001Okay. Seeing a quorum of voting members, I call the December 17th Student Achievement Committee of the Whole meeting to order. Please stand for the pledge of allegiance. >> Do we have students? Oh, okay. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Amen. >> Treasure Augustine, please call the attendance role. >> Certainly. Mr. Craig, Mr. Crosset here, Mr. Lindy >> here. >> Miss Matt >> here. >> Mrs. Weinberg >> here. >> Vice President Bolton >> present. >> President Moffett >> here. >> Um, Superintendent Murphy, please introduce our presentations for the evening. >> Yes, ma'am. So today we have director Mike Turner coming to provide us some updates around our goals and interims
002and guardrail goal four and interims and guardrail 4. Mr. Turner. Good evening everybody. I apologize ahead of time for the voice. So I am going to make it through this. I feel great but it's just the allergies and all of that. So happy to be with you. So, as Superintendent Murphy said, uh we have three areas uh to cover tonight. Uh just a couple notes as we go to the next slide. Uh college credit plus and workforce credentials uh tied to a current strategic plan um goal and then equitable resourcing uh ties to a uh guard rail. Uh and so uh those are the three areas for tonight. So the actual uh goal for uh that relates to college credit plus and workforce uh credential specifically calls out black, Hispanic, and multi-racial students uh graduating
003with either CCP or a workforce credential. And so first we will take a look at uh CCP. Uh just a note uh the interims expired in May. Uh so we don't have any new interims established because of the strategic plan um process uh that we're embarking on for a new one. However, the presentation of the data uh will still be um very similar to what you've seen uh in previous years. So for CCP and we did uh hear you last time. So the next slide uh shows uh historical data. We did um cut it off back at 2223 to start. U the the data before that was very similar to 2223. Uh but I think you see a nice uh progression uh from uh over the years. I do want to pay have you pay
004particular attention to the last two columns which compares fall of 2425 to fall of 2526 that was another request uh that was made and so a year ago um about this same time and I don't know that the timing matters as much on this because it's really looking at uh enrollment as of the end of first semester the beginning of second semester uh we had for all students 29.1% a year ago uh of eligible students enrolled and um a year later it's almost 33%. So we have seen uh increases. I'm not going to read through all of those percentages but uh just to point out uh there there is growth in many of those um subgroups. Uh we did have um just a slight decrease for uh black and Hispanic students, but uh not really
005statistically significant. Uh keep in mind this is based on guidelines that we have to follow. There's not a lot of district uh uh leeway in connection with students entering into uh college credit plus. But as always, we have uh action steps that the college department um gave us. And so the next slide shows the action steps. Uh again, there is um a big push uh right now to impact next year uh midyear right now. There's very little that can be done to impact this year because scheduling, letters of intent, and all of that have already taken place. uh but keeping that in mind and looking at trends and looking at uh any areas of weakness but also celebrating areas of growth. Um it's letter of intent season uh coming up that goes from February through
006April. Uh so the college department uh will be having LOI or letter of intent uh days at each one of the schools and the purpose for that is assisting students with those letters with college credit plus applications. Uh and then of course there's the big promotion of this that needs to take place whether that's through media uh or classroom visits. Uh keep in mind this is not just the college department doing this. uh there are counselors and other people at the schools uh who also assist uh with this. So the other part of strategic plan goal 4 um is the um percentage of eligible students enrolled in a career tech course. Again, keep in mind this is the way that this has always been uh measured. So based on uh recent board conversations uh there
007was the desire to to keep that the same until uh the new strategic plan is in place. And so the next slide um we start back at 2223. And again uh this is a percent of eligible students. So, in other words, um any student in grade 9 through 12, as long as there is a career tech pathway in that building, those numbers go in the denominator. And in the case of Walnut and Spencer, for example, they have senior only programs only. So the denominator of students for those two schools are 12th graders because 12th graders uh would be the only ones eligible for uh those senior only uh credentials. And so that's how we calculate and h very happy to say that uh if we look at fall uh a year ago uh it's 45
008uh% just a little bit higher. Right now we are at 51%. I I do want to say that unlike uh college credit plus uh this number definitely uh can be impacted second semester because there may be students who are in not in career tech right now but they will be in career tech second semester again there could be some who are in career tech now and they won't be in career tech second semester. Uh but uh keep in mind this this is a very fluid um number that comes from the schools, but we're really happy that we have an increase. Uh also would like to point out that with the exception of uh black students and special education students, we have seen um I'm sorry, Hispanic students and special education students. We've seen pretty significant
009increases in each of the subgroups. Um, it's also one of the things that we celebrate with this is that our percentage of black students uh who are in career tech programs is actually higher than all students. Uh, and we don't have as much variance in our subgroups with students who are actually enrolled in a career tech um course. So our action steps uh with this one is uh the the one thing that impacts uh in a very logistical way uh the percentage of students in career tech courses are the pathways. And so we know there's been conversation uh about senior only credentials being added. Also, we're always looking at ways to add pathways being fiscally responsible, which we know is important, but we also know that equity uh needs to be achieved across our corridors.
010And so, adding uh new career tech pathways will definitely impact that next year. One of the other things that we're doing is making sure that everybody understands the connection between career tech and the uh college career workforce military readiness indicator that uh the department of uh education workforce has added. Um, from a career tech standpoint, I will say that for career tech students on our career tech planning district report card, we had five stars for CC WMR. So, we did quite well in that area. But now what we're doing is uh working uh with uh numerous people especially in the office of secondary education focusing school by school and student by student uh for industry recognized credentials in particular. And we're also investigating um different ways to involve credentials that are not just leadership um
011credentials. And some of those are uh actually uh we're finding pretty doable uh because they're new things that ODW has approved. Uh always reporting when it comes to credentials is paramount because the only way that we know if a student earned a credential is if the student self-reports because they could have earned it outside of the school setting. We do have uh community organizations that sometimes offer credentials and even if it's a one point or or a threepoint that can make the difference uh with a student graduating, it also can make a difference with the CCWMR indicator for the school and the district. And so again, all of this is self-reported. And so we spend a great deal of time making sure that things are not falling through the cracks. and our EIS department is
012very very uh helpful with this as well. And then future planning um as has been conversations uh between Superintendent Murphy and the board our new 12point credentials for 2627 and we're very excited about that. So then we move on to equitable resourcing. Uh this is one that there's two different uh guard rails that have been looked at uh over the past few years. Uh the first one is the percent of suppliers meeting diversity criteria receiving RFP solicitations. Uh so with this one again it's focused on RFPs and I do need to point out there is a typo at 2526 for the fall. Uh we had lots of numbers flying around with this one and you'll see why on uh the next slide which I'm not ready to go to yet but the uh 2526 number
013is 77% not 51%. So again, uh growth from fall of last year to fall of this year in um diversity criteria. The next slide is a little different as we pointed out before from the way that this has been reported in the past. So we do not have the number of years of um historical data with this. You may remember that last year uh for this guard rail a percentage was reported that was over 100%. Definitely mathematically that could occur but we realize that that can be very confusing. So kudos to uh Chief uh Burkhart and Director Levens in their work on this. And so now this is split out for the three percentages that were being added together that could be above 100%. Now we're just showing you the three percentages. I do want
014to point out that for this one, this is the percent of suppliers meeting diversity criteria on the approved vendor list. So it's not anything to do with RFPs. This one, as was put in the uh current strategic plan, is uh just vendors that have been approved and they meet the local minorityowned or womanowned criterias. Now, if they do an RFP, then that gets factored into the RFP rubric in the scoring, but this is specifically of who's on the approved vendor list. So if you add those three percentages up uh even for let's see 7 8 9 uh not for this year yet but for last year when you add up the three percentages you get a number higher than 100%. So that's that's confusing. So we're not going to do that. Uh we're not reporting
015like that. So you'll notice that at the end of 2425 school year this one was almost 76% local. um vendors already this year uh when this data was put together and the percentage has probably already changed because there's a point in time when this has to be um finalized and uploaded um almost that percentage but we still have the rest of the year to go. This is not fall to fall by the way because of the change in the way that it's presented to you all. Minority owned was 13% for all of last year. this year it's already 11% and then womanowned uh 19%. Uh right now it's at almost 18%. I think you see uh just a little bit of a a gap which is not concerning because that is comparing all of last
016year to this year. Uh with all of the percentages flying around that's why the previous slide got a percentage plugged in that wasn't really relevant to um that process. they really dug deep on this data. So big kudos to everybody with the data for tonight because they really drilled down uh to be able to look at trends. So speaking of looking at trends, um the department came up with uh so we can go to the next slide. Uh some of their action steps. So again, I don't think any of this will be surprising. It's been talked about before. It's all about strengthening the outreach. um and expanding uh presence at multiple events. Uh I was in a meeting and I remember uh Director Levens talking about uh being um with the African-American Chamber of Commerce
017and then actually she connected me with somebody. Uh we're going to talk about the way ways that they could be involved in our uh career tech uh program. And that's not just meeting people, but notice the first bullet says building a follow-up plan, which is already uh happening. Uh always supporting vendors with this step-by-step process. It can be confusing to people who uh don't live this uh and so quick start guides and FAQs and anything that can help vendors with payment works and our procurement process. Uh it's not just external, it's also internal. Uh partnering with departments um on solicitations. Uh we know that uh sometimes there are things that we need that somebody may not offer. Uh and so finding a vendor that can offer that uh and if they fit into those guidelines,
018um that's even better. um data tracking and again using payment works reports to drill down to look for gaps and then figure out how do we adjust based on those gaps and then really promoting success stories is part of their plan as well uh particularly with diverse vendors uh so that other vendors see that CPS is a place to do business with uh and I think they have some very exciting uh action steps and that It's it. >> How is that for brevity? >> Very good on brevity. You You nailed it. A++ on that for today. Thank you so much. I have a couple questions. Board members, do you have any questions or comments about our presentation around um this is uh the monitoring? Well, I guess it's monitoring, guard rails, all of that. Board
019member Casset. I I just want to confirm I think on the uh credentials you mentioned that we're going to seek some new pathways and that's part of uh the goals for the superintendent. Does that align with that? Okay. Thank you. >> Any other questions to my right Matt? >> Yes. Uh thank you for the presentation. Just uh two quick um questions. The first one is around um this is really just inquiry, but it's around the pathways for CCP as well as CTE. Do we ever see dual pathways where we're seeing students that may be enrolled in CCP courses and receiving credit for that as well as um they may be on track for CTE? Do we see um those opportunities available for students? And if so, could you speak a little bit to that and
020what that um I guess the success of that looks like? Um just again wanting to make sure that our students are receiving the um opportunities that are available um and being put in a position once they graduate to obviously be successful. >> That is a great question. So uh from the CTE side of things for us to be approved to have a pathway uh by the department of education workforce college credit has to be built in. Uh so sometimes that is college credit plus other times it's something called a CAG course which gets very complicated but to drill that down it is kind of like a CCP course but the career tech teacher can teach it if the student is proficient on the end of course web exam or technical skill attainment and they go
021to a university a public university in Ohio and they go to enroll in that class and I'll I'll give you an example, medical terminology, let's say if that's a CAG course and they go to Cincinnati State to take medical terminology. If they pass medical terminology with us and they are proficient on their web exam, they do not have to take medical terminology at Cincinnati State. They will get credit for it. Now there are other instances where we have CCP courses taught by career tech teachers and that is just like a CCP course. They get career tech credit for it but they also get the CCP credit as well. I will say it is a little more challenging to do the CCP with career tech because the teacher has to meet the guidelines to be a
022CCP teacher. And if if it's a licensed teacher who switched to career tech, that's when we typically see that occurring. If it is someone from industry coming in, it's a more difficult to have that person meet the guidelines of CCP, but we do have uh in all of our pathways, we have builtin college credit that is either CCP or CEKC. >> Okay. Thank you. And do you track the data on students that are doing dual pathways? Uh yes, I mean we can pull from EMIS at any time to see because part of the behind the scenes is EMIS has to make sure that the course counts for career tech and CCP. >> And then CAG, we also have another way that we have to keep track of that just because it does get very complicated
023when the students go any place in Ohio for the CAG. >> Okay. And then lastly with the uh CCP and CTE, I know that you said some schools um I I guess for like CTE that's only available during their senior year, right? I think Walnut and Spencer. >> Yeah, th those are uh special courses that are not part of a pathway like a walnut. It is a cyber security senior only course. >> So there are it's a lot more relaxed on who can teach that. uh but it would not earn college credit for that because of its classification as a s phabbotomy is another example farm tech those are senior only >> and would not carry college credit that's the design uh in Ohio >> okay thank you and I'll um really interested about that
024right um we know that it could be a rigorous uh expectation but wondering if you know we have several students um >> you know showing up in that space um my Other question is around the equitable resourcing. So I'm one glad that you clarified the data on um you know the 2425 data and those numbers in comparison to where we are in the fall. Um so I'm glad to see that we're um pretty you know pretty stable in that area and expecting to see the final results. Um but my question specifically is around recognizing that yes we want to make sure that we are um providing more access and more opportunity. I know that we talked about that in policy and I thank uh Chief Birkhard for coming and expounding more on um how he's
025really growing um kind of that work. I am curious to know when we are um offering vendors uh an opportunity to uh provide a service how we are ensuring that they're actually yielding outcomes, right? That's going to be beneficial to the uh I guess the services that we need and really monitoring that, right? because we want to also make sure that we're being fiscally responsible with um our finances and also um making sure maybe there's not a duplication of services if we don't need to and things of that sort. So, I'm just trying to um get an idea of how we are monitoring um more concretely and specifically um the the services that are being provided. And director Burkhard is or Chief Burkhard is here and Director Levens is here. I mean they could just
026come up and take over. >> And I do understand with us being a large district obviously there will be there will be some duplication, right? But again making sure that all of our vendors are able to work um in sync with one another where if there doesn't need to be overlap, we don't have overlap. >> Yeah. So, a great question and I and I talked a little bit about this in the committee meeting, but happy to happy to talk about it again. There's really three pathways for folks to become vendors. Um, one is for them to come to our website and register. The other is a a um department or a school asking for that uh service to be provided and then we will reach out to vendors um and try to try to get
027a service uh filled for from that spot. And then the last way is uh part of ion wave which is our bidding system. We will put out an RFP and RFQ um or a bid for a specific um uh practice or solution and then they would obviously bid on it that way. Uh to answer your question further once they become a vendor the way that we keep track of them if they're meeting the goals is through the KPIs. And those KPIs, we want to make sure that a we talk about those KPIs upfront so that everyone knows what those KPIs are. And then uh obviously halfway through their term uh we will review those KPIs. Uh that's also um part of finance committee and and reviewing those KPIs. And then finally at the end of
028the year we review the KPIs to make sure that their service that they that they provided met um what they were supposed to do. And there are certain circumstances where we're halfway through the year we say, "Hey, this isn't looking too good. You need to up your service or, you know, maybe it's it's a a company that provides product. Maybe they're out of that product uh continuously." Those are discussions that we have also uh director Levens will call them and say, "Listen, I'm hearing, you know, negative things. How do we get these fixed?" >> Okay. >> Is that everything? >> Yes. >> Okay. And we also have a vendor management um department. I actually manage the vendors in the database. And we have um Kuronda. She actually looks over the vendors when they come in
029and try to be part of public schools. We do look in our database to see how many vendors we have in that particular commodity and do we need that vendor. Um and so we assess that also through our payment works. That was something that's brought up on the screen. um through our payment work process to make sure that we don't have a a fluctuate of a lot of vendors in the system that we don't need that we actually using the vendors we have in our system. She watches over that. We have a lot of people calling us asking us for we need a vendor for this and we have in our database vendors that we can leave we use and we give those vendors to them give those people those vendors as well. So we
030do watch the vendors the database to make sure that we are actually being what you say um very responsible with the dollars and the vendors we bring into the district to make sure we bringing the vendors that can and doing the jobs they can do right >> um if they're not through the KPI process we do like Mr. B car said we will look through that as well and make sure that they're doing the job they're supposed to do. >> But we do look over those vendors to make sure before we bring them on board them >> that we are not just bringing any vendors in the system. And we have been doing a lot of work with um pitches um trying to get more vendors in the system that we do need looking at
031those gaps >> and um so I have someone watching over that for us >> because I think that's what you have asked. Yeah. Thank you. And I I appreciate again the um the work around equity. Um what we talked about in our policy meeting was around um minority owned and womenowned businesses. And so, uh, recogni and small businesses to make sure that there's opportunity there. And again, um, for me, wanting to ensure that our whatever vendor we have, we're able to reach those outcomes that we have in place. Um, and make sure that there's that return on investment. >> Yes, we are working through that. >> Okay. Thank you. Yes, I think uh I hope I got this right from uh this is a finance committee uh discussion that we've had. It was really initiated
032by uh treasur, but I think we also have an analytical review that's sort of a KPI that looks at our vendors not just from quality but also reasonleness on the financial side. Yes. And that's a new uh extra KPI kind of measure that's been put in as well. uh it's not necessarily um uh in terms of uh diversity and minority owned, womenowned, but it is a review to make sure that those uh vendors are, you know, behaving well, I guess. Is that the right way to say it? Okay. Thank you, >> Vice President Bolton. >> Yeah, this uh uh thanks for the uh information. um for the vendor piece, if I could just ask a quick question about that. Um what are what's the criteria? Uh is there a particular criteria? I know that we
033worry about the level of insurance that a vendor might have or I if I recall from years back what has been their uh uh performance history with other people or with us. Is there a criteria that we uh use that uh is generic enough that you could tell us a little bit about it? >> Well, when we evaluate our vendors, that's what you ask them to become vendors for public schools. Well, we look at the need. A lot of our vendors that we do on board come from the school's needs or the department needs. And when we actually onboarding them, we look at um are they able to financially do it for our district? Um, we look at the K the services if they already had previously did services for us and they do a
034good job for our district. Um, we also look at um the cost because we may have a vendors already in the system that can actually do those services. So, we also kind of look at that to make sure that we're not just entering like I said any vendor in the system. We work closely with the treasures office especially with the KPIs as well on the contract side of the services. So we try to make sure that when we searching for vendors, we have a database payment works that actually make sure that we don't have no bombardments, making sure they're making sure they're financial sound, things like that. So most of the work that we do because it's coming from the schools and it's coming from the department's need for those services or goods. We just
035watch the district um finances with um treasur's office and we make sure that they're good for our district. So, as far as the the RFP process, we have evaluation criteria that we do look at as far as like they get points for small business and and minority women owned and things like that for sure. Um, but to be a vendor have to the services have to be a need. Um, most of it has to come from whether it's a need from the schools or departments. And then we look at do we have that vendor already or a service that someone else can piggyback off of in our database. So we just won't be adding so many vendors. We have been doing a lot of great work of cleaning up our vendor database so we can
036give great data to the board when they're asking for it. >> Okay. Thanks. Um and then for Mr. Turner, I'm just concerned a little bit about the at CCP the enrollment regarding special ed kids. Do you have any kind of a theory as to why that occurred? And then I I also when it's CTE as well, um there there's an issue there. What's what's happening in us being able to move our special ed kids in both the career piece and also the college credit plus? So on the the CCP side, because I did ask that question in anticipation, I mean the kind of the the nitty-gritty of it is they have to meet the criteria. So the root of the issue is if they're not meeting the criteria, then they're not eligible. So I think
037then the real question becomes >> and that's not our criteria, that's CCP's correct criteria. >> Correct. Now, with that being said, um even though 15% is low, if you look over a 5-year period, something is working to a degree because the percentage has tripled, even though it's still extremely low. >> So, I think there's a variety of factors. I I will just say from having been out in in schools for for so long before I came to central office, u from the career tech side too is when it comes to students with disabilities, not only are we looking at them in the normal sense as far as the process, but then there's the other part where their IP comes into play that maybe there could be things in their IP that are preventing them from
038enrolling. I I will say that uh from a career tech standpoint uh and it's not part of the data tonight but if we look at our achievement on the end of course tests for students with disabilities we have grown the percentage of students in those courses but they also are achieving at a higher level for those who are in the courses. Um there's still a gap. Uh but it I I think that is going to probably require deeper digs than um maybe what's occurring because something is working to a degree, but it's figuring out what is that and how can that be um pulled up. So you're making a really good point and um I'll take that back to the team as well to dig deeper on that. >> Thanks. >> Sure. So, I have
039a couple questions. Um, I'll keep you there, Mr. Turner, since you're since you are there. One of the some of the feedback that I've heard from some of our um teachers that teach College Credit Plus and uh Career Tech is that because the board has set a goal around it, they were questioning the fidelity of the students in the program because the go the goal can I can I just ask for clarification? The goal is enrollment not retention or completion. Is that correct? >> So if you can go back to that. So for >> I think slide 10 is um what I was really thinking of. >> Well no that's for the yeah let's go back to five and eight. >> Yeah. >> So this is around enrollment. So is the goal about enrolling increasing
040the number of students enrolled or retained or um completed? >> So the the way the current strategic plan reads is strictly around enrollment. >> Okay. So retention, you know, at a point in time, if it's December, then there is some retention built in because it's not like, you know, we're looking in August and then saying this is the percent. It's actually a real percent as of December, whatever the date was. So those are students who stuck with it. Now, if we looked at the percentage at the beginning, it's probably higher. There's probably some kids that aren't in it, but that could be for any course. But I I mean the way that the strategic plan is written, it is the percent of eligible students enrolled. >> So completion in these classes can be accomplished with
041a D or a C. So, for college credit plus I want to say a C, but I am not completely sure that >> I I do believe they get credit if it's a D. >> I I believe they do too. They get credit when it's a D. I think it doesn't transfer unless it's a C, but it also depends upon the institution. So what the question was asked of me is the quality the number of students that are passing with a D is maybe high but are they able to successfully take that grade with the intention of it being them getting college credit plus if you if you pass with a D for us we get credit but they don't get any credit and I think I heard you say that it's difficult that you
042couldn't measure the number of students that meet the criteria that that are uh graduating in the classes, right? Can we measure the number of students that enter? We we we keep this as enrollment, the number of students that metriculate successfully with a C or better to go on to the next level and the number of students that pass it with a D. I mean, we should be able to have that number because I'm less interested and maybe we need to work on the strategic plan. I'm less interested in the number of enrollment because what I'm what I'm hearing is that we're enrolling them at a high number to meet the goal so that we can say that we pass the goal, but is it with fidelity that they're actually earning the the grade to go
043to the next level? So, I'm I'm interested in your followup with that because that will be um in your presentation on that because I don't want us I think maybe we need to look at the goal then because the goal shouldn't be simply around enrollment just so that we increase the numbers from one to one to meet a goal. It should be with fidelity and then um so retention is a question retention with a passing grade to be able to go to college a C or better and then um completion. So another part of my question I'm kind of confused at the numbers and I heard you say and I'm trying to give a little bit of grace that they don't add up to 100 and they don't but I don't understand how they don't
044add up to 100%. Are you talking about the equitable resourcing? >> Um yeah, I probably am. Let's go to um let's see. >> Yeah, >> I have all my notes here. So, probably. So, >> Chris or Chris or Trina may um I mean they can probably speak it's the next slide. It's >> they can speak to this better than me, but I I'll just say what I've heard a lot about with this one is when a percent higher than 100 was presented, many people who don't understand the math behind that were thrown off. And I will say that for 2425 if you add those three percentages up and again I'm ballparking you get um it's about 109%. >> Yeah it was over%. That's what threw people off. So now they're split out because what I
045think you all are really interested in is what's the percent of local, what's the percent of minority owner? What's the percent of women own? previously um from the from the previous administration forward that was said to just be added together to get a number and so based on your feedback and um everything else now they're split out. Thank you, but that doesn't make sense to me. I I appreciate the response, but I don't it didn't make sense when it didn't add up before and it doesn't make sense. 100% is 100%. So 108 something here is not right. So I I understand the numbers. So can somebody explain it why it's why it's wrong? >> So So >> I mean the percents are uh >> it comes up to 18% >> in total. That's the point,
046>> right? So previously there was one metric, one number for the guard rail. >> Now we're looking at three different metrics for the guardrail. looking at locals as being one metric, minority owned is another metric and womenowned as a third metric. Previously it was one metric. So the only way to do one metric and have one number is to add those together. So now we are splitting them apart. >> Could it be and I I'm not certain, but could it be that you could be counted in the local and counted in the minority owned? And >> I mean I think it can be but I think that that's about cleaning up the data. It should be cleaned up to add up to 100. So I think you all need to go back and fix that
047part because unless there's something that I'm missing. So >> yes ma'am just want to step in. Sorry. >> The data may never just equal up to 100. The way we look at the data because the way we actually gathering the information we gathering the information on the local stance. We do evaluations. We say okay do we how many local vendors we have in our system and right now we have established 71.8%. How many minority owned vendors do we have? We're doing it in that way. Previously it was all collected and just added together. So then when you add it all together it does go over the 100%. >> I think I think I know what she's asking. >> So if you let me let me clarify. So if you are a local minorityowned woman vendor
048that should count three times but when you should be able to disagregate and say we have this number of local even though you count three times I'm asking for like the number of local I'm asking for minority own you can disagregate that data. >> So assuming that we have 3,000 vendors for the district we will take the numerator for local and divide that and get a number. Then we'll take the minority. The number that are minority is the numerator. Divide that by 3,000 and get that number. And then the third time you're taking the womanowned, dividing that by 3,000, you're getting that number. So there's three different percentages for the numerator. The denominator is always going to be um that 3,000. And yes, people can fill in all three boxes if they want. So, if
049they're a local women woman minority, they will be in the numerator numerator three different times. >> I I think I just need to help you all out a little bit more. And that's fine. I mean, I can ask my question a little differently because I'm I'm wondering if we're looking at all minority owned vendors, you wouldn't take that out of 3,000 if there are 50 minority owned vendors, right? Well, I mean, you could say out of the total number of vendors, but if they if I just want the percentage of minority owned, it should be one specific number. Never mind. I I'll ask my question a little differently. It's okay. >> Okay. >> It's it's okay. I got you. Um, another thing I wanted to ask about is you mentioned the vendor process and we
050just heard or I just heard from Treasurer Wagner >> that the process is not as easy as she thought it was to sign up for a vendor. >> Yes. >> And that was as of like September or October. So, I appreciate that we're doing some creative things with training our existing vendors. I am kind of nervous that we're steering if a school wants a specific vendor that we're making them go to our database when they may or may not want that and that culture in the school may facilitate a specific vendor. So that was just one thing I wanted to say. But when when you talked about tra um training vendors, I know that transportation has come up in the community and it has also come up here around small transportation vendors not being able
051to have meet like large license or insurance um regulations. And there are multiple minority and even femaleowned transportation vendors that are facing some insurance um like they have to have some sort of big fleet. You all would know what I'm talking about more than me. So, is there any work that we're being done considering that that we're able to do to help facilitate more minority owned vendors around like specifically transportation when we know that their their challenge is something that either we can help with or maybe we can't help with to maybe diversify our opportunities. >> Yeah. So, this uh came up I believe it was in in finance committee or policy one of the two I can't remember. policy. Um, so the a couple of vendors uh had reached out and we actually met
052with them. Um, the the requirements they're talking about are um federal standards that if we um transport students, there's a minimum liability insurance, okay, >> that they must cover and we can't override that. Um those are those are federal guidelines. all the other guidelines. Um I think we've talked through those and each one of the vendors understood where we were at with those and in most cases they were able to uh meet those if they were able to get uh buses. So we said to each one of them uh if you get you know one bus or two bus we will incorporate you into our routing procedures uh but we cannot forego those federal regulations. Um, and the buses have to meet not only the federal guidelines, but the state guidelines as well. And Ohio's
053very strict guidelines on both uh vans and um on school buses. >> That's what I was going to ask about the vans cuz I think the ones that reached out to us didn't have buses, but they had like a van fleet. So, I was wondering if if there's been any movement around helping them just to diversify. Yeah. because some of our some of our larger vendors have had some challenges this year and we have we've been solicited by other companies and I feel so bad because they provide the service and are we able to be creative? But you're already talking to them though, right? >> Yeah. Yeah, we we are and so uh depending on what size the van is, it has to go through some of the same um regulations as well as inspections
054that a bus would go through. Obviously, when we're um transporting students, uh we want to make sure that that vehicle is roadw worthy and meets all the high standards. Um so, there has to be a certain age. Uh has to actually say student or people transportation right on the side of it. It's we, you know, you've got check out the lights, uh pre-ts and and so forth. So, um I think we're in a good place that if if anyone within the the earshot of my voice right now would like to um become a vendor with CPS and transportation, we we'd love to have you. >> Okay, that sounds great. A couple more questions. How do we prevent multiple vendors or vendors from usurping the RFP process? I know that's been something that um I'm speak
055I'm speaking about one vendor in particular who has larger contracts with us, but they're in a variety of spaces and you talked about looking out for vendors and making sure that they could um meet some of our criteria, but they're diversifying and they're staying underneath the radar of the amount for the RF for it to have been RFPd. Are we looking at total contract amount per vendor? >> We we are, but uh you bring up a good point and both um uh Trina and and the treasures office uh look at um amendments to purchase orders as well. So, it's very easy for us to say we are going to uh you know have uh vendor A uh have a contract for $20,000 and we find out later that we need to add more because they're
056successful or that we need additional services. We actually vet that through the entire process every time we do that because it would be really easy for me to get a contract for let's say $30,000 and then add another 20,000 and then 3/4 of the way through the year add another 20,000 and pretty soon you're up above the threshold. >> We look at those each time those amendments happen both in the treasur's office as well as in purchasing when those when those things happen. So, this particular vendor that I'm speaking of, and there are a couple of them, they have contracts with multiple schools and then one of our other departments has given them a larger contract. So, in totality, they probably have >> a couple of million dollars with our district. >> Yeah. And because
057they're being they're soliciting different and I'm not opposed necessarily, but I'm wondering do we keep a list of vendor total contract amounts for the district in totality? >> We we we do and and I'm sorry, Mike, you want to >> you're doing you're doing fine, Mr. We do we do keep a total spend by vendor. We look at that. Um, I would say not sure which vendor you're you're thinking about, but I think a lot of times we have certain people that are kind of umbrellas and they do a lot of services, but when you dig into those services, you'll see that different chunks of them have been RFD and they may be the one or one or one of two only vendors who actually answered for that RFP. >> Okay. So I think so
058I think part of part of it is that too of you know making sure people know that these opportunities are out there. >> Yeah. And to that point I think the the one that we we can we can uh put our finger on like this week are our snowplow folks. Um they most of them are also our grass cutting folks. Um and so they may have two separate contracts responding to two different RFPs. um and and be awarded both because a lot of folks in that space where they're not mowing grass, they're usually salting and plowing. So, there are situations in which we want that because if they're a good vendor and they can do both of those, it's great. But in most cases, I'm not going to say all cases, but in most cases,
059they're responding to two different RFPs. >> Well, this particular I understand those situations. This is just a school. They're in this particular vendor is in about four or five schools and then they um are actually also in resource coordination as well. My last question is for Mr. Turner. What is the plan to credential? Do we have a plan to credential our current existing staff to be able to do to provide CTE or CPP? Are we going to be able to do any training of our staff to be able to get them to teach those courses both for CPP and CTE? You mentioned if a if a full if a credential teacher goes over it may be easier, but are do we have any plans in place to build up our staff? Uh yeah, the I
060mean the current practice is if a if a teacher is eligible and I'm talking from the CCP side of things, career tech, if they're a career tech licensed teacher and it's a CAG course, which is the other way to earn college credit, then they're okay. But from the CCP side of things, if they are eligible, then the current practice, which I've seen occur, which I think is a good practice, is they are given the support to move in and and do that. I don't if I if I had to identify like a root problem, I don't think the for the career tech and CCP like being combined, I don't think the problem is the is the training and support. I think the problem is specifically if the teacher is eligible to do CCP. Um, I
061won't say all, but most, very close to all, because I'd have to look at the list, uh, of CCP courses that are taught by career tech teachers are career tech teachers who were licensed teachers and then moved over into uh, career tech. Um, medical terminology is one that is CCP and uh, typically the teachers that are teaching that one are not career tech teachers by trade. They are licensed teachers who did what they needed to do to teach career tech. >> It's the people that come from industry that to be a career tech teacher, if you're coming from industry, you don't need a degree. I mean, you could have a high school diploma. We have some career tech teachers with high school diplomas. The likelihood of them being eligible to teach a a college credit
062plus career tech course is pretty low. So, I think the support is there. I think it's the eligibility. Uh but we do have college credit opportunities in every single career tech pathway. If we didn't, we couldn't offer it. It's a it's a requirement and we would want to offer it anyway. >> So, do we have a one one last question. So like for cosmetology for instance where it would be a a licensed professional to come in, what would they need in order to teach our students that career tech those those courses? >> So what would they need to do? So, aside from the the the college credit plus part, um to become a Career Tech teacher and and anybody in the public listening, when you when you hear this, always remember, um there's lots of
063flexibility with this, the overriding uh factor is you need industry experience that is recent. Um if it was 20 years ago, that's problematic. But you know, if it's within the last five years and you have industry experience, then it's actually a lot easier now for a per because of a new law that went into effect um in the last few months uh that we've lobbied for across the state for years. It used to be that a person who might be a licensed cosmetologist, maybe they never went to college, well, they would end up having to go to college and pay out of pocket to become a career tech teacher. That's no longer the case. The model that we have chosen is 90 hours of professional development. It's locally delivered or they could benefit from something
064at another organization as long as we approve it. And uh they get mentored by career tech staff and teachers. No colleges required. We we chose not to do that one because that has been a stumbling block. So for a licensed cosmetologist when we're ready to do that uh pretty much if they have recent experience and they uh can you know pass all of the background and everything that everybody else has to do uh then we pull them in, we mentor them, we give them professional development and from day one they start as a provisionally licensed career tech teacher. >> Okay. And the other plus is they can come in with years of experience that is industry experience that translates to the CTF salary schedule. That would be for teaching years of experience and uh we
065uh try to do that uh to the extent possible uh based on their years of experience. >> Okay. Thank you. I appreciate that. >> Vice President Bolton. >> Yeah. I just have several follow-ups and I'll do it as quickly as I can follow up on what we were just talking about regarding career tech. If somebody, we have somebody that's within the business world right now that is very interested in helping the district uh become somewhat uh uh uh more able to uh prepare our students and our staff or whoever uh regarding AI if if they were uh in the industry uh would they be able to come in and and teach if they're in that particular industry. >> Uh so, so >> you don't have to be right. You can just say maybe. >> Well,
066yeah, I was going to say yes, it depends. Uh so there is a license that um is not used a lot. Uh but uh again, they've changed all of the lure in the last few months. So I actually was just looking this up and getting ready to email. We didn't plan this ahead of time, board member Bolton. I was specifically looking at uh a situation like what you're talking about. There's a 12hour license that exists that someone could come in and actually teach uh a credential. Now, it's not a career tech course, but let's say there's an AI credential, right? So, they could do that uh with a 12hour license, but it says they have to have a bachelor's degree. >> Okay. >> I I somehow feel like that's not accurate even though it says
067that. So, yes. Or maybe they're like, I love education. I want to be a teacher. We have a IT opening. We don't expect everybody to know everything because that would be impossible. So they could come in with their background and teach in one of our IT pathways and become a teacher based on the previous explanation that I gave about lensure. >> Great. Thank you very much on that one. And then uh on the insurance and transportation I think I reported back after OSBA I went to a session. And it was an hour and a half session. And it really was about insurance and transportation, small vendors, big vendors. And somehow the world has changed. Uh the number of seats, the van, the van criteria has now changed after we've invested in particular seat sizes and
068what have you. So it it is very complex. uh just follow up. This isn't really a question, but it it's to what uh President Moffett was talking about about enrollment versus whether or not they achieved credit. We have the same dialogue all the time about or have over a number of years over advanced placement that uh we we want as many of our young people to take advanced placement as possible. And you and even the college boards said it should be open for the experience. But then you get into the issue of maybe we have open that up but not all of them are going to get a three or four or five or in some schools you have to have a five or a four to even get credit. One of the things that
069in my experience at least at at Wyoming for so many years with open enrollment, you you really want everybody to have the experience of having what a college course looks like. And what happens if you have if you start to worry necessarily about the credit, you're going to also limit the number of young people that you're even going to accept because you start to be measured by who gets credit versus how many people come in. Now, that's a reasonable thing to do, but it also it also narrows the gate, so to speak. So, you have to strike a balance, but that's true. I'm I would imagine it's true for college credit plus just like it is for advanced placement. So, it's a this is just a continuing thing. This what's best for the kids, but
070thank you. >> Well, thank you all very much for I know it's kind of Oh, wait. Well, member Mats, real quick, just one quick followup around um CCP. So I can recall um when CCP was introduced um a lot of it was allowing the students to be able to take the courses and attend the university or the college in which they were you know um receiving the CCP credit from. Have we noticed a shift in that dynamics where maybe more of our teachers are facilitating the CCP course now or is it maybe a balance or do we still see a lot of our students actually maybe attending the local universities such as UC or Cincinnati State or what have you for those CCP credits? >> I I will get advisement from um Emily on that.
071I I will say from my experience um as principal and when CCP rolled out and I don't know that a whole lot has changed. Um I I do believe that it all really depends on um that student's plan on where they want to go to college. I I will say I had a son who graduated from Sensei public and graduated with several >> I don't know 12 credits >> but he went out of state which meant that only the CCP uh transferred if the university allowed it which they did >> but any other credit like career tech CAG credit he did not get the advantage of that because he went out of state >> but I'll I'll add that to the list of things I'm really interested in adding as we were talking about the
072fidelity in terms of it being beyond just enrollment but you know um how students are actually performing and so um just curious to know that information. >> Great feedback on that. Yeah, >> that's an excellent point because when we had uh this topic some years ago when it was student achievement committee, one of the things that everybody found is they were trying to expand is that our kids had more success if they did it within the school because whether it was transportation or whether it was comfort level or whatever, they had a higher degree of success and more kids doing it. But of course the kids that could go to the school that was an much more of an enriching experience but there was greater success and for greater number of kids. Now that may
073have changed that's several years ago but it we found that interesting because we kind of thought just the opposite would happen but uh that's what we found or at least that's what the administration reported. >> Yeah. Thank you. >> Thank you. And let me just clarify this is being discussed on the collegiate level because they asked me, you know, and so this is when when you tie things around goals, sometimes the energy is to meet the goal by any means necessary. And so we we there there can be some inference of, hey, we're just putting kids in there in there. And so it benefits us to say, hey, are our students passing? we have 75% that are passing with a C or better and then we can identify those students that may or may not
074have been ready or whatever. But for us to just throw students in there and then not keep that separate data does us a disservice. But I just wanted to be very clear that it was it is also being discussed on the collegiate level for the next level. How many students are you accepting? Great. We're accepting 71%. of that amount, how many are doing what the intended purpose of college credit plus is, which is to give them the benefit of college if they want and how many of them are graduating with a C or better. We don't have that information. We need to keep that information. And if the data is saying that it's 30%, then we have work to do in training our students. And so it's really just an identifier, but the but the
075colleges are looking at that. And so I'd rather us be prepared so that we can help shape that narrative rather than not. So that's why I asked that question. But thank you all so much. I know it's kind of tough. We're a tough audience sometimes. So thank you so much for all your hard work and all that you've done um for today. Thank you so much. >> Thank you. And happy holidays to all. >> And happy holidays to you all too. >> Do board members have any other questions? >> Member Lindy, you look like you do. Is this the end of our meeting? >> It will be. It's just I just have one other thing to say. >> I was going to say um best wishes to my colleague, Mrs. Weineberg. >> Hold that thought.
076Hold that thought. So, in front of you, >> let the record show I have offered my best wishes. >> Yes. >> Weineberg. >> I didn't know you were going to do that part. So, board members, you have in front of you an organizational chart. I did hear hear back from OSBA Mark Bobo and Mark Yuing and the only thing that we need to select we don't need to select committees. I asked the question around the committees that board member Weineberg sat on do we need to to choose a person and we do not. So in front of you you have an updated organizational structure chart. I I sent it I didn't send it to you. There you go. My apologies. So we've taken off the OSBA committees. The only thing that you will need to
077choose we need to choose for OSBA is our trustee who serves also as the south southwest region. They serve as the OSBA board of trustee member and the southwest region member. And then we could choose our delegate at this point in time if we wanted to. But we don't choose those committees. Those committees are selected by the OSBA president and appointed. And so that's why we took them off. Everything else that's on here, we do um we do choose. So, for those that have submitted your forms already, um Phyllis has those. I just want you to know why we're not going to be looking at anything in the middle under OSBA. Okay. Board member. Yes, ma'am. So, just a point of clarity. So, is the council of the great city schools still an option for
078us to uh >> choose from considering we ended that contract? Well, we didn't end it technically. We suspended it for a year. >> So, I didn't remove it because that's a decision we need to make. I >> I didn't want to misrepresent, but I kind of thought that's what we decided. >> Okay. I just wanted to clarify. >> Yeah. Yeah. We didn't I didn't take it off because we just said we were going to they allowed us the opportunity to kind of just have a year off. And so, if we decide that we don't want to do that one, then that's fine. But um flag is actually appointed by the president of OSBA along with the Ohio Coalition for Equity. That one the ones that have blue on there are technically ones that we do
079not need to choose. >> But those have stayed on by accident. >> So those with the blue on should not be on there. My apologies, Miss Phillis. We just did that today. Everything else you can choose. Hopefully that's clear. Okay. Now, Mr. Landy, >> thank you. I just wanted to uh acknowledge Mrs. Weinberg's last meeting with us uh and say thank you for your service and best wishes next chapter. >> Yes, ma'am. This is like bittersweet. I know she doesn't feel good, but this is it. So, do you want to say anything else? No more no presentation. Just anything else? Okay. All right. Everyone have a wonderful holiday season. We will see you again January the 12th unless anything catastrophic happens which we don't anticipate. Anyone have any final parting words? All right, we are
080ajourned. Oh, I'm sorry. I got to take a motion to adjurnn. >> Did someone do the first >> second? >> You second. Clear.