenda should stay on the agenda. Okay? >> But any future policies would come through the committee. Um and it doesn't have to come through the committee. We can route them through to other committees outside of a meeting and just note that they have been routed. So, we need to have one committee where we know where all of the policies are. >> Gotcha. Okay. Thank you. >> Good evening, Dr. Molar. Members of the board, just very quickly, the version that you have in your board docs is dated 427 2026. There is a 54 version that I have emailed all of
026you that we would like you to consider for review. And then the policy was formerly 2260.04. So of course we are uh requesting that it receive a new number as well. >> Okay, that's it. >> Thank you. Any other discussion from the committee? All right. Now we will move on to uh item 303. This is a subscription renewal for our digital Spanish curriculum. Uh this is not a new curriculum. It is a renewal. That is why it is not on display because it is not new. Um and according to the materials uh submitted to the committee, all students enrolled in middle school Spanish and high school Spanish levels one through three across 14 schools are using this online textbook and digital platform daily. So the question from administration is to move this recommendation to the
027rules committee. Is there any discussion? No. So the question is uh would we like to move the recommendation for the Spanish curriculum to the rules committee for the consent agenda? >> So move. >> Second. >> All in favor? >> I. >> All right. Moving right along. Next we're on item 4.01 uh data assessment and student achievement. It looks like we have some discussion on a policy on foreign exchange students. This is another possible new policy. Thank you for letting us keep this in committee. Um, and I think member Jerose has some >> I like to hear them introduce it. >> Introduce it. Okay. >> Yes. Thank you. And Dr. Monar, if I may um go back, I didn't want to interrupt. Let me correct. I live in the 5000s um for students uh a lot
028of the time, but in um the 2000s. So, the policy for adoption of courses of study is 2220. So, I just wanted to correct that uh for the for the record. [snorts] Um, all right. So, this policy um and Dr. Wyn and uh Sarah Sebach are are here and can speak to uh some things too. So, um you can for the data that was presented, you can see how our um number of foreign exchange students has increased over the the last three years. And I can remember my first day um in Akran public schools on July 11, 2022. Uh Dr. Ly Wyn found me and uh we immediately began working on foreign exchange. So in our policy 5114 I believe >> [snorts] >> um actually it might be 511 which speaks about um eligibility of
029resident and non-resident students. there is a little blip there that talks about foreign exchange students. It's like two or three lines. And so we knew right away with the increased um number of foreign exchange students that we needed parameters around it. And thus began um honestly the last couple of years of working on that policy. And so that policy uh we did not have one 5114 foreign exchange policy. Um we did not have one uh for the district. So we asked Niola to provide us a template. So you saw that in your documents there. Uh and we redlined that and then provided a clean copy also. Sure. So a few questions. I know in the second section under the exchange visitor program EVP for non-immigrant students with J1 visas there are six paragraphs. The fifth
030paragraph references, lastly, pursuant to federal law, a sponsoring agency can place no more than two exchange visitor students in a district high school. What federal law is is that? So, um, I might have to double check that reference. I'm going to look to, uh, Dr. Ly Wyn for a hot second. So yeah, go ahead. >> Because there is a a a um in the Niola template there was reference to a federal lot. I actually want to say that it's five. Um, so that might need to be a change there because district policy for what we're recommending will be um a little lower of a threshold than five. But go ahead, Dr. W. >> So I believe that was a template that the we would have to double check on that piece. So, I don't want
031to speak um in regards because I'm not definite about that, but I do know that in regards to the foreign exchange student policy that we were looking at is because it comes with an experience for for students from international and it was increasing and every time that it increase, we didn't have a set number in regards to it and when that happens, it takes a slot away from any of our APS students that wishes to attend. and the school. So we wanted the purpose is to look at possibility of limiting the number of students that we would accept. The two I believe is two under the same agency that we would use so that we will open it to other agencies to place students and three no more than three at each high school so
032that we will also control the numbers so that our students at African public who wishes to go to Firestone or book will be able to enroll because that will take a slot from one of our kids if we don't have a policy in place. But I will find that out. >> Okay. because I noticed that the from the fifth paragraph to the sixth goes, however, with board approval, the superintendent may request in writing the placement of more than two students from a SP sponsoring agency in a high school. So, I didn't know that the board had the approval to override the federal law. So, I was wondering what federal law was being referenced in that context. >> And now, you mentioned capacity. >> Rose, I'm so sorry to interrupt. Um, and so, I found it
033here and it is five. And so when we made that adjustment um to two then we should strike out that federal law piece because we're like I said lowering that that threshold. Um but let me give you an example really quickly. So um and Dr. Wyn already spoke to kind of that you know enriching experience for the foreign exchange students and also for our students in in the buildings. Um but sometimes or what we've seen over the last few years, there might be a situation where um um a student we've already placed the two at that high school and let's say one is open enrolled and then that that family accepts they they serve as a host family and they accept a student um a foreign exchange student. Instead of having that foreign exchange student
034attend a different school when they have a child that is in that school, we've kind of made that the third, if you will. Does that make sense? And so in those, so not that it would be a blanket, but in in special circumstances that we would, you know, take a look at that. >> And now you mentioned that capacity was an issue. Are any of our high schools, were any students deprived an opportunity to go to a high school of their choice because of a foreign exchange student? >> We are I don't know if Sarah can speak to that because >> I don't think there is, but if we don't have a policy in place, our goal is to ensure that that will not happen. >> Okay. Is there reason why we chose three as
035opposed to just keeping it at five per school? We looked at all the high schools that that will give if we looked at seven high schools. If you do five, that's 35 slots. With our enrollment and with the college and careermies and the pathways, a lot of our kids may choose different uh pathways. We just want to make sure that in our desire to have our own APS students experience a rich opportunity to learn from international students. But on the other piece, we don't want to prevent any of our kids to possibly lose a slot because of capacity. And as you can see, we do have like Firestone is the school that a lot of kids do wish to attend as an international student, but that's also a school that a lot of our kids
036come for the arts and the other fields. >> Okay. I I guess maybe one of my my thoughts when I was looking through the policy was it seems like we're trying to limit where they can where the exchange students can go and I feel like, you know, if the limit was five before and we've only had one school that had five, why would we want to take away that choice from the host family that they want to be able to go to the school of choice when there's only three slots as opposed to five? That it's more limiting now than it was before. And um our thinking has been um again I don't want to be redundant but to spread the experience if you will and so but if you want it five we can
037certainly leave it at at five but we've you know to not put them all as Dr. when said um at Firestone, but how do we we just uh if you look at the data, we had a couple of students at Book Doll. We had a student at um North or Garfield. Yes, we did >> last year. >> So, thank you, Madam Chair. So, so as I look at the numbers that that was my first question in in my mind is why are the foreign exchange students going to Firestone? And I see over the last three years we had one at Elliot, one at Book and one at North. Um and so when we look to a as you you're speaking of spreading the you know the students around the the experience of an international student
038are are we picking locations or >> no it depends on the where the host family lives and if the host family resides in Firestone that's where the student will attend. >> Okay. sire. >> So then, you know, to member Jeros's point, um, we don't want to take anything away from our students, any opportunities. There's a lot of opportunities in the other four high schools. So, if we have, you know, you have your first choice, your second choice. I want to go to Firestone. Okay. Well, Firestone has five students, but we have four other schools that you can pick from because we want all of our kids to have the experience and um we certainly want to give international kids the experience, but we want to give them the whole experience. So, I would just ask
039that we would look at that model to make sure that we can spread the students. We we can accommodate more students, but we can't accommodate more students at Firestone. >> And Reverend Harrison, that was you said it much better than than I did. that that was our thinking to give other that's why instead of five we um maxed it at three >> um students and so once we reached that three at at Firestone then we had other buildings and that was the case I want to say for this school year or last school year this school year our first school year we're in May this school year we were at our max at Firestone and so we did have um two students um attend a different building and I think left uh the country and
040went back went back to his home country um >> mid year >> went back to the country and and that's the thing because with foreign exchange student we love the opportunity we want to give the kids the opportunity but along with that there's no funding also I mean that's just the other side of it there's no funding so if they come and they need the support we want to support them also so by limiting the number okay this school is done let's look at another building and then another building we are spreading it without saying no no no >> I just want to add one thing that uh Dr. Molnar um has accommodated um foreign exchange students for how many years? >> I'd say I did six. >> Six years. So we do have a
041board member that's familiar with the program and she has accommodated students and the students have come back from their home countries to visit her. So, I think the program is is worthwhile and um I I would hope that we can extend it to the other high schools to be host um of this program. >> Well, I just want to um make sure Thank you, Dr. U Monar. Um so you asked that question Reverend Harrison about you know do we select the schools and it is where the host family resides and so we have had a great number of um families that reside in the Firestone cluster um and so that's where the students attend but again that was our reasoning for making the the max three so that then we could you know spread those
042those students to other clusters and let other high schools have that enriching experience. erience of having a foreign exchange student among their >> their school. >> Other additional questions. Um, as uh, member Harrison said, I have hosted several foreign exchange students and it is enriching not just for the the student who comes to stay with you, but the family and even, you know, my children have been so enriched and their friends and as Reverend Harrison said, they come back. You know, I had a I had a student who went is from one country, came went to Firestone for a year, uh went to college in another country, and next month she could do anything in the whole world. And she's coming back to Akran, Ohio of all places. And why is she coming back to
043Akran, Ohio? Because this is where her friends are. Because she made so many great friends at Firestone. And so when we went superintendent to the event where we talked about the fair school funding and we were in Firestone and there were students there and I said I heard she's coming back. And so this is really enriching um on so many levels and I think it's really important. Um there are several different placement agencies and I think the policy will be very very helpful because the placement agencies find families. they don't talk to the school first and then once they find a family a lot of times the family has to talk to the school and we don't know where do we start first do we talk to the principal first do we talk to the
044superintendent first well here at Akran there are a lot of people in between there [laughter] um so a lot of things that I would maybe consider um as we've discussed in the policy committee before is what goes into policy what goes in administrative guideline that might be a place as we continue to develop a good policy um where we can look at that 35 um scenario maybe in the guidelines and I'm also curious about open enrollment. I know one of the years that I was hosting a student, someone else from the same agency lived in a different school district but really wanted to send their foreign exchange student to BDL because they went to Bdul and they wanted them to have this experience and the student really wanted to go to BDL but as we
045get paid nothing for the student as a foreign exchange student. how do we open enroll from a district we don't open enroll from to some of these other buildings and give this opportunity in those buildings. Um so that would be another helpful piece of administrative guideline and additionally sports and participation in sports. What does that look like? Um I think would be really helpful to know and to advertise if we are going to have students spread around the city going to all of our buildings. maybe letting them know about that participation uh might bring more families in and more students from um out of town. Dr. Lash, >> yes, I was just going to add um you brought up open enrollment and I haven't found it as I'm scrolling here because of course when you're
046looking for it, you're not going to find it. Um but we did put a >> [snorts] >> um a line in here that open enrollment would not um be available again with that same rationale that we received no no funding um and so we're not able to build the the other uh district. Um I am aware of the situation and we did make an accommodation there um because that staff person worked at the school building. Yeah, it was a the host family was a a staff member who lived out of district but worked at BookToLe. Yes. >> So, I appreciate this discussion. It takes um a long time to make good policy and so I feel like this will continue to evolve. Um member, if you have another comment and then I think we should
047discuss um bringing this back. Go ahead. >> Sounds good. I did notice that this policy is aiming to address the communication concerns about who do you contact. I noticed it strike several times the principal of the high school in which the student would enroll and directed that to the student services department. So is that was the goal of that in order to make one communication line of where this they're supposed to contact? >> Yes. So that way we can also check on the the capacity etc. It'll be done central office. >> Perfect. The question is, do we bring this item back to the June committee meeting? >> Are you asking for a motion or [clears throat] member >> Harrison? I >> I would like to see the the the things that we discussed. I would
048like to see more information, >> a a more concise >> [clears throat] >> uh draft that we can look at that that would address some of the things that we we talked about, sports, um the different schools, um the lines of communication. So, um yeah, I would like to see it come back a couple of times. I think we we need to see it back, but with those items. >> Okay. I agree. All right. Thank you. We can do that. Thank you. >> Next, we're on item 402, weighted grades. This is not a policy. Well, this is already a policy, but this is um an administrative guideline update. So, as it's administrative guideline update, can you uh Dr. Lash give us a brief maybe one minute overview of the key update? um what we should
049know and when it will be in board docks for review. >> So um thank you uh Dr. Monar. Um per Ohio Department of Education and Workforce uh we are now um including CATAC courses in weighted grades. That's what we're on, right? Thank you. Um and so the changes and you're right um there is a next step. This is why I asked uh Reverend Harrison that question because um we will be next month bringing so I guess to the policy committee um policy 5421 grading because there is a NEOLA uh template release of the grading policy which does have that weighted grading scale and so per um ODEW just like AP courses, IB courses, CATAC courses now um are are weighted grades and so in our administrative guidelines lines, you will see um a version with
050edits and um a clean version with uh just the the scale being adjusted. Um in board docs, I'd have to work with uh the legal department um Heidi Moa and attorney Sepusk to get that updated in in board docs. >> Thank you, member Harrison. >> This can stay here. I I was speaking of future. So you you already have this here. Well, um, policy 5421, not yet. Uh, there's still, um, additional work that our team is working on with regard to the grading policy. Um, because right now 5421, the current policy is academic achievement in progress, but with the Neola update, it's now called grading 5421. So, um, our team is not done with it yet. So, that's a next step that kind of um springboards off of the updated administrative guidelines. >> Well, let's
051let let me make an executive decision and say you can lead us here. >> Okay. Thank you, Reverend Harrison. Team, we will leave it here. I appreciate that. >> Um and so as we leave it here, will it be are you saying it'll be ready in June or put it in Okay. And you said policy 54 >> 21. Okay. Uh any other conversation on weighted grades? We'll save it for June. Okay. Um next is item 5.01. So policy 5460. This was also an administrative guideline update. Dr. Lash. >> Yes, thank you. Let's see um where Reverend Harrison is with with this one. Um [laughter] so yes, uh policy 5460 uh graduation requirements does reference credit flexibility um as a tool for credit attainment and we actually do not have any current administrative guidelines. Um so
052yes we the team has um gone to work on the draft and so what you see there is 5460B that specifically uh talks about credit flexibility options. >> So >> and no yes um >> sorry we we have a couple of policies coming up. So, um there's Reverend Harrison, we we had a policy on the instructional policy agenda for next month that has to deal with class rank. Um and so if um it doesn't relate to this, but it is something um that is academically based. And if you want to leave that here too, that will also be on next month's agenda. But for right now, this is just an update. It's just an FYI to the board that um as it relates to our policy 5460 that speaks to graduation requirements and credit flex
053options, we are updating the administrative guidelines to match that and that is um per ODW. >> So to clarify one policy at a time, this item is policy 5460. Is any board action needed? >> No board action. No. >> Okay. So with no board action needed on credit flexibility and administrative guidelines um is there any discussion or are there any questions on policy 5460? No. Okay. So then as Dr. Lash mentioned there's a potential upcoming policy 5430. And so the question is if that policy which is a different policy is needs to come to this committee would that go through the policy committee first >> I would say to to kind of make this easier if you just give me a list of the policies that you want to keep and we'll consider those assigned
054to the committee and then we'll just log them as assigned if that works for Dr. Molner. >> Okay. >> So, if you just submitted, >> hey, we we want to keep these here. >> Um, that's we're just trying to keep a a a good record of what pol where what policy is and where we are in the policy revision process. >> Okay. >> So, that probably would make it easier for everyone. Any other comments or discussion on item 502 or 501? Okay, next item on our agenda is 502. That is the student initiated instructional policy items. I see Mr. Fletcher here, but I didn't see anything on the agenda. It's actually it what was on there was no update anticipated, but since you're here, um should we anticipate any updates or leave it on our
055agenda for the June meeting? Good evening. So for this item um our students are concluding you know school as you all know it. So for the past couple of months our students have been actually um implementing some of those practices within their schools as they transition back to school in the in the fall. we will have another meeting to kind of look at those policies and practices that they've been implementing to bring it here to the um pol uh instructional policy committee to be implemented for uh next school year. >> Thank you. Any questions or comments? Well, I want them to know I want them to feel empowered to bring it to us. I'm not going to promise we're going to say yes, but I want them to be empowered to bring it to us
056for consideration. So, thank you. Okay. So, then next item six is new business. Um, what we had in the printed agenda 5421 5430. We already did both of those. Uh, the next one was the transcend is written in the agenda that was in board docs. Uh, is the transcend survey still open? >> It is. Uh, it is still open and that is for a future item >> for next month. Yes. >> Okay. Wonderful. Um, for anyone that does not know what the transcend survey is, can we do like a 30 second blurb? >> Yeah. Um, so families uh and staff included um please uh we we've have QR codes throughout the buildings on our website. The transcend survey is um kind of like a climate survey about your experiences with the district. helps us understand
057um how we make things relevant uh how we um engage your students in real world learning, those kinds of things. And so please uh we do appreciate the feedback and we read and analyze um all of the the data. So please families and staff take the transcend survey. >> Thank you. And related to the transcend survey, recently our board and administration met and we talked about going forward towards boards of distinction. And so um having as many people as possible, we want to encourage as many people as possible to complete this survey. It also helps us um and reviewing this data helps us work toward a board of distinction. And so I look forward to the June meeting. Okay, the June meeting uh where we review the results of the transcend survey and the connection
058to our blueprint um as presented at our last retreat. So, okay. So, 521, we're doing okay. I don't want to jinx it. We're not quite done yet. Um so, the last thing is any unfinished business. Um, I didn't know, were you able to send the 2627 staffing information? I know that was one of the things that we talked about back and forth and I wasn't sure where that landed, so I saved it for the very end. >> Yes, there is uh no 2627 staffing information unless there's something um specific that that you're looking for. But what I can say is that our 26 27 staffing um is strategically aligned to enrollment enrollment drive staffing. Uh we do have um we intended I think Dr. um when uh is not here, but you know there are
059some um grant-f funded positions that are annually reappointed and so um before they are put forward to be on the board agenda we do we had intended to um have that discussion here at instructional policy also >> any discussion member Harrison. >> Yes, thank you Madam Chair. I I really would like to see that for next month or not wait till next month but to have that sent to us so that we can be prepared to to talk about it next month. So when is a um comfortable timeline to get that to the committee members? >> Well, let me make sure I have clarity when you say that you're what for the reappoints the the grant funded positions. No, no, the the staffing act the actual staffing. So that enrollment drives that. Correct. >> That's
060correct. >> So we would use for the 20 26 27 year what we end with this year. That was a question I I guess. >> Right. Yeah. Tell me what you're really asking. >> Okay. I'm asking what determines the staffing levels for the first day of school? What determines staffing level for the first are we using for the first day of school >> enrollment. >> Okay. >> Yes. >> And then there's a three-w weekek shuffle or >> that is correct. >> Okay. So >> three you know language that um look at you >> I'm just remembering >> listening and talking to people >> that doesn't mean I know what it means. [laughter] Uh, so yeah. So I would like to see our staffing levels for the for the first day of school, >> the number
061of teachers per grade, like when you say staffing levels, just so I make sure I understand specifically what you're looking for, >> who's in what building? >> Okay. Okay. Do we already have a draft or a blueprint of about how many people we want per building, per grade level? >> So, um if you're talking elementary um yes, we can easily look at that per um by by the enrollment. Secondary courses gets a little little different. Um, and so is there something you're envisioning that will help me understand what you're looking for? >> I'm going to be honest. I have no idea how many teachers we have. >> Okay. >> Not the first clue, but I would like to have at least the first clue, and I I don't know where to look for that information.
062I don't know what I don't know. So, anything that could be brought to us would be a great start. >> Okay, perfect. >> Okay. And with five minutes left, the only other thing that was on our last committee meeting, we did have a building consolidation presentation at our last meeting. I didn't know if there were any updates that you wanted to bring. I know you're here, superintendent, um on that as we uh wrap up to the close. >> Thank you, Madame Chair. So, we are currently in our audit phase of um going through how the district can be run more efficiently. And so, we met with the audit team. They did have a few more questions that needed to be addressed. And so, they were going to get that information and then we expect to
063have a complete audit in August. And then we'll be able to use that feedback to assist us with further discussions around possible building consolidations and staffing. Questions from the committee. Um I I appreciate that update. Um I know that there were two four presented work streams in the last committee meeting. data analysis, audit, engagement and scenario development. Um, also in the last meeting, uh, enrollment was a major theme and it looked like from the slides last month that we had what it was the, uh, enrollment of our district and then the birth rate in Summit County. And it kind of appeared that the enrollment in our district was not declining as steeply as the birth rate in Summit County, which is encouraging, but I I don't want to overly assume that because Summit County is
064a big place. Um, and so I'm wondering if if we don't have the audit information until August, if we could um get some more information about our enrollment and our recruitment and where we are so far and that might go along very well with the teacher and the staffing. Um, how many students are we anticipating? Um, conversation. All right. Are there any final questions or concerns before we adjourn? Member Harrison. >> Um, thank you, Madam Chair. Madame Chair, the um policy committee is working on policy 9130, which is the public complaint policy. And in working on that policy and looking at that policy, there is a policy 2240 um that deals specifically with instructional policy and academic achievement with accommodations. Um if we update 9130, then that would um necessitate us to update 2240. So
065I would ask that the instructional policy committee look at policy 2240 as a required update needed and then we can align 9130 with 2240 to make sure that we are consistent. >> Thank you for that update. Let me ask with 224, would it make sense to build that with um and then bring 2240 here or build it here and then let the policy committee know where we landed from there? >> I think it would make sense to build it together. >> Okay. >> Um and there's two members on this committee that's on the policy committee. Um, so it doesn't really matter a whole lot where it well it has to land in the policy committee, but it needs to be I think Dr. Chapman um and um Dr. Lash um along with Melissa Frymire would
066would have to really be involved in that um to make sure that we are um consistent in our language. >> All right. Thank you. So it sounds like we will have another packed agenda for June. We are not getting a summer break for the instructional policy committee. We have item 301 Acaran after school 302 equity 401 transcend data 40 uh 501 we have three policies 5421-54302240. In addition to those in section three I would really appreciate an IER update. I know our scholars spend a lot of time taking the I Ready assessments, completing I Ready assignments, and I know we spend a lot of money because it's connected with things for the state. And so, if we could have just a a cohesive, um, information on I Ready. And then, um, I think that sounds
067full unless there's any other new business for June. With that, um, can I get a motion to adjurnn? >> So moved. >> Second. It is 5:30 and we are adjourned. [laughter]