001mr rittenhouse whenever you're ready sir thank you we are going to call to order the special meeting for the akron public schools board of education for wednesday july 1st 2020 roll call please dr akbar here mr alexander mrs autry present mr bravo here dr hall aye mrs mansfield here mrs mckitcher here thank you and if we could all go ahead and mute then we will commence with the pledge of allegiance i pledge allegiance to the flag of the united states of america and to the republic in which it stands one nation under god indivisible with liberty and justice as well thank you so much i'm going to turn it over to our superintendent and i'd like to thank everyone for joining us in our series of discussions about the akron public school district and today
002we're going to focus a little bit on academic and program performance so mr superintendent uh good evening uh board members yeah this evening we'll have a review that we actually went over with our college and career academy steering committee those are some very important i think data points that really talks about our programming uh that we've implemented and and how important that will be moving forward so um at this time i'd like to turn it over to dr mick williams woods and rachel tucker who will go through a presentation to review some of that data from our college and career academy program thank you everyone um it is great to be here tonight uh to bring to you an update on our performance uh we just talked on monday about such an interesting year that
003we had and how we finished with covid but it was really important for us to continue looking at our progress even despite the disruption and services that we had on the last few months of school so tonight we're bringing you some important information about uh in particular our progress in our college and career academy transformation that we've been doing in the district which is pre-k through 12 and we're going to emphasize that mrs tekka and i throughout the presentation because oftentimes the community only thinks of it as high school but this is a pre-k through 12 transformation um so we'll give you important progress data on that transformation and end with kind of looking forward in terms of what's next and the progress making sure that everything that happened since march on and then everything
004that we presented to you all on monday about our reopening plans most importantly we want to keep the momentum flowing from now through next year and not lose a beat in terms of our transformation that were that we've been full force ahead in this district so i'm going to turn it over to mrs pecka to start us off thank you dr mcwilliams woods it is my pleasure to be able to share with all of you some of the outcome data that really represents the hard work of our educators our students our families and our community partners that really have dedicated themselves to doing the work necessary to develop the skills and competence competencies that have been laid out in our portrait of a graduate as dr james shared initially this information around college and career
005academies was shared last week at our annual retreat with our steering committee so we have over 70 community and business partners at the table kind of making sure that we're held accountable to some of the outcomes that we have committed ourselves to through the college and career academy transformation and they also provide guidance and oversight to the college and career academy implementation just to give you a little bit of context in historical context um akron public schools was designated a ford ngl community in may of 2017. in 1718 school year north high school launched wall-to-wall academies at our pilot school in 1819 school year we launched freshman academies across the district in this past year 2019 2020 was our first year of wall-to-wall implementation across the district and it was um a huge success that
006we're very excited about to share those outcomes with you but as dr mcwilliams woods mentioned this is just the very beginning for us we you know as a design team and as a community and as a school district we started at that high school level but we're very intentional on building that middle school piece that helps us get our students ready to make the most of their high school experience as well as building that foundation in the pre-k and elementary grades to make sure students have the skills and competency and are ready to fulfill those portrait undergraduate competencies that have been laid out we always start with our district focus which is to be the number one urban school system in the united states we feel very strongly that college and career academies is the
007vehicle to help us achieve that goal as another reminder and to to keep us aligned to the goals of college and career academies we are a part of the ford next generation learning community this is a group of school districts across the country transforming not only just their high school experience but their community to really fill the talent needs of of the workforce and to build that economic stability that we know is vital to the health of any community ford really puts their weight in three major strands transforming teaching and learning transforming the secondary school experience and transforming business and civic engagement i think our leadership has really spent time with the ford ngo community because it aligns so well to our own district focus our updates today are going to really focus on that
008first year of wall-to-wall implementation so the outcomes that you're going to hear about today we want to make sure this is very clear in that it was our very first year of implementation and we had a small little bit of issue to deal with called coven 19. so bad disruption uh has has of course impacted some of the data points that we're going to share with you today that being said we are going to continue to monitor the same exact data points so that when we um share back to our steering committee as well as to you of the board of education we're always comparing the same two data points um you know we know that there's some impact on um the coven 19 had on our data points but we're going to continue to
009keep that static year by year so that we we can make sure we share that accurate information with you and then the other piece will be an update on our master plan let's get started with the data um one of the major key strategic partners that akron public schools is very fortunate to have is the summit education initiative this is a non-profit academic backbone organization that really helps all of us use data to give us information to set up our instruction this cradled career alliance is really that pre-k to 12th grade pipeline with predictive data at different grade level bands that help us make sure we're adjusting our plans and adjusting instruction so that we make sure our kids graduate college and career ready so sei has been an outstanding partner of ours and we
010continue to lean on them for that predictive analytics that help us guide this ship dr mick williams-woods yeah one of the points that we want to emphasize in this kind of a pipeline and continuum towards progress that we have all adopted in the entire region here including all the districts in the county and all of our key community partners is this notion that these are the key transition points but if you notice the purple aspect of of this pipeline to success these are all the things that wrap around students that also ensure success so when you look at third grade reading the notion is it's not just about the actual teaching in the classroom that's happening it's also do students have rich books and materials at home from an early year do they have early
011childhood experiences before they get into that kindergarten and third grade it also includes after school programming are they having opportunities and experiences after school to enrich all of the the band around the yellow that you see in this visual represents all of the rope around that the whole community provides support as sort of the yellow part is the educators doing their academic piece during the year sorry can i pause for one second uh just one note for the record that mr alexander has joined us um at 4 45 and if you guys could i he's gonna he's joining via phone but he may follow along in uh the document that you provided in board docs so if you could maybe just describe the page you're on and let them know when you're slipping to the
012next slide there that's great this is slide six here i'm actually gonna go um to something that's not in the handout because i wanted to draw your attention to what's called our district profile and this is actually linked to right to our ohio department of education report card and this profile then shows sort of the rest of the story compared to just the testing data that is represented in our report card and as all of you know the importance that we place in our district is not the result of one seat time and one test at one point in time are we are much more focused on uh that whole preparation for the child and wrapping around supports to meet those competencies on that portrait of a graduate uh that mrs tech has shown so
013link to our report card is actually this district profile this is also found on our website it hasn't been updated for this past 1920 school year yet because all of the data hasn't been completed for the state and submitted for us to update it but by early fall it'll be updated but what the rest of the story that this shows is is looking at all of our wrap around supports from our community for our college and career academy preparation things like 7 764 college credits earned because of the partnerships that we have with the university and we'll dive deeper into this uh some of the college and career academy high school data in a minute but i also wanted to show you uh and kind of showcase the work that we're doing in our college
014and career academies at the elementary level with our key partners art spark akron zoo stan hue at the akron art museum and the cleveland museum of natural history and hail farm this is all supported through the gar foundation these these supports that we and the community partnerships that we have allowed 9 000 students and this has all been progress that we've made over the past two years to enable our elementary students to start to engage in the community so that they learn those professionalism skills and they start to do more inquiry-based hands-on learning out in the community and start to solve real world problems out in the community which creates uh the community that we want in this fine city where students care about their community and adults care about their community all of this
015is that pipeline uh to graduate students that have the competencies that our business partners have asked for um and and we feel we take that very seriously when the superintendent came in he really shifted our whole thinking around that we're not here just to graduate students and that's not the work and our goal our job is to really be the economic backbone for this community and we're the ones preparing the workforce and good citizens to be able to care about this city and we take that very seriously that that is our mission so early experiences like this create that momentum and learning skills at that age that then leads to the middle school that then naturally gets into the high school where the students dive deeply into their careers that we'll show you in a
016minute uh the other thing that i wanted to showcase because of that summit education initiative um pipeline to success the wraparound support and the enjoyment and engagement in the arts and extracurriculars and areas that we offer in the district and this is one of been one of our key strategies in the college of career academies is to expand the arts expand extracurricular expand our clubs expand all of our career-oriented clubs both at the middle school and high school all of that richness that we all probably remember as a child in education um you know taking advantage of of giving back and learning all that student leadership skills that's the key for us and that has been a key priority for us to build the systems that we needed and we've been taking off in that
017area and making progress and you can see some of the the fine arts that we offer but this is a key strategy for us moving forward that we don't want to lose momentum that as we continue to expand clubs extracurriculars a lot of our student leadership opportunities that's the way the students are going to build those competencies on our portrait of a graduate that that feeds right into the business settings that all of our employers in this region have asked us to produce i also want to uh share with you um some data that will be updated in another in the fall once we finish our data submission to the state and the state always has the graduation rate is a year behind so this data is actually from 2018 on this report card that
018we'll get in the fall it'll be 2019 graduation but every year what we do is we look to see what would the graduation rate have been for students if they had stayed with us through their schooling rather than students who come in and out and what you see on this slide shows the blue and this is the class of 2016 17 and 18. the blue is students not enrolled in aps all four years of high school and the green is what our graduation rate would have been if for the students if we had just pulled out the students who were with us for four years and so it clearly demonstrates on our four-year graduation rate that if students stay with us for the four years the dramatic kind of difference in terms of their graduation
019rate and the same thing is true for our five year rate as well and then the final thing that i want to showcase here is our strong improvements over time in our academic um and in our english and math at the elementary level in those early grades this is from 2014 15 is the first bar to 2018-19 and these are based on measures this is percentiles so this is a different way of looking at data this is not percentage of who passed tests this is percentile which means in the the first kindergarten we have gone from the 42nd percentile in 2014-15 on our map data to the 60th percentile and the 60th percentile means that when you look at all of the test results across the country our akron public schools students performed uh better
020than the 60 60 of the students who took the test across the country so we're in the 60th percentile and the average is within that 40 40th percentile range is when you start to get kind of in the normal average so anytime you get above the 50th percentile you're exceeding the national norm across the country and so you see the gains that we've been making again this is because of all the strategies we've put in place uh academically and now with the wraparound with all of the college and career academy transformation of really preparing students in that more well-rounded way we believe that the progress uh is critical for us not to lose a beat during this covid time and also not to lose a beat in terms of being able to support our progress
021moving forward the last thing that i'm going to show you is kind of a visual of the long history of our graduation trends this is sort of an interesting chart to look at it has both four year and five year the blue line is our four year graduation rate and the red line is our five year graduation rate the reason why i went back so long ago is to just show you what happened in the state of ohio where graduation rates were really moving up just as ours were and then the common core standards and all the new assessments came in and new graduation requirements and everybody in the state took about a 20-point drop and then you could see sort of the recovery since then the blue line actually does go up here where
022we converged for our four-year graduation rate and it's increased to 80.2 percent and then our five-year graduation rate has improved to 83.8 and the state average is at 85.3 percent you can see over time particularly with our college and career academy transformation these past few years that continued increase i'm going to go ahead and turn it over to rachel and we're going to take a deep dive into the um the pathways now and our actual results for our ninth grade academy and our 10th through 12th grade cohorts can we just confirm that derrick is still on and i'm not sure what ellen said the in our last minute but i didn't i didn't hear anything did uh i was just clicking back to make sure can you all hear me yeah okay all right we'll
023go back to rachel then okay this is derek can you guys hear me yes thank you derek okay so so just a quick quick update um yeah it's a quick update the the i missed probably the last five minutes the wi-fi that the hotspot thing stopped working it's still not working so i'm just dialing in via phone uh but i probably missed the last five minutes of what ellen talked about so you don't you don't need to go back for me i'll just i'll catch up later but i just wanted to make you guys aware of that okay thank you okay so what you have in front of you is a visualization of the academies and pathways that have been offered across the city for the 1920 um school year i'm just a visualization to
024remind you all that we offer freshmen academy um in every high school and then each academy has different pathways for students to explore during 10th 11th and 12th grade the next slide is just a reminder that we have used the summit education initiative uh predictive analytics to really help our freshman academies um set goals for themselves to make sure that we're making students who end ninth grade with at least a b average or better and six and a half credits or more are at least twice as likely to graduate prepared for success some education initiative also says that students who miss less than eight days of school during one school year are also more on track to graduate college and career ready so what we have done in the freshman academies has used those predictive
025analytics to help us set measurable goals for our students in ninth grade so the first set of data that i'm going to share with you is around the freshman academies what you have in front of you is the average number of credits earned at each high school as mentioned six and a half credits or more gives all of our students a better opportunity to take higher level courses college classes as well as explore more areas of interest if they can get that really strong foundation in ninth grade what you see is um six out of seven of our high schools had improvement in the average number of credits earned which was more than a half a credit increase from the 18 19 school year so really proud of the focus on making sure our k
026our students earn their credits in ninth grade the second slide is basically the so we're not making we're making sure that more of our students are earning that six and a half credits or more um we are tracking the percentage numbers and so when you see the information shared in front of you we have over a 12 percent increase in the total number of students who are hitting that indicator across the city it is impressive and i wanted to give a little shout out to ellet high school their freshman academy had over a 32 percent increase during the 18 19 school year with their number of freshmen hitting that indicator so some really good growth with a lot of effort by the teachers the community partners families and students to make sure they were earning
027all of their credits in ninth grade the the next slide with regard to the freshman academy really focuses on um grades right so when we talk about credits we're talking about students who earn them who earn a credit with meeting those minimum level of expectations you have to pass your class to earn a credit when we talk about grade point averages that is showing students mastery of the content that they are showing that they are learning and everything that we are expecting them to learn to show that kind of high level of achievement this is a harder indicator to move is what i'm trying to say and so when you look at the percentage of our freshmen who earned a 3.0 or higher during the 1920 school year we had almost a 7 increase across
028the district just very proud of the fact that we're really building that high expectations for our students when they enter high school and i think it's a testimony to the people who really dedicate their time and effort to making sure that our freshmen are getting what they need to be successful we do have two slides with regard to school climate in the freshman academy we are looking at measuring out-of-school suspension and in-school suspension as i mentioned in the steering committee meeting you know we know school climate is critically important and we know we have work to do around school climate but what i think you see with year two of implementation as a reminder freshman academy it was in year two of implementation was really concerted effort to be teach explicitly the behavioral expectations hold
029students accountable and reinforce those skills on a daily basis so that we're learning all the professional skills necessary to not only be successful in high school but also be prepared for life after high school so we have a 12 percent decrease in out of school suspension in ninth grade and if you go to the next slide um we had all 38 percent decrease in suspension in ninth grade so that's a little update on what is um happening in the freshman academies across the city in year two of any implementation any questions or comments about the freshman academy and their outcomes miss andre yes i noticed um in the uh the play of the different academies east and bookto have academy prep versus freshman academy if i'm not mistaken i think they're both going to be
030getting freshmen academy but can you explain what the difference is between academy prep and the freshman academy sure dr mcwilliams do you want me to take that card all right so so uh masatri when we um first this was our first year of implementation academy prep was really focused on um our eighth grade students and both booktil and east because students started their pathway classes in ninth grade at brookdale and east what we've realized after a year of implementation that our even if students who are in a 7 to 12 building still need that really strong freshman academy experience so we are shifting that in in the 2021 school year to build that true freshman academy um in the ninth grade at brookdale and east so how did why was it that way anyway though
031so that was built initially um every pathway and this is important probably for everyone to keep in mind when we designed the pathways across the city they were built with 75 to 100 students in each pathway so to be able to offer a variety of pathways at east and brookdale we had to include the ninth grade as part of that enrollment piece to be able to offer a variety of pathways if not we would have been limited in what students could have access to at each of those schools right their their enrollment wouldn't have supported a variety of pathways and we were real concerned about that particularly when in all the community meetings there was such a desire to have kind of a broad offering at both schools that if we added the ninth grade
032and started the ninth graders into the academies early so they sort of had the advantage that they got to start the pathway courses earlier we could then offer the rich diversity um the faculty and students have said though that they feel like that's that they don't like being kind of off a different schedule as the other schools and starting in eighth grade versus ninth grade so we've tried to make that adjustment going into next year to go ahead and have them back to a traditional ninth grade and we've been able to do it in a way that we're not dropping um a number of pathways so my correct thing that is you mentioned the variety so now that they're going to have freshman academy is that going to affect the variety then that's going to
033be offered since that's what initially right no we have been able to do it in a way because um enrollment at east for example has really been strong in terms of over the years they've picked up additional students so we've been we're not going to have to make any reductions same thing with book though we're not going to have to reduce the number of pathways to switch from 9th grade their pathways will be smaller and we're hoping that over time over the years just like we've talked about every time we talk about the academies how we know that once students really become educated in learning about their own self and their careers that the enrollment will really flourish across all the pathways so for going into this next year we haven't had to make any
034reductions by making that switch to the ninth grade academy okay i do have a final related comment on the freshman academy do you in your opinion either one of you think that has any effect on on why east and buko have such significantly lower uh amounts of the 3.0 because they were both at 17 which is almost half of what the other freshman academies are producing in terms of 3.0 you think that had anything to do with it or rachel i'll let you answer because you've worked more closely with the ninth grade and eighth grade teams yeah i i think there's not as many systems miss autry when you don't have that freshman academy and a group of teachers monitoring that and pushing students and building systems around our students to make sure they're successful
035and successful i think not having that did have an impact thank you dr hall so first let me just make sure that you that you can all hear me it's just testing can you all hear me okay um so again yeah several questions uh the first one was and i apologize um i was having some some technology issues and probably missed five minutes of the presentation so if you've already discussed this just feel free to say that we can follow up offline but my first question though um to mrs teca uh is there was a slide earlier on in the presentation where you talked about sei and that predictive analytics i was really interested in hearing um did did they design um their own predictive analytic algorithm or are they using um another companies or
036is there a coalition that produced the algorithm that sei is in using i guess i was really interested to hear more about that because when we get into sort of using terms like predictive um you know in relation to certain uh you know in relation to students and student outcomes um i just i just want to make sure i have a better understanding of sort of the the origin story behind that yeah at summit education initiative they uh matt devers was their senior uh researcher and he's now the executive director of summit education initiative and so he designed all of the predictive analytics based on national research on these key indicators um and so he is able to to take all of our data and he does this across the county he has access to
037the data for all of the districts in the county and is able to look exactly at predictors all the way back to kindergarten and first grade for later success and he has a phd in in this old data science that he's able to put this together for all the districts it's incredibly valuable and that's the pipeline shows the key transition points and the levers that impact that is kind of packed behind that but then he also works with each district and he shows us based on our own data exactly what are the red flags throughout k through 12 that we need to pay attention to that predict later success which is wonderful yeah i mean so you know so i guess and thank you for that i i guess you know what my thought is
038is i'd love to if we could organize sort of an offline you know uh orientation for those of us who are interested in learning more about that um because you can actually because there are things that i think come to the board um as it relates to ccaa and some other items that that seem to be a lot of our programs it seems to be sort of predicated upon information that he's providing out of sei and i just would like to have and those of us who are new to the board i know that patrick and elise and bruce have been around for a while and probably have already had a lot more of this but um but but but it might be beneficial for at least for myself anyway and perhaps possibly for other
039board members to have a better understanding of sort of what goes on in that sort of analytic um sort of black box if you will absolutely so thank you for that and then my second question was there was a slide uh this this this question might be from this tech as well but um but there was a slide where you talked about a 38.1 percent reduction was that an out-of-school suspension let's make sure that i caught that on the side was that out of school suspension mr tackle or was that in school that was in school suspension in school suspension okay and then so to that point was there uh was that a multifu was there a multi-factorial sort of reason for that for that reduction like was there was there one in particular type
040of incident that we saw reduce um you know that we're linking back to the start of this uh of the college and kurt academy's i guess i guess i'm asking like are we are we saying that there's a correlation or a causation there and and i guess it's sort of the first question then secondly we're saying that it's causative in nature i'm just curious as to what types of incidents did we see reduce um as a result of going to ccaa route really good question um what i would say is this we finish this data um compiling this data for the steering committee last week last wednesday um what we will be doing is turning this data over to our building school improvement teams to really dig into their own individual data to really tease
041out um all of those kind of inter intricacies that you just mentioned from a big district point of view when i look at just the overall trend with freshman academies i would say you know looking at the high functioning teaming that is happening in ninth grade with our teachers our community partners and our families is wrapping around supports for students and helping them through that transition to high school and supporting them through learning all of the things that they need to learn that first year of high school to be successful i would i would venture to say that's probably the most influential piece that have been implemented and that's from teachers and principals and family members seeing that outcome but we're going to let our buildings dig into these uh data points to really figure
042out exactly what they need to continue and or move forward for 2021. and [Music] one of the major um elements of the college and career academy transformation is that small learning communities that mrs tekka keeps referencing that we've taken these big you know comprehensive high schools and organized in these academies so one group of teachers of the core academic teachers and the elective teachers now are assigned to this group of kids it's typically around 250 to 300 kids that they own those kids you know now they're meeting weekly about those kids instead of kids who are just moving about a large high school and seeing random teachers assigned to them throughout the day and it's very difficult to have those teachers then talk to other teachers that have those same kids that was what we
043used to look like now we're organizing so that uh the teachers meet about those kids that they're serving in their academy their freshman academy and they're talking how did they do in your class oh he was tired of mike he's not doing his assignments in my uh why don't i reach out to him and all of that personal nature of it i think is is the transformational part of this work and i think that data is we saw it when north was our trailblazer high school and now we're seeing it across our other high schools thank you um so just have a follow-up comment one more question um so i know that when we were all when the new board members sort of traveled to nashville to sort of go through um the orientation i
044know ms teka dr williams woods you were there with us as well um you know again that was eye-opening for us as i think at least for me as a new board member and to your point you know um you know in talking with the principals there on that trip um you know they talked a about how they believe that there was a high degree of correlation if you will causation perhaps between their transition to the to the to a college or a college incur got me a model and sort of reductions in certain types of discipline um so that's where that's why that's where that's the origin of my question about that miss tekka um and then and then secondarily the other thing that i that i'd like to sort of put out there
045um is that i know that um a couple of the building principles at least for those who are at the high schools they all talked about how um they they took that individualized data misteka that you that you referenced and they took you know so to your point they went and did kind of that deep dive in it uh and then each of the campus principals at least for high schools um then came to the board to present sort of a state of the state if you will you have to really sort of educate the board on what on what they were seeing you know in that in that data so i i i would be very interested in um and and keen on on on that sort of the consideration of adopting a similar
046approach um you know at least at least with the high schools uh because again i know that you know this is where this this work started at and that's we're gonna that's where we're gonna have the most data um so so again so that's my comment then my last question was um in thinking about sort of the pathways um there's a obviously there's a plethora of pathways that are being offered across the various cognitive academies um and i know that you know using healthcare as an example um you know we know that healthcare is is one-sixth of our economy and it's sort of occupies now the uh it's one of the members now the new commanding heights of the economy along with education um so i so i understand why we offer as many pathways
047as we do around something like education my question is is um you know is working with eighth and ninth graders um i can imagine it's challenging to create enough time if you will to adequately explain the differences because because as i looked at it it kind of runs together for me and i'm an adult and actually work in healthcare um you know so so i guess my sort of question slash concern is you know sort of you know how do we and i get that this is a work in progress right i mean rome was not built in a day either um but i guess my question is sort of how do we sort of ensure or what's the process that we use to try to get these students as much time to understand sort
048of the differences and nuances between again something like healthcare where there's like five or six different pathways across multiple schools like really helping them to sort of understand that the differences in nuances between those offerings no that's a really good question you know i think that really speaks to the next phase of our work which is informing our middle schools into that struck the pipeline so students have three years to really dig into what their options are in high school and explore i mean the ability to really learn what all of those careers are and then see where they're offered across the city it's going to take all three years of middle school to give them those opportunities to learn and i think that speaks to the work that mark black is doing with the
049middle schools and getting them ready for this next phase and and we our plan is to bring to the board um sometime this summer an addendum to the master plan that really structures and builds systems to support middle school transformation so i think i think you're saying exactly what we've been preparing to share with you later this summer i was smiling because i thought i couldn't have asked dr hall to ask a better question about how are you preparing for high school because we've been playing we've been doing the master plan all year and we were going to bring it to you this spring and then covet 19 happens but we are getting back on track the instructional policy committee talked about it at our last meeting and mapped out a new timeline for us
050to bring the middle school transformation plan to you for adoption uh consideration for adoption this summer yeah thank you for that and again my question was not meant to sort of be critical right it was just sort of you know i i know that um yeah so assumer for example is a partner over at brookdale and so i know that i was one of the folks that that went um to booktube for the junior high um day when the eighth graders were rotating through and they had five to six minutes per station there was just no way that we could adequately explain in five to six minutes sort of what the zuma i mean what the pathway our healthcare pathway was really about but i mean just it was just again it was there were
051a lot of well-intentioned people obviously so a lot of work went into it um but i remember my takeaway was like wow like you've got a really engaged um audience of students who who wanted to hear more and you have you know your teachers and counselors are really engaged about trying to deliver it and the vendors who were there like sumo we were wanting to provide you know you know really do our part but there were some limitations around around kind of the you know the timing and things like that so that's kind of again that's the order story behind behind me asking that question as well and before we go into the uh the next part the 10th or 12th grade i should i should also add that we also do additional we've built
052in as soon as we started the high school transformation work we did shift some things at the middle school to do more career exposure to do more college exposure we have a software portal type program that students get individual career exploration and video experiences and career interest inventories it's called career cruising that they do plus we have showcases that the middle school eighth graders get to go um and and go into a big convention center to to actually see all of the pathways and interact more deeply so we even though we haven't passed our middle school transformation plan we've been putting lots of strategies in place at the middle school to inform students on making good selections we just want to take it to the next level now and deepen it even further thank you
053thank you very much for your responses okay so um the next piece that we'd like to share with you is around our accountability for 10th through 12th grade academies um just as a reminder when the master plan was developed for the high schools we had steering committee members and business partners who came to the table to say these are the measures that we would like to see college and career academies move or influence um and so what we're going to share with you in the next few minutes is really around what information we have right now on july 1st of 2020 but some of the indicators that that the steering committee would like to see we have to wait until they are official from the state or different opportunities when they come in that we
054will be sharing with the steering committee and then we will then be sharing with you as the board so graduation rate won't be in until november of this year we will be sharing attendance and discipline data with you we are tracking our graduates who enroll enlist or are employed and we have a system for the state of ohio where we have to follow our graduates six months after graduation and to see exactly where they are six months post graduation and so we'll have that information to share with you all in march of 2021. um about two years ago we set out to measure the competencies outlined in the portrait of a graduate and our business and community partners felt that the ohio means jobs readiness seal was the best way to really show those skills
055and competencies in the portrait of a grad graduate the first class of 20 graduating class and wall-to-wall academies will be in june of 2022 and our goal is to have a hundred percent of our students in that class graduate with that seal and their diploma we will be sharing partnership patent pathways with you today as well as the next slide our student experiential hours and experiences will be shared in november as well as partner engagement and satisfaction today we'll be able to share with you some of the higher level courses offered across the city as well as industry credentials and then the student satisfaction will be coming in november 2020 as well and we we aren't sharing the enrollment and pathways because our industry sector partnerships will be looking at that today and i will
056share that with the board as soon as that's finished so that first um piece that the master plan really laid out around accountability had us monitoring attendance data and as you can see for our attendance rate for the 2021 school year it was pretty flat we had a very minimal increase in attendance rates across the city so i think that's an area of growth for us an opportunity to really figure out the why behind that and see what we can do to influence that attendance rate one of our most important strategies that we're looking to implement in 2021 is the get to school program that's in partnership with the cleveland browns organization that carla chapman is leading and so she shared with our steering committee last week some of those strategies that we're looking forward
057to really making an impact in the 2021 school year on attendance the next data point is on out-of-school suspension um again there was a 10 decrease across the city and students in 10th through 12th grade with out-of-school suspension so you see that you know as as mentioned in the freshman academy data you know 10 decreases is great but we know that we have a lot of work to do around school climate and continually work on building those systems and structures to support our kids so that they learn all of those professional skills necessary to be successful after graduation we began tracking the amount of higher level courses offered at each high school what you see in front of you here is baseline data this was our first year of tracking the amount of higher level
058courses offered at each high school when we talk about higher level courses we're referring to any honors course an international baccalaureate or ib course an ap or advanced placement course as well as college credit plus courses so i want to i want to restate the fact that this is baseline data for us that we'll be working on influencing over the next few years but there is um opportunities for growth in all of our schools i do want to mention that akron early college has the highest amount of higher level courses because of their partnership with the university of akron and that their students graduate with both a high school diploma and an associate's degree so i think that that kind of may be really important to know when you look at that information um we
059are tracking industry credentials um in as a reminder an industry credential is a adult level test that shows a person has an expertise in a specific career field we put a huge emphasis on this last year in 1819 we spent a lot of time moving our teachers and our pathway teachers and working with our business partners to really identify what industry credential can a student reasonably obtain while in high school that gives them a competitive advantage when they graduate we did have a 14 decrease in industry credentials learned this school year and part of that decrease was the inability for our students to sit for some of those industry credential tests in the spring and i know that that really hurts some of our students we are continuing to be able to offer students the
060ability to come in and take tests as it's been allowable with safety restrictions in place so for example we have students beginning next week to come into bookdel to take to accrue some of their lab hours for cosmetology and those students could then still earn their industry credential this summer so this data as it says is of june of i fully intend for there to be additional students earning an indus industry credential in the next few months across the city and i do want to just showcase that the year before we when we went up to 1445 industry credentials i think it was a like a 600 increase or something like that we had just a huge enormous jump the year before as we started building these uh academies and building these credentials right into
061each pathway and unfortunately covid is impact our ability but i'm hoping just because the students didn't take the test this year they should be able to pick them up next year you know if they're the sophomores and juniors and seniors now going into next year it's not that they've lost the year completely that they can't pick up the credential all the preparation they did this year even if the test was canceled or they couldn't come in for it they can still pick it up next year and hopefully we'll see the numbers go right back up agreed um the next slide really just shows the the shift that we would like to make in college and career academies in that we're going to start reporting industry credentials by graduating classes the reason why this is important
062to move to graduating classes rather than total industry credentials earned is because that is what will be reported to the state of ohio and reflected on our state report card um so it's important for us when we're communicating information to the public to our families to anyone invested in college and career academies to make sure that that data that's coming up on a report card measure is exactly the same that we're sharing with our steering committee members so when you look at the information here this is information as of june 2020 of industry credentials earned by the graduating class of 2020. um the last indicator that we'd like to share with you tonight is around partner engagement and um i think as mentioned earlier the ford ngo network has been very invested in the structures
063and systems that dr james and the board of education has built around engaging business and community partners in this transformational work currently we have over 269 partners in different high schools and that can be anywhere from as dr hall mentioned a career expo opportunity to relevant learning experiences for our students um it's the as a reminder this is our first year of wall-to-wall implementation and i think this is a testimony to the community that we live in and the investment of our partners to really make a difference in the lives of our kids we have 10 of our 15 academies who have a named integrated partner and that is a deeper partnership within that academy to get fully invested in the learning opportunities provided to the students in that academy and i do think we
064have a couple more dr james coming this fall with named integrative partners that we're excited about and then lastly five of our high schools have a post-secondary partner that we call a sister college or a sister university this is taking the expertise of our post-secondary partners and really making sure we're building that strong college access pipeline for all of our students who are interested in the next steps after high school so definitely a strength for us as a community and the level of commitment shown by our business partners what you're going to see in this next slide is the total hours given to each of the schools and hours by student as well as time and talent values it's pretty impressive when you really look at in one year's time what that value looks like
065and i shouldn't say one year's time because some of these partners came on the first year freshman academy so this is an accumulation of the last two years of out total hours time and talent as well as equipment and monetary gifts given it's very impressive and i think it's really benefiting our students across the district and i will add on the the partners when we first mapped out our master plan we really thought um that this would be a five-year journey to even get our academies partnered in terms of our pathways not i'm not talking about the named partners we thought that would take five six seven years to get all of our academies named but just to get each pathway together you know three five seven pathways built the partnerships built the amount of
066uh energy and excitement and enthusiasm from our business partners really was overwhelming it almost came faster than we expected and that we were planned and prepared for so we i can't say enough and obviously each academy now partnership team when all the advisories sit down and look they'll start to look at you know where where are the gaps where do we need to fill in what other types of businesses do we need we've just built those structures this year to have those advisories where they can look and now the industry partnerships will start to kind of compare across schools and look at do we need more health care and how is our health care do we have the right partners in every single healthcare sector all of that now fine-tuning the partnerships now that we've
067got the structures in place will start to happen this next year any questions or comments any questions yeah i have one i just i didn't know if patrick was recognizing us or not but um so when you if you so you had that there were um so many gifts given for example um to the pathways and i can't remember all the different gifts that i remember seeing but i know i remember there was um one for firestone for like 90 or 99 000 or something like that and i think uh kenmore garfield that's when when we announced start state wasn't there some type of monetary amount or something that i remember going with that this is that not considered a gift is that or is that considered something else that that so i try to
068differentiate because i don't see that there so it kind of glares out at me yeah that's a really good question and i can go back and check that dr akbar but what when we talk about monetary gifts and equipment those are usually like donations of physical items or grants that they've given to schools so so for example if akron children's hospital donated um patient beds to north that would be documented here if stark state is given opportunities for time and talent for guidance that would be in the blue column there as far as what we consider time and talent so when we think of that last column i think of more of physical items or money that has been provided through grants opportunities versus time and talent but i'll go back and verify because i'm
069i'm not sure what you're referring to at firestone but we will look i'm happy to look that up yeah uh the firestone one just from memory um i think when like it could just be um a cost for naming because i remember when kent state was named a partner or what have you for the different academies there was a company like 99 thousand dollars i can't remember if that's the exact amount but that's the amount that sticks in my head so i'm just wondering and i thought there was an amount that was listed when uh start state did the same thing so that's why i just was wondering about that yeah this it is uh this is an area that that when we report out and let me kind of back up for one second
070because one really really important thing that has been a foundational piece of our partnerships and the way we approach our partnerships and this is actually part of uh kind of the advice from our national partners with college and career academies any time we approach a business through united way that brings us together with our partnerships we never ask for a penny there is no there's no dollar amount uh that must be handed over to be a partner we don't ask for the equipment we don't ask for any kind of financial money from the partnership and the reason why we do that is because what what we're looking for in the partnership is the time with our students that access to their business and to their company and to the human resources and kind of the
071experiential resources that they have that's what we're after and we're after their expertise to come and tell us here's what we want from uh your graduates so that they can walk right into either go to college and come back or go walk right into a position here to boost our economy and to make our city fabulous and great for the long term you know that's what we're after so so i think that's really important because uh we don't ever want the community to think that it's anything other than that what does happen is sometimes when companies are there they'll be going into our labs and they'll say you know i'd be happy to upgrade that machine or i have a machine that i can give you that's in my lab right now and why don't
072i just exchange it out and that's where some of these financial it's it's the natural things that happen that are more around the equipment and the supplies versus a lot of the because we've gotten a lot of other amazing experiences and um funding supports through our partnerships work like at kent state some of the summer programming that happens through grants and a lot of that and we don't capture all of that here we just capture if there was actually a piece of equipment offered so i just wanted to make sure that that was super clear on the the reason why we partner with vote thank you mr i'm looking at the partner engagement slide if you could go back to that really quickly please thank you um and while i appreciate the blue column with
073the the time and talent when equipment and and monetary gifts are given how do you try to balance that out because obviously those zeros for some of those schools are pretty glaring and so how do we when those things are given to the district how do we try and make sure that there's the wealth is shared if you will thank you what happens now is um and the structures that we set up this year is we have the advice the business advisories in place with every academy in uh the in all of our high schools and then we also have what's called industry councils that are sector based so we have a health care industry council and this is supported through connexus neo and they facilitate the meetings so all of the health care pathways
074across the city have representatives that sit on a council then and look at health care across the entire region look at the needs and then look at each of the high schools and look at the pathways and so so between those two layers they are the ones who look at the health of the pathways and the health of the partnerships and look at where we need to keep taking our progress moving forward and so they'll be looking at all of this data and even a deeper dive data than what you're seeing here and then they'll make recommendations and start working with the partnerships that exist in each of the school but again we're not going to ask for money that's not what we want and i know and the superintendent always laughs whenever i say
075that because he's like i'll always take the money but that's we our focus is the the hours and the total and the time and talent we just reflected that just to show other kind of secondary things that happen when people offer equipment and supplies so we have two if it's okay uh mr president we have uh two more just closing slides um and then if there's any other questions after that yeah so the the slide just as a reminder that our community has built a five-year strategic plan that the board adopted in 2017 and we have absolutely worked diligently to to be true to our work and implement the acting plans that were set forth in that master plan if you go to the next slide there were over 15 tactical plans that were built
076to really build the systems and structures necessary for the high school transformation um everything you see in green are systems and structures that have been built to implement college and career academies at the high school level level they're they're they're implemented uh fully and the the areas that have a check mark means that we are getting national recognition for the work that we are doing and serving for example our students with low incident disabilities our cca partnerships our business advisories and our communication plan districts and communities across the nation have reached out to akron to really share some of the work that we're doing in those specific areas what you see in yellow are tactical plans that were built in 2017 that we have determined and we need to go deeper in um we laid
077out a plan for elementary but when we look at what has to happen at that foundation level we have to go deeper with that right we have to keep building that foundation so that students have an opportunity to explore careers build professional skills and really be ready for middle school if you look at the middle school we had a middle school plan but it really wasn't enough of that transformation or change necessary to really make sure our students leave middle school ready to take full advantage of that high school college and career academy experience we're still working on shifting to that instructional problem-based learning as well as family engagement i think we work hard in that area but i think that's one of those areas that we can continue to get better at so the
078areas in yellow are really what's driving college and career academies to the next level and we are we are very excited to be able to bring to the board um some of the work that has been designed around the middle school transformation we have outstanding um parent community family engagement around what that needs to look like in middle school and we're excited to bring that before you sometime this summer so we've been able to share the progress that we've made and this incredible momentum that we've had going with our pre-k through 12 college and career academy transformation and when we talk about that that's this is the whole district transformation this isn't just one little program that we're doing off to the side this encompasses all of those key components around shifting the transforming our
079teaching and learning into more of that hands-on inquiry-based project based and out into the community-based uh instruction and then transforming our business and community partnerships um which you heard so much about and then transforming the way that we do school the way we're structured the small learning communities how students are engaging in their careers and looking at doing the same thing at middle school and then elementary with all of our essential experiences and how they're doing school and elementary so this is a whole uh transformation and then we we don't talk about this just as a district transformation this is the whole city because you can see all of the key partners that we work with that we've talked about throughout this presentation this is how we are operating as a as the workforce preparation
080the the arm of uh the key workforce preparation arm of this community to make sure that we're preparing students with those competencies that our business partners have asked us to prepare prepare them so that we can feed them right into cut through college to the workforce or directly to the workforce we can't lose momentum i mean that that's what we're here to say to the board tonight that we can't lose momentum on this uh success that we're having to date and then the further work that you saw in the slides and that mrs tecka talked about that we need moving forward our student success depends on keep keeping all of this programming moving forward to the next level our key priorities are to focus on this college and career academy transformation with the strong progress
081and continuing the implementation in the high school fall launching our middle school transformation and starting that implementation after your board approval and then winter spring finalizing and bringing some additional community voices in for the elementary and so that by spring we can also approve an elementary transformation that gets appended to our master plan so by the end of this year we would have all three master plans uh approved or the addendums to the master plan approved and then obviously embedded in all of that is deploying this the next phase of our equity and racial justice work that we have all talked about so much all of the other key components the social emotional work that we're doing the parent engagement work expanding all those higher level courses looking at expanding ib all of that is
082built into the college and career academy transformation those are not separate strategies over here all of that is under this umbrella that we want to keep moving forward and we need a fiscally sound district to be able to make sure that we're moving forward we need a board energized and focused on these uh priorities and then we need the staff to be able to continue to be engaged with our community support to move all this work forward so thank you good thank you yeah ain't field has a question to kick us off thank you um i i did have the pleasure last week of listening to in on some of the steering committee and in case anyone's wondering if um the enthusiasm has waned i can tell you that our community partner seemed even more
083excited after working with our students than um than i expected even and you know i believe that once you get into one of our schools you know that's why it's always my question right when someone says something negative is have you been there i mean have you have you actually seen it or are you just going off something that you think that you've heard um and i think that's what our partners found so i i just want to make sure that i that i say that and how much i enjoyed listening to this presentation as well i i gotta tell you the one thing i was waiting for is i was waiting for a moment to jump in and say yeah but what did it work but you guys cut us off the path and
084you instead of waiting for us to ask well you know where did you fall short you just laid it right out there and said look this is not a mission accomplished we did it you you told us especially with some of the great questions that miss autry asked and um and dr hall you you brought out um some of the things that you're already working on for next year so i just i don't really have a question i just want to thank you for for cutting us off at the past so that i didn't have to ask those questions thank you uh speaking of miss archery and dr hall we'll go in that order you both have comments or questions thank you um and i i just want to commend the whole rachel tecker i
085know i work with you closely on this um as we implemented this at book though as well as throughout the district i think it's just uh really really uh awesome uh opportunities that we have for our students um so one of my comments slash questions is uh can you tell me specifically what role the sister colleges slash universities plays um with the academies and i know that all but east and brookdale have a sister college or university so what role is it that the they play yes i want to say thank you for that kind comment miss audrey i enjoyed working with you at brookdale as well we got some really great things working over there and speaking of i think we have so some potential uh secondary post-secondary partners for bukto and east on
086the horizon so i'm excited to continue to nurture those relationships um the sister college and the sister university is really taking advantage of the strengths of our post-secondary partners um making sure that they're supporting our implementation of a strong college access pipeline making sure they're supporting our families on fafsa completion rates making sure that we are working with our instructors to bring problem-based learning to life as experts in their field collaborating around some problem-based learning opportunities that really make learning relevant and rigorous for our students so we've seen some outstanding examples with our current sister colleges and sister universities i really love i really love the stark state partnership at kenmore garfield with the inclusion of the university of cincinnati partnership for that really nice pipeline and this for students in that i.t field i
087think we got to continue to be innovative with these post-secondary partners to build systems like that for all of our students because it's it really does give our students a competitive advantage um for the next phase of their life so those are just some of those examples of what a post-secondary sister college or sister university does and i and i'm i'm very very hopeful that we'll be able to announce some of those other partnerships this school year thank you and just a quick follow-up comment um i just i appreciate that moving forward we're going to be addressing some equity and racial things as it applies um again being the east cluster advisor in my relationship with book though i'm just concerned about some of the numbers that i'm seeing um in the causes and how
088we're going to address them so i look forward to the opportunity to be able to address those things so that all the high schools and clusters can best benefit from college and career academy some of those numbers are just um you know i think we could definitely improve upon you know the out of school suspension numbers although we have a decrease as a district you know when you look at the schools that have the high numbers i mean to them what does that decrease me because i'm not decreasing so i really want to make sure moving forward that gets addressed and as well as the higher level course offerings at those schools as well so that we can look at every high school and say that no matter what your you know aspirations are you
089know it's offered at every high school right and you can you can see the next level of work and the reason why we put together the structures that we did so that we have teams examining this we've got the accountability structures to the board and the steering committee and we also in our equity plan we listed this equity in terms of higher level courses a year ago we mapped that out as a primary strategy and started then the data collection to be able to look at that and put in programs like avid which is a program at kenmore garfield for example that works with students to be to be able to access higher level courses but also gives them the support so that they're successful in those and we're we're expanding that into additional schools
090this next year both at middle school and high school so those are the types of strategies that we'll be able to continue to share with you and update you as the next level of work that's why this momentum can't stop those are all things and programs that we need to put in place to be able to get the equity that we want across all of our high schools dr hall yeah thank you um so yes i would i would echo the earlier conveyed comments um with regard to dr mo williams-williams and miss teca around thanking them for such a high quality robust um discussion uh and presentation um i had a couple what i think are clarifying questions and then back then i've actually got sort of one sort of uh sort of i guess
091legit question um the first i guess clarifying questions with respect to the attendance slide that you should have walked us through earlier um we saw that that was sort of an opportunity it was kind of level um but which is clarifying um so but when students come to school late let's say they're an hour late to school that that still impacts attendance right we have um period by period attendance at secondary and then we have um there's a cut-off time at elementary so if you're just late and tardy that's not counting you absent for the day okay okay um okay thank you uh and then my second question then was with respect to the industry credentials i know that there were a couple slides that showed that there was like in fact a decrease um
092you know in the latest year of data um but you know but i i guess when i was thinking about it i know mistekah you mentioned that that we were going to transition to showing it by graduating class i still think that fluctuations and absolute number of students is still going to impact that number um you know so just as a suggestion maybe another way to sort of normalize that data is to show it is to express it as a ratio um i.e credentials uh uh um per student might be another way to kind of show it across the divorce or that way if you haven't a dip enrollment of 50 students in a year you might show a corresponding decrease in credentials but that's not really the true story because i have less students
093right um and so so there could be fluctuations in graduating class as well so so it might be easier if you're trying to normalize it mathematically to just express it as a ratio of credentials achieved per student that that's just a thought i had as you were walking through that data um and then um i guess my question though is with respect to the partner so i noticed that there was a slide that said that we had 269 partners and 339 partnerships um this may this may be semantics but i was thinking in my head each partner equals one partnership so are there partners that partner with us in more than one way so that's why we have more partnerships and partners i just wanted to that was a big question really good question um
094that's exactly it dr hall what ends up happening is sometimes some of our partners decide hey i want to support this pathway at east but i also want to support this pathway at both so we count that those as two partnerships but one partner okay gotcha thank you for that and then so then what it brought to mind when i saw the huge number of partners was it was it sort of raised the specter of quantity versus quality right so sort of thinking about you know and again again you know we're still early on in how we build this right nashville is what 12 years in now um something like that so so again you know when we were down there for their show um you know you know they had a lot more to
095show off to us because they've got 12 years ago i think we're three years in now right sort of really first year to your appointments sort of across the board right so there's a lot that we're still doing here so so i want to make sure i'm constantly recognizing that fact um and so but so when we hear that number of partners you know it just it raises again that spectrum of quality versus quantity makes me sort of start to ask the question around how do we track sort of what we're getting from each partnership how do we evaluate whether a partnership is you know is a quality partnership um you know and sort of sort of think through the criteria that we might develop to sort of be able to answer that question uh
096as we should have moved this forward uh and that sort of dovetails what kind of and that kind of dovetails with sort of part c of that question which is the alignment piece right so i know you talked earlier about sort of showing down the road kind of the employment sort of six months after graduation um you know i would i would love to see um sort of you know the data with respect to sort of all right so they're partnering with us are they actually hiring our students right um and in what numbers um so if i had a 100 kids in a partnership you know in partnership i'm sorry pathway a and let's use sumo as an example right it's where i work right so i'll put us out there um there's a
097hundred kids in the pathway that suma sponsors you know um they were you know 35 kids that applied for jobs with us how many how many did we actually hire right so so so that helps those companies with that sort of internal accountability as well because what because what what matters is what get me is what gets measured um you know and so so so i so again if you sort of spin that four that's that's one thing i'm looking to hear a lot more about is we sort of get six months and a year and tears down the road um you know about about that alignment piece because if they're impacting to these advisory boards what our curricula are i'm sorry you know what our curriculum is about and sort of what our projects
098are what our experiences are and they're donating you know their time and talent treasure you would expect there to be a trans that that would translate into employment as well right so um so that was sort of where i'd like to see us sort of go as we move forward and then last but not least with respect to miss audrey's point i would echo everything everything she said around the equity and sort of racial justice piece um the the one thing i would i would mention is and this is probably included in what you were talking about um but any but any sort of work around sort of uh addressing equity and sort of racial injustice as well i i would i would suggest that we sort of consider our um our grading policies and
099sort of and trying to introduce sort of equity and grading um you know because i know that there are some districts that have begun to do work around that um and so that's that's an area that i'm really interested in as well so i would love to see as we sort of sort of move that work out um you know to at least maybe find a couple pilot classrooms or pilot schools if you will um to sort of partner with what to partner with is that in that regard as well so um i didn't dare turn my video on because i was afraid i'd lose my connection but if you could see me to your point dr millions woods you know and miss tekka you know i think you do have a very excited board
100i am i am i am beyond i'm i'm beyond excited um you know no we're so close we were so close i do just want to mention a couple things um and hopefully dr hall can hear me that grading is a huge uh priority for us and bringing people together to look at our grading practices that has been identified as a major priority for us the past couple years that we were positioned to really make a major kind of commission on grading we'll have to look to see how that fits into this next plan but we're hoping we can tackle it once we get school up and running this next year um because i do think that's that's a primary underlying kind of issue for closing some of those final gaps that rachel was showing
101you about the grade point average and that achievement in that ninth grade hitting those key indicators and the last thing i'll just quickly say is at some point we'll definitely have uh representatives from united way and connexus come here and share with you the data that they're collecting on partnerships and everything that you were talking about in terms of uh what we're collecting in their value and and the participation at each partner to gauge their engagement and their involvement is really impressive so we'd love to that all of that has just been set up but we'd love at some point probably in the fall we'll be able to bring them and give you a presentation on that yeah i'm back on by the way i'm sorry i jinxed myself by saying what i said earlier
102so i'm back on all right are there any other questions and derek there there were a few um just updates from ellen that you might catch if you play this back there there wasn't anything i was texting you you and i were texting each other as she was chatting so i think i missed him too i'll have to watch him back um but uh i think there were just two things um in response to some of the questions that were asked so we can both watch this back i think okay sounds good thank you you're welcome sorry and i i was texting you too so i probably slowed you down and reconnecting are there any other questions or comments or yes ms autry yes so a comment um i don't know if rachel was on
103the meeting the other day or not um so i know i also work with you on that uh stop starts to stay in committee i don't know if that's happened or not yet probably not right but uh one of the things that i have mentioned is we need a a pathway for uh covet cleaning and tracers we would be uh innovative that's going to be a new emerging industry so i did i did hear you make that comment the other day but so i did note it was noted really we'll get we'll make a pathway we'll figure something out to give kids that training for sure yeah i love that idea actually could anyone else all right mr superintendent anything else to come before the board nothing to come before the board but just a
104few closing remarks um i'd like to thank mr hall for the comments about being excited because right now we're gonna need the board support primarily you know as you prepare for a retreat to help inform our work moving forward and we're all my whole team's looking forward to that um it's also i think a very prime time for us to connect with some of the other work that's going on in our community you know both with the city also with our chamber and many other organizations we've already mentioned you know a lot of the work around um diversity equity and inclusion and racial justice that has to be part of this so you know my whole team's very anxious for us to you know uh get moving on all that and again a lot of
105that will take us uh looking at our fiscal resources and realigning fiscal resources around new priorities it's also going to be an opportune time for us to revisit our um district focus document moving forward and how we can make that better and how we can actually double down on uh some of the priorities that you know we need to set for the district so we really do look forward to that work thank you thank you i know we do too um any other questions comments final thoughts hearing on thanks again everyone for taking the time on a wednesday night i hope you all have a good fourth of july holiday um there's nothing else to come before the board will take a motion to return so moved second thank you we have a motion and
106a second all in favor signify by saying aye aye aye we're adjourned thank you so much thank you hi everyone stay well we'll see you