001as she comes by. There she is. Seeing a quorum of voting members, I call the November 24th Cincinnati Public School Board meeting to order. Superintendent Murphy, please introduce our wonderful students who will be leading us in the pledge of allegiance this evening. >> Yes, ma'am. Today we have the students from North Aendale Montasauri School where Principal Ferguson is their leader. >> Let's rise. class, please join me for the pledge of allegiance. I pledge algiance 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. Alrighty Dy. Treasurer Gustin, please call the attendance role. [laughter] >> Mr. Craig. >> Yes. Yes. >> Here. >> Mr. Crosset >> here. >> Mr. Lindy >> here. >> Miss M >> here. >>
002Mrs. Weinberg >> here. >> Vice President Bolton. Uh >> present. >> President Moffett >> here. Vice President Bolton, please explain the virtual hearing of the public process. Gladly. Thank you very much. Members of the public who are online and wish to speak during the hearing of the public this evening may do so by clicking the chat button now. The chat feature will open for your requests for five minutes. If you would like uh a direct response to any questions, please make sure you share your name, your affiliation to the district, your school community, your topic, and your contact information. >> Thank you. I need a motion and a second to approve the November 24th business meeting agenda. >> So moved. Second. >> Thank you, ladies. Treasure Augustine, please call the voting role. >> Mr. Craig,
003>> yes. Mr. Crosset, >> yes. >> Mr. Lindy, >> yes. >> Miss Matt, >> yes. >> Mrs. Weinberg, >> yes. >> Vice President Bolton, >> yes. >> President Moffett, >> yes. Tonight's agenda is approved as posted. So, this is the fun part of our agenda. Um, do board members have any acknowledgements or announcements? Board member Lindy. I have one and I can be very brief, but I had a chance to visit Evston recently and I uh got a chance to see um Ms. Simpson teach a class, a CTE Foundations business class where the students were doing this just wonderful project around different career choices and sizing the amount of uh loans needed for different degrees. Um what the salaries were for those careers, what that looked like in terms of a monthly budget. Uh, and
004it was just such a wonderful example of I thought great teaching and learning. Uh, and I wanted to say how much I appreciated her work. That was Miss Simpson at Evston. >> Great. Thank you. Evston, any other board member, Craig? >> Uh, so I got the opportunity to go watch and I'm sure it'll be in the superintendent. Uh, kudos also. So, I probably still a little bit of the thunder there, but I got to go watch the all city band uh at the Bengals game. I regret to say that I did not charge my phone up before I got there. So, like 2 minutes into the game, uh my phone was dead for the rest of the game. [laughter] But they were really awesome. It was really great to see. And it's not often you
005get to see uh our students participating in something in a halftime show, rocking out to some uh good Michael Jackson and a bunch of other songs that were there. So, it was a lot of fun. They had a good time. And then the woman who was sitting next to me was really excited when they started dancing. So that was her thrill of seeing the uh all city band perform at all Brown Stadium. >> So I did have a couple pictures uh that were sent to me. Superintendent sent a couple too. So um we'll and then they got a little video. So we'll show a little bit of that. >> Yeah, I got to I got to be at the game and see see the all city band too. And our former uh audit committee chairman
006Tim Heldman was there and sent in a really good video. >> Oh, cool. Cool. I don't know if people know we have a CPS all city band. That's what we're talking about. And the [applause] and the CPS all city band played for the halftime show at the Bengals game yesterday. Now, I didn't bring them any luck, but it didn't matter cuz they was jamming anyway. So, um Rob, do we have the video a little bit? And I just wanted to add uh it was just such an exhilarating experience uh being able to be with the students um throughout the entire time being down in the locker room. Um you see me mentoring that is or talking to and encouraging Willie Stevens or Tuba Willie is what they call them. Um and he was just saying
007how the parades and the practices all led up to that moment and how he felt really prepared and really excited. And so I just want to congratulate as well uh the dancers uh the the students in the marching unit. Everyone were were exceptional. And also I want to make sure that I congratulate um just the hard work of their advisors. And so just give me a moment because it may take a little time to get through all of the names but I would be remiss if we did not mention them. Okay. Okay. So Brandon D. Smith the director of bands. Tyreek Gilbert, associate director of bands. Shaina Darden, dance auxiliary head coach. And I believe Miss Shaina is in the audience. Can you stand up, Miss Shaina? She had the dances on point. Um, Miss
008Erica Render, dance auxiliary head coach for seventh and eighth grade. Sharon Stevens, with dance, Jasmine Parham, Hughes dance. Jasmine Hayes, gamble dance. Terrell Thurman, percussion instructor. And I was passing out gloves because I was instructed that all of the musicians needed white gloves and Mr. Terrell told me not the snares. Okay. So, I had to quickly take that back because he was getting me together. And Joshua Strange, who's also a percussion instructor, and also our administrative team, Miss Amily Campbell, who worked tirelessly to make this uh possible for the students as well. Miss Maria uh Kinennis, Jessica Sheiley Green, Mike Davidson, I know uh Amy Randolph was present, Dr. uh sup Dr. Smith, our deputy superintendent, as well as our superintendent. So, we were down there um on the field cheering them on. So again,
009thank you and great job to TAF uh excuse me, great job to CPS allstar um marching band and dance auxiliary. [applause] Do we have like 30 seconds of it? Okay, we didn't have it. You guys, you have to hear it. But we we're going to just play LIKE 30 SECONDS. SO, WE'LL MAKE SURE THAT this is on our website, too. [applause] >> And then, um, what was the next one? >> So, this is this is me. So, I also wanted to just highlight our deputy superintendent Smith. Um, she had the opportunity to pre present at the I Ready uh symposium in Columbus and she did an exceptional job presenting on um topics about how to bring the curriculum to life and being a catalyst for change for our students and making sure that there's that
010alignment and that uh opportunity to grow um within the curriculum and for our students. So, I just wanted to commend our deputy on a great job. She was among other superintendents um such as Columbus City Schools, Troy uh City Schools as well as Pickerington. So, great job. [applause] This one is mine. We had a CPS had a treasures open house along with our internal audit department and our auxiliary services and they got a chance to sign the wall. So, if you had a chance to stop by, learn about what treasure Augustine is doing, our brand new treasur, then um kudos to him, uh Lauren Havos and the uh support auxiliary services department as well. We had board members that went to the OSBA capital conference in Columbus and we actually had presentations and so some
011of our we had three presentations and these are some of the presenters. We've got um assistant superintendent Klene, assistant superintendent Badget, uh chief operating OP officer Birkhart, and then uh the director of project connect um Rebecca Beach. They gave great presentations and so just kudos to them. Chairman Galahu [applause] and Chairman Galahu along with my colleague uh Vice President Bolton, we also did a presentation as well. So I'm sorry to forget you, Jeremy. Was that it? Was [applause] that it, Rob? Okay. All right, [clears throat] Superintendent Murphy. >> Yes, ma'am. I have a couple more kudos and then one announcement about a retiree. We have a certificated retiree and that is Miss Mary K. Oddonnell Good who is a teacher at Western Hills University High School. Congratulations. [applause] And then in my kudos not already
012mentioned, I will skip to the school for creative and performing arts and give them a kudos on Susicle the musical. Uh that was a multiple day performance. Some one day it was twice a day and I just want to congratulate them on being amazing as they always are. [applause] And uh you've already mentioned President Mafit the OSBA conference and I just also wanted to say uh congratulations to CPS leadership uh in the presentations that were done at the conference. So same kudos. But now um we're going to move forward to the kudos evening. >> All right. >> The major major kudos everything was a kudos kudos. [applause] >> [cheering] >> And I I am tickled pink and oh no, I probably should say green. >> Tickle pink and green. Green green today. Uh with just
013the joy of the tapped information technology high school senators football team on their run this season. [applause] [cheering] >> [applause] >> YEAH, >> that was supposed to be the lead in. But let me tell you a few things about this team. Okay, >> just a couple of things because this is so amazing. I mean, we have um our vice mayor is here and we'll have her come up and we have council member Scotty Johnson here as well. This is huge. But let me tell you, our um uh district athletic director gave me a few points and this is just even more uh history. This is the first time the first time that a CMAC school has swept the season awards in 16 15 years. [cheering] >> [applause] >> Can we get the players to come
014down? Can we get the players to come down? >> Can we get the players to come down? And the coaches, >> they're going to come down first. Okay. >> Yeah. >> All right. >> It's all about y'all. Let's see. >> Principal Liz, they want your team uh to come on down. >> Come on down. [applause] [cheering] while they're coming down. Uh that 15-year history, you won't believe the last time a school swept the season like that. It was in 2010. And guess what? That too was Tafted and Tafted. And at that time, they were being coached by former Cincinnati Bengal, Mr. Mike Martin. And they had co-players of the year, Adulus Washington. You may remember him playing not only at the Ohio State University but also with the Cincinnati Bengals. And the second player was
015Mr. Dwayne Stanford. He played at Oregon. Congratulations. [applause] So in talking about sweeping the awards, uh, Coach Tai, Coach Tyler Williams was named coach of the year. The athlete of the year, Mr. Hill. The offensive player of the year, Mr. Tolbert Jr., the defensive player of the year, Mr. Curtley. The punter of the year, Mr. Holloway. And the kicker of the year, Mr. Mack. A round of applause, please. [applause] [cheering] So, at this time, I'll invite our vice mayor and our council member, Vice Mayor J. Michelle Lemonier to the podium with our council member Scotty Johnson to the podium. They have a special recognition. >> Absolutely. >> We are so proud of Taft High School. Oh my goodness. You all just bring us so much joy. You bring so much positive notoriety to our city
016and um you you've done so much and we look forward to just even more from you. So give yourselves a round of applause. We are so excited. >> [applause] >> So, C. So, I'm Vice Mayor Kernney and uh council member, you know, Josh Harden, come on up. There's our CPS athletic director. >> Come on up. Yes. Oh my goodness. Woo. [applause] I know. He's happy. He's proud. Okay, so look, this is how we do things. We read every word of the proclamation from the city of Cincinnati from Mayor AFAP Purval because you deserve to hear every word. So, we're going to ask everybody out here to help us with it. >> Okay. So, the way the way we do this when we point to you, you say whereas. >> Okay. Let's practice. >> Whereas. >>
017Oh my god. >> You got it. Loud and proud. Okay, are you ready? >> Be it proclaimed by the city of Cincinnati. >> The 2025 Taft High School football team achieved many historic accomplishments on and off the field while representing themselves, their school, and our city. Hey. >> Oh, okay. You got I got them. >> Did you point? Okay, you get >> I got Or should I turn and do this? >> Okay. >> It's kind of weird because usually we're facing you, but Okay, that that that works, Council Member Johnson. All right. All right. Let's try that again. And >> the 2025 Taft High School football team achieved a record of 11 to1, including an 11game winning streak, which is the longest in the school's history. Woo! [cheering] >> [applause] >> And >> the 2025
018Taft High School football team was undefeated for the entire regular season, including eight shutout wins. You all, oh, you all really did it did us proud. and >> the 2025 Taff High School football scored more than 500 points during their season while allowing only 66 points, averaging only 5.5 points allowed per game and scoring an incredible 45 plus points per game. And >> whereas >> the 2025 TAF high school football was comprised of young men who were committed to their team and dedicated to success with 19 players being recognized as all conference players. and >> the 2025 football season will be remembered for its historical success and those who made it happen through long hours of workouts, practice, and studying playbooks. And while maintaining an academic success, this team brought pride to themselves, to their
019school, and to the city of Cincinnati. Now, therefore, be it proclaimed as the vice mayor said, on behalf of our mayor, Avtab Purval, the vice mayor of the city of Cincinnati, myself, Scotty Johnson, former SRO at Tav High School, before [cheering] [applause] any of you were born, [laughter] >> we do announce that today, November 24th, 2025, as Taff High School football day in the city of Cincinnati. [cheering] [applause] [cheering] [applause] Where's the head coach? [cheering] >> Where's the head coach? Let >> I want I want to say this. Let Let me say this. We're going to give that to you. But Tav, thank you. Thank you all >> for representing this city >> in an amazing way >> when there are odds stacked against you every day. >> I don't have to tell you. You
020know that. But thank you for showing up. Thank you for doing it the right way. >> And we are so proud of you, Vice Mayor. >> Thank you, Taft High School. You showed up and showed out. You inspired all of us. Keep it going. We are here behind you 100% of the way. Thank you so much. >> Let's give a round of applause. [applause] >> T A So, the coach is gonna going to share some words. Coaches, come on down. >> Well, we got to have it on mic for the uh cameras. >> Come on, coach. >> We had to have it on mic because we got the cameras. >> And then Just you could here you want to do it this way >> and then um Rob is that other video playable after he
021speaks I guess. No. Yeah, please. >> Okay. >> Yes. >> Thank you so much. How's everybody doing? >> It's a good night. Good night. It's a good night. Um, first I would like to thank everybody for coming out. Um, thank our administration. Um, thank our parents who have been amazing. Um, it's been a lot of ups and downs throughout our season. Um, but for our seniors, for our kids that stuck with us, uh, it's been a lot of fun. Um, I appreciate them so much. Um, after the game, I didn't really get to talk to them too much about the whole season and everything that went on. Um, but I did come in a few days later after we didn't sat around a little sad from our um, last game. Um, I definitely wanted to
022be able to make an announcement to our seniors that you guys have been amazing. Um, you guys have done everything we asked you to do. [applause] Um, plan playing plan for us is not easy. Um, on my way here, I was able to talk to my brother, able to talk to my dad, and um, I always tell them that it's it's a long road to success. Um, it's going to be bumpy roads. It's going to be um, different adversity that you got to go through. And uh one thing I can say about our kids is we never bowed down to it. Uh we never made excuses. Um our kids, no matter what we put them through from June all the way to now from our last game, they they never batted the eye. Um we
023might have lost focus a little bit when when games went on because we might have been up by so much or it might have been in a game like Alter where we was losing, but it it was always a joy. We always found funny moments. Um we always found a opportunity to push each other and um that's all you can really ask for ask for from a coach and um our kids made the standard so high that it's almost hard to achieve some of the goals that we want them to achieve and um like I said in my message after the game um some people got to win and some people got to lose. Um that doesn't take away from our um success that we had during our season. um that doesn't take away from
024all the long hours that our young men have put in because at the end of the day it's bigger than football. Um I feel like I was put in a position to lead the youth um on the field and off the field and I feel like I do an amazing job at that. Um [applause] and just just speaking on that, that's a reflection of my program. That's a reflection of the young men that I build. Um, it's not easy being able to make these young men believe that they can go on to the next level, that they can go on to play college ball. Even if you don't want to play a college sport, you can still go on to college, you can do a trade. Um, I think it's a big thing that me
025and my coaching staff are able to show these young men about having some great integrity. Um, having a family, having a wife, somebody that I really respect. Um, she's the backbone of this program, of what I do. Um, she's the reason that I succeed so much. Um, my grandmother, my mother, my whole family is involved. It's not just a oneperson show. And I try to make sure my kids at TAV see that each and every day. Um, so they're a reflection of me. And um, I I hold them to that honor. I hold them to that standard. And um, I I definitely want you guys to know that I appreciate you guys. Um, like I said, the parents, you did an amazing job. Um you've been amazing all season. Um through some of our toughest
026battles um [applause] through some of our toughest battles throughout the season. Um I seen you guys stand 10 toes for our program for me and um I want you guys to know that I'm so thankful for that. Um I I wouldn't trade it for the world and um you guys have amazing group of young men and continue to support them, continue to have their back and I thank y'all so much. Ta. [applause] [cheering] >> So we want to make sure that the players know that there's pizza for you and your family. There is still some left. We didn't eat it all. It's still some over there. So, make sure that you uh in the cafeteria, little cafeteria, I think. Director Harden, are you going to >> It's all in the cafeteria. So, make sure that
027you follow him to go over there and get some. And thank you so much for how for the high standards that you have. Yes. You can go now. You can go now. Superintendent Murphy. >> No video. >> Do we have the video? >> I would like I would like I just want to um play this video because this [clears throat] demonstrates the character of Coach Tai if you don't mind. >> So, give us like 30 seconds for the video, y'all. Superintendent Somebody got to win. That's what you got to understand at life. Somebody got to win. It ain't going to always be in your favor. I hope as a man I can tell you though to understand the small things in life though. I understand I don't get beat up with everything I do in
028life. When I drive in my car to go to work, I know it's a chance that I might not make it back to my family. So, I take advantage of that. I plan my day out. I make sure I spend time with y'all to love on y'all, to let y'all know how much I love y'all because stuff like this happens. Football ends. Football ends. Some of us will go on to doctors, lawyers, teachers, NFL players, and you going to remember this moment. When you go to college, you going to still talk about this. You going to talk about this. You got a lot of memories we can talk about. I want you to all take this in, though, because this feeling never goes away. No matter if you're 50, 60, 70 years old, this feeling
029don't go away. There's no perfect message I can tell y'all. I'm sorry we went out like this. Sorry we lost. I'm sorry we couldn't go out to win a state championship. All right. I love y'all. All right. I know y'all came out. I appreciate all the parents that came out and you guys did an amazing job with this group. All right. It's not easy going 10 and0 or 11 and 0. You guys did an amazing job all year long. the administration. You guys did a hell of a job helping to keep this thing together so we can win one game at a time, but it don't always go in our favor. All right, parents, if you can clap it up for the kids on this great day. [applause] [applause] Thank you, Tav. Can I I
030wanted to say something quickly board member comments. >> So, I just wanted to say though the weapons may form, they will not prosper. I want you to know that the lights will always prevail. And so I just congratulate you on being young men of valor. Thank you to the coaching staff. Thank you to the parents. Thank you to the players for showing up and showing out and being that model of integrity. So again, though those weapons may form, know that you are built with substance and character and you will always withstand. So congratulations again, Tap. >> [applause] >> Board member Weinberg, I'm going to be very quick with my comment. I just want to first say congratulations to you all. And the one thing that I want you to walk out of this room and
031always remember is to walk with your head held high. Congratulations, [applause] Vice President Bolton. Thank you very much. Um, the greatest thing that I think I can say to you is that you have not only well represented your city, but you are in the very proud tradition of Taft High School. I'm the oldest person up here and I got to tell you, Taft's reputation is fantastic and you have continued that tradition. Congratulations for being who you are, the senators. Congratulations. [applause] >> One member Craig. >> So, I will say this. I don't often talk about my dad. My dad actually played at Tafts. My dad went on to play in the NFL. It's a journey that not everybody gets to make. And so, be proud of the fact that you guys went in every day,
032fought hard, played well. I was at several of the games. It was exciting to watch. The thing I will tell you about going to a tap game is you got to get there early because they put a beat down on early and then you I got there one game. It wasn't even done with the first quarter. Y'all were up 28 nothing. Now I'm just saying let me get there a little earlier next time. [laughter] But continue to keep playing well. Continue to keep fighting for everything that you all are fighting for. Continue to keep on your journeys and go eat. >> Great. board member Crosset, [clears throat] >> TA, [laughter] >> board member Lindy, I >> I have nothing to add beyond the the wonderful words of my colleagues. I just want to say thank
033you for inspiration and thank you for a great season and best wishes. >> And I'm going to just wrap it up because I know I'm between now and food. Listen, I was a mom of football players with Ro Tigers and I know sometimes you hear all that noise around you and it's it gets in your head, but I want you to know CPS, this board, this district loves you and we stand with you proudly as a shield of protection for you. So, please hold your heads up. Please know that you stand in greatness. You had an awesome season. And so that is what we're proud of. That is what we're celebrating each and every one of you. Go eat. T A T [applause] >> I think. Thank you parents. So, [snorts] now we are going
034to we got to figure out where we are right now. We're at the hearing of the public >> and I'm going to turn the mic over to um we're going to wait till everybody >> we're going to give you like a 30 second intermission. >> Yeah. >> And if you are leaving us, we ask that you do so quietly, as quiet as possible. Thank you. I'm going to turn the meeting over to uh Vice President Bolton to conduct our hearing of the public. >> Thanks families. Thank you guests. We are now at the item on our agenda for hearing the public. Each speaker will have two minutes and will address all comments to the presiding officer. If you have any materials or presentations wanting to be distributed to the board, please give them to board
035administrative assistant Phyllis Davis, who is here in the front row. If you're online, once a request to speak has been granted, you'll be invited to enter. You should click on the camera icon to go interactive. Provide your name, your affiliation to the district, your school community, your topic, and your contact information if you'd like a response to any questions you might have had. This request is consistent with board protocol, and we appreciate your help. In the unusual event that someone is not willing to follow this protocol, we reserve the right to end that person's time. Again, each person will have two minutes to speak. When the timer goes off, your time is up. Please refrain from any dis discussion of any personnel matters. After speaking, if you're online, you'll briefly see the welcome screen again
036as you transition back to the live stream meeting. Finally, we ask that your public commentary be respectful to all listeners. Thank you so much. And I know we have in person around eight speakers. Rob, do we have anyone uh online? [clears throat] All right. Well, then we'll begin. And I'm going to call down to this main lectern where you see Jordan Davis, Kim Hawker, Candace Smith, and Danielle Wag Wagner. Maybe Waggner, come on down. And then as they are starting to finish, we'll call the next several down. But please just take a seat here and uh be ready. We'll start with Jordan Davis. Welcome. >> Thank you. This is my first time. Can you guys hear me? >> Yep. You can raise the mic a little bit. Maybe raise it up a little bit. See
037if that helps you. >> Hello and good evening. >> Good evening. My name is Jordan Davis. This is my first time doing something like this. So, I'm a little bit nervous. Um, but I do want to express my gratitude for you guys being able to allow me to speak tonight. Um, I am so excited to be here to be in support in the passing of this policy. Um, as you can see here, I have parents with me and we have been able to spend so much time here together. And just hearing their stories allow me to see just how passionate we are about our children's education. One thing that I felt like I dealt with as a parent was data transparency. I felt like there was a I guess a communication barrier between my daughter's
038teacher and I and I just felt like this policy would be able to be something that will allow me to close that gap. Um, another thing that I feel like is um very important for this policy to be passed is me being able to intervene as a mother. Um, if I knew my daughter was in the third grade and she was, you know, um, I guess performing at a second grade level, I felt like that gives me a chance to intervene whether she needs a mentor, if she needs, um, you know, a tutor, then that will give me a chance to intervene and be able to take action on her education. Thank you. >> Thank you very much, [applause] >> Kim Hawker. Welcome. >> Thank you. Good evening everyone. My name is Kim Hawker. My
039niece attend data monastery. I'm here tonight to activate a I it's hard for me to pronounce that word. Advocate for per proposed changes to our children report card. Transparent report cards allow family to see when their children is struggling so they can act quickly. Every intervention can mean the different between a child falling behind or catching up and succeeding. Thank you. Thank you. Candace Smith and as she is speaking if Tana Boyd will start on down and Michael Cooper start on down that'd be great. >> Candace Smith. >> Okay. Thank you. >> Hello. My name is Candace Smith. Um, I have a 7-year-old, she goes to Rothenberg, and I have a 16-year-old, she was going to CCPA. Um, I'm here to advocate advocate my kids. Um, my main concern was also um the grades and
040the report cards. I know we have um I I been to a couple of you guys board meetings and I know y'all do give like graphs and stuff like that. I feel like a lot of parents are misinformed, you know, like by their um kids report cards. I really was concerned because we actually want to know what's actually going on with our kids in a clear form. You know, it's a lot of kids, different schools. I feel like um some schools don't get the support as much as others depending on where they be at, you know. Um, I don't know if you kid if if you have kids that's actually in Cincinnati public and actually physically go there, but me being in certain schools, it's a lot of things that a lot of kids don't
041get. And, you know, it it could be for funding or whatever the situation may be, I feel like um we should take a a more inperson approach, especially when it comes to kids. You know, you get some kids that with um dysfunctionals, you know, um artistic kids. I feel like they should be having a more program touched on them, you know, cuz a lot of parents struggle with that and they feel like Cincinnati public, they don't not saying necessarily meet the needs, but I feel like we should really like go into the schools and actually see what really it is. We can all sit here and talk about graphs and and and and the percentages of stuff, but what is really being, you know, done. You know, a lot of the graphs that I didn't
042see is not even up to date. >> Well, I'm sorry. I wasn't even finished though. >> But I just really think we should step in more. You know, I feel like everybody is here for a job, but I feel like we should actually go to these schools and talk to the kids, talk to the parents. A lot of parents is don't have awareness of what's going on and that's that's a problem. We here y'all the ones that you know do what y'all do. I think we should go to each school and see what's really going on to really actually help the kids instead of having board meetings saying this that and that's that and nothing is not being done. That's the problem I feel. >> Thank you very much. >> Uh Danielle Wagner, if I'm
043pronouncing that right and then uh if Terry Y will come down, that would be great. Hello, my name is Danielle Wagner and I have a child perform uh attending at performing arts. Um, so my thing is, as I uh said before, as far as in the uh board policy meeting, is just making the uh report card just a little bit more simple for parents to be able to understand exactly where their child is um as far as where they're excelling proficiently and then where they're lacking at to where interventions can be put in place to get them to where they need to be. Um especially for our students on IEPs and 504s and those who are a little bit more challenging have to do uh deal a little bit more challenging as far as with
044how one say it kind of more like um mental health behavioral challenges um you know instead of just throwing them out the classroom cuz we don't want to deal with them. we need to figure out exactly what's going on. Um, [clears throat] how can we put a handle to this and make sure that these kids are actually learning? Thank you. >> Thank you. [applause] [cheering] Ta Boyd. >> Good evening everyone. >> Good evening. >> My name is pronounced Terrina Boy. Yes. >> Thank you. >> And thank you. Um, so good evening, President Mafett, members of the board, and our community members. My name is Terrina Boyd, and I'm a proud mother of a CPS student, past CPS students, and I'm also the executive director of We Excel Cincinnati. And basically, here's the reality that we
045face in CPS. 37% of our elementary students are proficient in reading and 28% are proficient in math. This is not a challenge. is an academic crisis. The question we must ask ourselves if it's not if it's not for us to act but why this is happening and what we can do immediately to turn those numbers around. The future of these children, our children is at stake. Today we can take the first initial step towards honesty. As a parent and executive director of We Excel, I urge the board to vote yes today on requiring student performance levels like reading at third grade level to be placed directly on the report card. As a parent, I know that systematic accountability starts with transparency. We have set ambitious goals for our superintendent and now we must give parents
046the tools to achieve participants in achieving these goals. Active participants, excuse me. If we are serious about improving proficiency rates from 37 and 28%, we must first commit to telling the truth about where our students stand. We cannot solve a crisis we refuse to fully disclose. Vote yes today. Let's empower our parents and take responsibility for the future of our students. Thank you, [cheering] >> Michael Cooper. [laughter] >> How y'all doing? Um, my name is Michael Cooper and I urge y'all to vote yes on transparency with the report cards for the main reason being that a lot of parents don't have the literacy level to actually understand what's going on on the report cards. And um I got kids that go to SANS and kids that go to uh Fairview German and their education is
047very important to me. And not everybody, not all parents have the same uh educational equity, I could say, to understand what they're reading on the report card. So just being a little bit more transparent for parents to understand what's going on. And that's really it for that's what I have to say. And vote yes on transparency for the report cards. >> Thank you. [applause] >> Terry Y. >> Hello. My name is Tori and um I'm with the We Excel program. I have a cumulative of 15 plus years um in the school system with my children and now they are all graduated and moved on. Um I'm here to speak for the children that are currently enrolled in school predominantly at Hayes Porter and Rothenber Rothenberg and which is where I attended. Um, I just want
048to say that I remember a day back in the past, I had a speech, but I'm going to go off script here. Um, a day back in the past when children did get those results, the parents received them. And if the parents and the students and the teachers worked together and everybody's on the same page, then students are more apt to succeed in school. So, if parents were able to get information and transparency on their uh report cards, that helped me tremendously when I was in school to be able to see what I was achieving, where I needed to be, how I needed to go, and my parents shared that with me. So, I would love to see that again. It's important, it's necessary, and it existed before. So, why not now? Thank you. Thank
049[applause] you. U Madame President that concludes our presentations. >> Well, thank you all. Thank you ladies and gentlemen for speaking with us today. >> That's okay. All right. We're at this point. Board member Weinberg, please introduce the following resolution. >> All right. So, um being a part of the policy committee, we have resolution uh board policy 5120 that we are amending enrollment in neighborhood elementary schools. Uh the policy committee worked on this and there were three changes that we made to this policy that we wish to move forward. And I can read the changes. Do I need to read the changes or do I just need to read the policy? Which would you all prefer? >> Can you summarize the changes? >> Yes. So the uh changes that we made consist of the very first
050one. We took out the words computerized lottery process and we changed it to selection process. We also added in number four um this particular sentence out of district students who have a parent who is employed by the district have priority over other outofd district students. And then in the end we added that the neighborhood enrollment policy will be reviewed by the board and administration on an annual basis to ensure families have continued um equity of access to district schools. And that is a summary of board policy 5120. >> One member for questions, comment. >> Second. >> No, [laughter and gasps] >> Vice President B. >> Yes. Thank you uh for adding that uh uh piece uh I think on number four regarding staff members. Appreciate it. Thank you. Okay, I guess this motion out here
051has been seconded. Any other further discussion, >> Mr. Craig? >> Yes. >> Mr. Crosset? >> Yes. >> Mr. Lindy? >> Yes. >> Miss Math? >> Yes. >> Mrs. Weinberg? >> Yes. >> Vice President Bolton? >> Yes. >> President Moffett? >> Yes. Board member Lindy, please introduce your next resolution. >> Thank you. So, uh, I'm proud tonight to introduce an addition proposal to our grading policy that is coming to the full board with the unanimous support of our policy committee. Um the basic idea uh was mentioned in hearing of the public tonight is that when the report card comes home in addition to the grades the students receive this district would also this policy would make sure that the students current reading level and current math level go home on the same report card. We've talked
052about this at the board meeting past. We've talked about this I think in three different months of of policy committee meetings. But but I thought I might briefly do just a couple things. Um uh recap very quickly the the origin story for where this came from and what motivated it, at least from my perspective. Uh I wanted to then second go over some of the language that's in here because it really did come from feedback from the board in our last meeting and also a quite robust discussion we had at the last policy committee meeting. I wanted to flag some of the things that people influenced uh and then just say a couple of thank yous, but I'm I'm sure board member Matt, board member Weineberg may have pieces they want to share uh as
053well. Um and I I will try to do this as quick as I can. Um but Rob, could you go to that um graph for a moment? That's great. So um in terms of where the idea for this policy came from, um thank you to the administration for all of your help with this data request. This is not the first time we've seen this. We looked at the very same page at our last board meeting. Our policy committee meetings looked at this three different times. But what each graph is showing is a different school. And it's showing on the x axis the grade that a fifth grade student received in math. So a four is an A, a three is a B. The vertical axis is showing the score on the most recent I Ready
054assessment in math. It's it's basically showing whether or not the student is on grade level. A 50 on that scale is at grade level. So if we look at school B for a moment and look at the blue dots that are in that red circle, uh you'll see that there are a series of students at this school who bring home an A on a report card, but are in fact one or more grade levels below where their same-aged peers are. And so as a parent, it wouldn't be unusual to see an A on a report card and infer, oh, my student's doing great, when in fact, as the data shows, the students may actually be quite far behind. Um, and so what the policy is is proposing we do is include this information on the
055report card that goes home. So the parents still get the same grade, same information is not changing. It's just that in addition, the parent gets information about the student's reading level and the student's math level. Um I I in an effort to be brief, I I'll just say that as a as a parent myself, this has been really important for me. Um my wife and I were really first able to get our heads around some of the learning differences that my son has because of the I Ready report that came home. Um, the I Ready report was easy for me to read because I've worked in public education for 20 years and so is my wife. I don't know that they're the easiest things to read if if you are new to that information. Uh,
056and I know that in some schools those reports don't even go home at all. So, as a parent, as an educator, as somebody who cares about data for a lot of different reasons, uh, to me it felt important to to get this information out to parents and have a have a win for honesty. So, uh, and I think I didn't I really appreciate the way people who came here tonight said this, but when everybody has the same information, we're better able to work together on behalf of children. Um, so thank you for that. Um, lastly, if we could just look at the language for a sec, Rob, there are a couple things in here I wanted to call out explicitly. Um, if we look at the red text below, none of the black is is
057that's what's already in the policy. Um, we try to be clear about purpose uh in giving families access to data about student outcomes and proficiency compared to their peers. Uh, we talked about uh, by the way, this that paragraph came from the discussion in policy committee. It wasn't there beforehand. I think it's better because we have it. Um, talks about timing. Um, we were trying to to do to make sure that this moves forward but not rush it. So, it says that this school year that we'll just do it once before the school year ends, which I think gives the administration time to do this. Well, um, we also went back and forth about which grade levels to include. If you scroll down just a little bit, um, an earlier version of this had grades
058six through 8. We shrunk that actually to K through six um because we think that it's it's going to be less confusing and easier to use the data that we have if we do it in a narrower age band. Um couple other things um members of the committee and the administration uh and and people who joined the committee felt it was important to to caveat what the data can tell you and what it can't tell you. That any one test is just a snapshot in time. So, we were explicit about naming that in the policy. Um, and then lastly, uh, board member Craig had this beautiful point in our last meeting about the difference between a report card and a transcript. So, we added a sentence in there to make it clear that this is
059about report cards. It is not about transcripts. Um, so I just last thing for me are just some thank yous. Uh, I really appreciate the chance to look at this in the committee. I appreciate the way this idea got sharper and clearer over time. I think it's better now than it was a couple of months ago. Uh I'm grateful for the colleagues I've had a chance to work with. Not sure if um board member map or Mrs. Weinberg would like to share anything. >> Yeah, I'll just um to kind of add to some of the things that you said, I'm grateful and thankful that we were able to of course add and make some changes. And as we saw here tonight, parents want to be informed. They want transparency. And I think this is a
060good step moving forward. And hopefully our parents are able to, you know, um, be able to see the actual information as it relates to their students academic success and being able to also partner with the teachers, being able to partner with any mentors or tutors or etc that they uh may need. But I think this is a good move for our district and I'm looking forward to seeing it um as it plays out. So thank you. Um so yes, so I just really echo the sentiments of my colleagues um on the committee. Um we did have such a robust discussion. I was so grateful um for the parent voice that was represented there because we didn't have to um really rack wreck our minds trying to figure it out when we had parents in the
061room could that would be able to speak directly to what they also feel the needs are. And so we believe or at least I believe that is what uh helps to yield those outcomes again as it was stated where everyone's working collaboratively. So, not only was it about that transparency piece, I know that there was a stress about the data literacy, right? So, ensuring that we're not just sending data home, but we're also having attached to the report card. Um, breaking down a little bit further what this data suggests in addition to what are interventions as well as enrichments that can be put in place to help support um the parent and the student. And that is something that they will work collaboratively with the uh teacher on. And also I know that um board
062member Bolton had brought up at the last meeting a concern around labeling and so I too wanted to ensure that that was not something that will be a concern or where it will be a self-fulfilling prophecy for a child seeing maybe not on grade level right um so ensuring that there is that language that this is a snapshot in time and also again having that data literacy component um so that everyone is working together so we were really intentional I believe about how we address this um and making sure that we were um respectful of every concern that was presented. And so I feel confident about what is being um presented because again we do want that level of transparency so that we can directly address the the concerns whether it is getting our child
063on grade level or continuing to um ensure that our child is advanced and what are those enrichment opportunities as well because everyone is at um a different place and so um I feel confident about what is being presented today. >> Okay. So motion >> motion >> second board member discussion board member Craig I'm looking right at you like >> um so I wanted to first say to to thank the committee for taking the feedback that was given at the meeting incorporating it I think it gives us a little bit clearer picture of what is also being communicated out um because I I do think to a certain extent the importance of knowing where your child is is is really important. The importance of but it may be more important to be able to have the
064discussion with the teacher on real time as to why a student may be doing well on a certain assignments and doing well on certain things but not being assessed at that same level. Um, I do think one of the the points that we will still be figuring out and I I think this is and it's worded this way for purpose is with regards to the junior high and high school students as to what information if any is applicable and can be presented out and I think that's something as we go forward the administration has an opportunity to kind of see what works, what doesn't work, what information is being shared, what's not. Um but I guess the only thing I would maybe call to our discussion is just recognizing that K through six is the
065band that which we are doing this. So even some of the middle schools that are 678, we may have some situations where you have a sixth grade report card that has more information than a seventh and eighth grade report card. I don't think that's anything wrong with that. Uh I just want to make sure that folks understand at those schools where you may have the sixth grade assessment being done because it's what's being done on a regular basis. It's not necessarily done at the seventh and eighth grade. >> Can I respond to me? Let me get everybody's um cuz I had the same concern and I want you to addressing that. >> Okay. Vice President Bolton, >> thank you very much. I really appreciate the changes that have been made uh in the in the
066policy that's being presented tonight. uh particularly focusing on the younger students because we really aren't testing uh in those upper grades and wouldn't even have that particular information to share. Um I'm also uh uh glad too that that uh the effort to try to dissuade or or make sure that no one believes that this is some sort of permanent labeling to a student. Appreciate that. I'm still concerned about our kids that are on IEPs. Uh and I'm still concerned uh about the our our report cards aren't standardbased uh report cards as such. That's not what we're usually measuring or standards. Uh and so uh and I know we do communicate with parents about the OST on a regular basis and I know we also have this knowledge that we should be sharing as the parents
067want to know this and need to know it. But I I still have great misgivings about this. For me as a retired teacher, uh to me, this is not the best use of a report card. But um so I'll I will think I'll be one of the very few, if only one, voting against it. But again, I think this is an important discussion uh that hopefully can continue and I'm glad to see an annual effort to re-evaluate uh and and move forward. Thank you, >> member Crosset. Yeah, I think it uh I think uh board member Weinberg mentioned it in the last meeting, but this information is available on focus. So, there hasn't been I think it's important to say that there hasn't been like an intentional uh effort on the district to not disclose
068this information. It's been available just in a different format. Um, I think one thing that's really important to me, um, the new addition to this policy that was maybe wasn't presented before is the very last paragraph. I think it's the most important paragraph that is here. And I think it's really important that uh the [clears throat] information not be just uh uh you know like a grade. I think the idea that um there is an intentional purpose for the teacher to provide information for the parents and to connect with the parents and I don't know if it would be possible to add a friendly amendment is that how we do it to the wording. Uh it says the district will provide a way for the teacher to provide additional context and interventions and enrichment. I'm
069wondering if it's okay to add the word words. Will the district the district will provide a way for the teacher to provide a progress and additional I think it's important to know if the student is doing is is improving is not improving and and what trajectory what things could be done to improve the trajectory. So I I'd like to see the word progress in somewhere. >> Very friendly amendment >> please. [clears throat] >> That's a very friendly amendment. >> Yeah. as the motion maker. So >> just for for for uh the treasurer, I think this would in the last sentence >> where it says um teacher to provide right now it says additional context for interventions and enrichment. It would read instead provide additional context on progress, interventions, or enrichment. >> Sure. >> And that
070way that's that's explicit and in [clears throat] there. >> Yeah. Sure. I I I can see where um you could have a student that maybe is pretty low um level reading level at the beginning of a school year and that student's making a lot of progress and that student might deserve a pretty high grade participation uh attendance all those kinds of things and I think I think it's important that we don't necessarily have grades correlate to reading level there there's other factors in that and I hope that the teachers can feel the freedom to recognize that I think individual students get motivated for individual reasons and so um I don't want this to make a teachers our teachers feel like they have to have the reading level or the math level correlate to the grade
071every time. Um, I I also was curious. I know in our last meeting there was some suggestion that we were going to try to get some input from teachers uh about this and I don't know if we if that happened or not but or if Yeah. >> is well [laughter] and excer. I didn't know if any of the other >> So, I just I want to give my comment and then I'm going to let you all respond. I just didn't want you to have to respond after each one. So, I um I really like this policy. I think it invites the opportunity for parents to be involved where I think parents are left out. I am concerned about just the K through eight though because if we have students who are coming from our competition
072and they're not on grade level in the junior high or the high school, there's no way seemingly for me here to see that there that that is captured. And so I would like to see or amend this to be K through 12 and then it can be altered maybe to look different in the junior high and the high school if applicable. But it should not it should definitely not be excluded. I think if you've seen a high school student who cannot read, that is the most heartbreaking thing. And if there's no way for that to be captured, that the parent be invited in to know that their 10th grader or their eighth grader um well, we have K through 8, but that their their 10th grader is not on level. That's concerning to me. So,
073I would like to see it go K through 12 with the option to make it different looking if it needed to be. Um, also slightly to Vice President Bolton's point, it needs to whatever we are being measured by the state is what parents are looking at. They're not. So, it it needs to align with the state standards that we are being measured at. And I wasn't clear if I saw that. I think I think I did, but it wasn't clear because it it's, you know, I and I think it should be consistent. So, if they pass the third grade reading um test, that needs to be on there and it needs to stay on there. If there's a sixth grade algebra test, that needs to stay on there. If they didn't pass that, that all
074needs to stay on there so that we get a snapshot of how that student is performing during their time with us. Um and so that's I don't know if it needed to be said there. I think we do not have enough alignment with parents. I heard parents [clears throat] here to say that they wanted to be involved, but that the charts aren't always the most clear. And also to say that it's in focus makes a pretty hefty assumption that everyone can get to focus and that everyone understands focus. So it doesn't need to be somewhere else for them to get that information. if we're going to have a report card that says the information, let that stand alone and not have them go someplace else to get interpretation of the information. And so, um, for
075me, I just would like to amend it hopefully, uh, to K through 12 and maybe make an exception. I don't know what that would look like, but to have the exceptions in um the the policy around high school that that can be it can look different, but I think the accountability piece needs to say it's for our entire district. And I also think that it needs to align with the state standards that we're already being recognized on. >> So, I'm going to let board member map go because I just didn't want you all to have to respond after each one. Go ahead. >> Thank Thank you. I think uh you all are calling out some really good um points that we were working through through the um committee process and so I am just going
076to give high level I do have uh Mr. golly who on deck u and also I'm going to call up deputy superintendent Smith but to um explain the rationale as to why it is reflected K through six is because that is the most consistent um measurement that we have which is the I Ready benchmark assessment and so as we start getting into seven and eighth or in those upper grade levels you're going to find that there's more complexity and less uniformity and so one of the discussions at least for now was to have this be kind of a pilot um to ensure that we are able to provide our parents with some type of feedback um because there's different timing cadences with the uh with the metrics for these um these uh benchmarks and so
077again just as a starting point um and a foundational point focusing on that K through six I ready and also the language looks differently so if we're talking about on grade level or whatever the you know the report reflects So it could be second grade, third grade. I ready is the only metric if I'm not mistaken that reflects that. Um the other point to call out is around um the standards. Um and I'm going to have Dr. Smith speak to this as well. So when we're talking about alignment to the state report card, I already directly align with those standards for the state report card. Um and also making sure that you know with the my path or with the um I think it's the is it just my path for reading and for math
078those are um tools and resources that help support our students which is directly aligned to the state standards. Whereas again the report card wouldn't reflect that information but this is an opportunity to capture that data on the report card where parents at least know what you know what the metriculation process looks like. And and uh she's absolutely right, Dr. Moffett. The I Ready is standardbased. It is aligned to the Ohio State proficiency test and there is a link study that we can share with you that shows that there is 85% accuracy with the I Ready aligned to the state test. So those standards are there. So that's why I think we went the K to6 when I was there with the policy because we have that consistency. We are now piloting I Ready in some
079of our middle schools and we'll see if that's going to continue um next year. But there is that consistency. There's an alignment to the standards. It is a standards. It they cover the standards that we need to make sure the students understand in order to be prepared for the state assessment. >> So thank you. Let me ask a question then. >> I know she's bracing for impact. >> I am bracing myself. So if IRI is what we're using K through six, what are we using to measure alignment of state standards in junior high and high school? >> We use the MAP assessment. >> Okay. >> Yeah. And the MAP assessment again is connected to the Lincoln study. And when we look at that um there is um definitely coalition between that. The difference is is
080that I has an individually guided plan for students. So when I take my I ready, my plan is set for me to prepare me for the Ohio State assessment to close gaps to um increase enrichment and all that is in the I Ready that is not in MAP. So that individual guided plan is not in map. So we have to disegregate that data and then teachers have to create a plan of action. Now we have success maker which is part of it but it doesn't do the same thing as I ready. That's the difference. So my question is there is there a way to capture um ongrade level achievement? >> He's got to take it now. >> Yeah. Because if there's a way to capture it, then why wouldn't we just put it on the
081on the report card anyway? >> So I think kind of to wrap that back into what we're talking about with the grading policy and that onstandard um indicator. So I Ready is the only criterion referenced uh benchmark that we're using. All the rest are norm referenced only. What that ultimately means is from a criterion reference, it's providing that grade level indicator whether you're on grade level, above or below, and some level. With the norm referenced, the closest thing you're going to have is a formative uh structure of like a percentile. So you're within a certain percentile of performance against all competitive takers of that test. So there's not really a applesto apples comparison to establish a clear indicator for grade level performance from MAP uh the OST or um the end of content or end
082of course tests for high schools. Those three do not provide that criterion reference data that we would need to make that indicator. >> I'm going to reserve I'm going to go to my colleagues because I got more questions. board member Craig. >> I just want to point out it does say in the policy as proposed that it would apply to junior high and high school students where relevant data is available. So I would imagine at a point in time where there was data that was normalized and that we could be using to compare grade level then the policy would apply to those as well if I'm not mistaken. >> Yeah. Whatever, Lindy. >> I think this is great because it is recreating the conversation that we had in the committee like and it's this is
083not this is not an area where there's a bright line. This is right, this is wrong. It's all just trade-offs. Jeremy Steam had this great slide about you can do increasingly detailed things and it gets more and more and more complicated for parents to understand and for me to understand. Uh, and so I think what we were trying to strike was a sweet spot of really helpful information that we could do well without over complicating it. Um, and from my perspective, that's a great place for us to start. I was trying to think of something we could add though to address your concern. And we've we've done this as a committee on other policies. We could include a sentence that creates a cadence for when the policy committee or the full board would revisit this
084scope on say an annual basis. and re like there's no reason if if we don't have if we have different assessments in the future we could we might decide it's worth it. I think we'll learn a lot in a first year of doing this but there's no reason we couldn't add something that says that this issue will get revisited each year >> by a relevant group but I I think there's just these are all the tradeoffs that we were talking about together. >> Well and and board member map said K through six but it says K through eight. Is it K through >> six? It's supposed to be K through six. Oh, it's supposed to be K through six. Well, on page Oh, on this one that I'm looking at, it says K through six.
085K through. >> I'm sorry. >> So, um I I I think that's fine. I just think that middle school is a turbulent year and that's where we need to put parents in it. So, I just hate that we're not doing a pilot with parents in the middle getting information in the middle school years. >> First, um I think for us, we wanted to kind of start with K through six. In our minds, we were thinking the younger that we could start with our students and really get them then as they're pro progressing on to the other years. But I do understand what you're saying with including them as well. But I think this was our start. >> Okay. All right. Vice President B. >> Yes. Thank you. And I appreciate member Craig calling out that
086particular sentence about when data would become available or that knowledge would be there. But I want to make sure and and get on the record that that does not necessarily mean that this board uh is is suggesting more testing for anybody. Uh >> a no more like and that's going >> I'm just saying that uh that's opening a door that I because would be counterproductive to our other policies which >> Thank you on the record. Everybody heard it. So okay, thank you Lindy. >> This is just to to go to the issue that member crosset raised about teacher input. >> Oh yeah. >> Yeah. Um I just say a couple things. I think I really appreciate uh Karen Imbus being in every meeting from from CTF. She was really clear about where her expertise was
087and wasn't and she says this was not it. Um but we did receive some email communication from the policy committee from CTF. Um we sent them all of our materials. We sent them a link to the recording. Um, I think uh Julie did respond in an email to me with some questions about how much work would it take to to do this. Well, I think that's part of why we try to set a timeline where there's basically six months to do this for a first time. Um, and also some concerns that we heard about IEPs or ELLL students. I think, you know, people may disagree about this, but but I think that um you know, as as as a parent of a of a student with special needs, like I still want to know this
088information. Um I can't speak for anybody else, but it it's really important to me. Um and I think parents have a right to know that. Uh I think that the context that's being provided around growth and what this individual student's working on, like all that can still come, but the information still has has value. Okay. Thank you. Board member Crosset. >> Yeah. I I uh I'm [clears throat] empathetic to the um board member Moffett's concern about not having something around uh high school students connecting with their performance level and their grades. So I I do think that there's um um uh some amount of willingness to be patient with this and let's maybe next year we can do the middle school and on and on. But I also think that we ought to think about
089some urgency around this as well and maybe we can get innovative and creative and figure out something for our seniors and juniors who might not be uh as as proficient as they are as they get called to graduation. maybe there's something else that we can think about for them in a more short-term urgent way instead of having to wait another four years or something to get get there. So just just a challenge for everybody for something to think about in an empathetic um uh reinforcement of the concerns of uh board member Moffett. Thank you. >> All right. Did you but Okay. So we've got a motion on the floor. It has been amended. Treasure Augustine, do you need us to read that again? Are you good? Are we ready for a vote? It's been seconded.
090All right, let's go. >> All right. Mr. Craig, >> yes. >> Mr. Crosset, >> yes. >> Mr. Lindy, >> yes. >> Miss Matt, >> yes. >> Mrs. Weinberg, >> yes. >> Vice President Bolton, >> no. >> President Moffett, >> yes. And we are now at board member Matt, please introduce the following. So, it passed. everybody up. >> So, board member Matt, please introduce the following res your following resolution. >> Yes. So, um just introducing um the amendment to board policy 9142, which is local school decision-making committee. Um we've had previous discussion um at other meetings about making um just a slight amendment to um the role and scope of the work and work of the uh LSDMC and that is outlined in number 14 where it says participate in the principal selection process by participating
091in interviews and making a recommendation to the superintendent as provided. So the additional change would be just stating board policy uh 311.1 which is directly reflecting the um the um selection process of a principal and then also adding the process shall follow the updated principal selection framework which shall be provided to the LSDMC and that was the framework that the administration uh the superintendent provided. So just making sure that that is reflected and noted in the policy. And lastly, um hearing um feedback from the full board a line stating an individual serving as an interim principal shall not participate in the principal selection process. And so those were the only uh adjustments made to the policy and I submit the the amendments um as written to be accepted. All right. Is there a second? >>
092Second. and let any discussion board member discussion. All right, it looks like we're ready to go. Great work, guys. >> All right, Mr. Craig, >> yes. >> Mr. Crosset, >> yes. >> Mr. Lindy, >> yes. >> Miss Matt, >> yes. >> Mrs. Weinberg, Vice President Bolton, >> yes. >> President Moffett, >> yes. Superintendent Murphy, please introduce our first presentation. [clears throat] >> Yes, ma'am. We are uh very happy to present to you our elementary school update and we have both Dr. Smith, our deputy coming and assistant superintendent Klene to share with you tonight. All right. So, um we will not be before you very long. We're going to give you a quick overview and update of the things that we're doing and then allow you to ask us some questions. We're very excited about what
093we've been doing. Um we're excited um about the work that we're doing. Um as coach Tyler said, there's some ups and downs, some bumps in the road. We know we have some work to do, but we are here for it and excited. So today, we just want to present to you um our offerings offerings and how we support our elementary schools. So right here you have our data Rob if you would click that and this is our IRA data from the fall and if you see this you'll see some red you'll see some green you'll see some light pink and it is falltofall comparison um from the from 25 24 25 to 2526. What we do with this data is we meet with the principles we look at our students. We look at where we
094are. We celebrate where we've had some wins. So, anything where there's growth of more than 5%, it is green. Anything that is a decrease of more than 5% is red. And if you see like a little light pink, that means that they decrease less than 5%. This data begins our work when we come into school. The kids are coming off of the summer. They take the assessment in August and then we begin to create a plan to do the work to get our students where we need to get them. We will be taking the winter assessment next week. We start with math and then we will have a comparison of where we are from fall to winter and then we'll create action plans based on that data. So you know with I Ready we have
095our my path personalized learning 30 to 45 minutes is that sweet spot that students are supposed to be on there and then they are to take two assessments and score 70% or higher. So you see that we are scoring much higher on our um assessments on their weekly lessons passed and up and down with the number of minutes. But the goal is to make sure that they are passing those lessons at 70% or better. They may not be spending as much time, but they are getting the work and they are passing the lessons. This is reading and that is math. As you can see, math, they are above the expectation of 75% of lessons planned. All right, we've been doing our instructional rounds and this data is from uh assistant assistant superintendent Klein and myself.
096These are our our 44 elementary schools. We're excited to say that we have seen an increase in the use of the curriculum as intended in our schools. So, if you see the light blue, last year when we were doing instructional rounds um in reading, we had about 40%, now we're at 63. and math we had 80 we're at 84 science we had 12 we're at 51 in social studies 2% and we're at 51 we believe that um this growth has happened because of the attentionality of the work with the coaches they are going in and working with teachers we have planning time that we set aside with teachers to do work um with the coaches to make sure that the curriculum is in line make sure they understand the pieces of the curriculum understand all
097the parts and how they align to the data of the work, but also we've been doing collaboratives. Our collaboratives have been based on the data. So, when we got our data back and we saw that we didn't move fifth and sixth grade the way we wanted to, we have a fifth and sixth grade collaboration. And in that collaboration, we are using the data and the curriculum to align those standards to make sure that that work is done. We have monthly data meetings with our principles. And these data meetings look at the um they look at all of the data from tier one, our comprehension checks which are in I ready math, our checks for understanding which is um in our ELA in our uh reading. We have show what you know for social studies and
098and we have assessments for all content. We meet with our principles. We do walkthroughs with them. meet with them, talk about the data and how we can improve students outcomes in tier one and in tier two. All right. We decided as a team to do um classroom walkthrough forms that were systemic. So they look the same across the district. The principles are asked to do at least 10 per week. They're asked to give teachers feedback. So we are at least our goal is 40 we are getting to 43% or more of our principles getting that in and giving teachers feedback looking at instruction making sure that there's alignment to the work so that all the work that we're doing is systemic and that it is aligned next slide Rob so we have rimps um and
099that's for any student that is not on track so if it's at K to two K to three it's on track or off track if they're off track they get a ramp they get a ramp until they become proficient on the state assessment. Right? And so each year we've been adding now we're up to sixth grade. Next year any sixth grader that does not become proficient on the reading test will get a RIP in middle school. As you can see we are increasing the number of students that get their interventions the way they're supposed to be done based on the data. So last year we had 73% in the 11 schools. This year we have 83% at 18 of our schools. As you can see, our ramps have increased from 24 25 to 25 26.
100So we have more students that are on ramps based on whether they were proficient or not or on and off track. So these are our tier 2 the these are our collaborations. In our collabs, the teachers are there. They all teach the same content. So, if we have fifth grade ELA, it will be all the fifth grade ELA teachers across the district. Um, they go through the curriculum, they look at the data, they create action plans, they walk away with a plan on how to do the work with their students. These are the dates of when they've happened. As you can tell, we have done a lot of collabs this year and we have a few more to go. We went to this model after we saw the success of algebra 1 and we were
101doing the collaboratives with our algebra 1 teachers. These are just some of our pictures of the teachers doing the work. We have uh 93 of our educators who are been trained in our reading intervention program. And now I'm going to turn it over to Assistant Superintendent Deb Klein. >> Hold on one second. Assistant Superintendent. Do you want questions intermittently or would you like questions? Since you're going to switch the subject, I didn't know if you wanted questions. Superintendent Murphy, they were doing a lot of writing while I was talking. >> I'm looking over here at you. >> Don't be scared. [laughter] >> You do you all have questions? >> Okay. Um, so thank you. What you pres with what you presented [clears throat] thus far. Um, as you speak about the rims, you talked about
102that the uh number of students receiving rimps are increasing. [clears throat] Do we track the data reflecting um how many students successfully are egressing out of the >> out of the ramps? We do not um success, we do not have a data point where we go back and see um our goal is really trying to get the kids proficient, but that is something that Emily and I talked about today, looking at each school and seeing how many kids are on ramp ramps and then how each year is that increasing or decreasing. Um we up until this point like last year you guys approved for us to get these researchbased interventions. We believe that the number is going to start to decrease because now when you saw that number up there they are actually doing the
103interventions based on the kids data. They are the right interventions. They're being logged so you can see where the kids are growing and we also now have our MTSS up and growing. So that number should begin to decrease because now we're doing this work systemically. Right. So then we talked about that today and and I'm like where's our data point? Is the number decreasing? Because our numbers increase but they increase because if students aren't proficient they immediately go on a ramp. >> And so we know that's the work we're doing right now. A board member map. >> Okay. So you're saying um soon maybe there will be an additional data point that we are able to >> Yes, we're definitely going to get that additional data point because the goal is for that number to
104decrease. When we began to look at the number and saw that it increased, that's when we begin to say, okay, how do we know these things are working, when we looked at how the interventions are being done and how they've increased from last year to this year, then we should definitely see a decrease of kids getting those uh reading improvement plans. >> Okay, perfect. Um, thank you for that. And so my next question is we obviously just passed the policy around um grading and the report card and so and and having that level of transparency and opportunity for parents to be collaborative in this work. How are we um involving parents in the the development of the RIMP or maybe the monitoring of the RIMP? Because I do know that they go out. I know
105every school is different as you talked about systemic work and that level of uniformity. How can we uh ensure or or how are we ensuring that parents are engaged in this monitoring process as well and have tangible interventions that they are able to do to support their children at home. >> So the one thing that we definitely do for sure and this is legal right because the rents are a compliance for the state is that the rent has to be signed by the parent. So if there the opportunity parents are supposed to sit down with the teacher and it has to be signed even if they don't sit down if they do a Google meet right if they talk on the phone whatever needs to happen that parent needs to be and should be aware
106that that child has a ramp on file that in that ramp and when they have that conversation they will do be noted that they're supposed to have that child will have interventions three times a week and they could share with that parent what those interventions will look like who would be doing those interventions what materials we'll be using for those interventions. And so from from our standpoint, we just we know these things are happening because we see the ramps. The ramps are are logged in. We can look in the computer and we know what ramps are done. We know when they've had those conversations. So there's documentation there that we also have to make sure the state looks to see if we've done those ramps. So they are there. I think with the new policy
107that you guys just passed and thinking about that, we have to first we're going to need to start with the principles and talk about what the report card looks like. then have some conversation where we have some parent opportunity to talk about what the new report card is going to look like, what the I Ready is truly saying, when those are going to go home. So, we will have to create a system so that there is a step by step on how we roll this out so that it doesn't get lost in translation and that there's this snapshot of these are the expectations. This is where your child is, but this is what we're doing to get your child to where they need to be. >> Perfect. I really like that. So, thank you uh
108for that response. and then I'll just wrap it up um because I know my colleagues want to go I want to go to page six as you talked about the instructional rounds and I'm happy to see that there is growth with um implementing the curriculum amongst our teachers I I am concerned um again calling back out the systemic work we do know that um >> we have a shortage of teachers um we do know that um we have a lot of long-term from subs, right? And which we also appreciate the work that they do as well. How are we ensuring that level of alignment and cohesion with uh our long-term subs receiving the support around the curriculum implementation, what those expectations are. Um and because it may be a situation where a teacher is not
109able to be in the classroom for the entire year. And so how do we still ensure that there's not um learning loss or a gap um in place with that uh certified teacher being absent? So how are we making sure that there's that alignment there? >> So I think one thing that we do as a team, the assistant soups and myself, we meet and u we talk about what the schools need and when we realize that there may be a long-term sub in the building, then we send coaches in to work with those long-term subs. um we help them, they sit down, they do planning with them, they show them the curriculum, they walk them through the curriculum. So, it just depends on what content, but we are definitely aware that we have um a
110lot of long-term subs and many do an amazing job. So, we just try to make sure that we're constantly in conversation then in conversation with the instructional coaches um to ensure that we are providing them the support that they need in order to do that work. That comes out of our conversations with our leaders. And when we find out we have a sixth grade teacher that's going to be out the rest of the year. So we're going to make sure that the instructional coach goes and sit down with that teacher, make sure they have access to everything that's in those curriculums and we make sure that they get what they need. And we'll put them on a two-eek cycle where they're going back every two weeks to make sure that the what they're doing is
111working and what other additional support we need. I also know that human resources does some things with um our our long-term subs. They do some training with them as well to make sure classroom management. There are some things that they do as well with them. So, we do have a working plan. It looks different at each school. >> Okay, perfect. And I know that we're only reflecting the major content areas, but do we do a audit of maybe those additional content areas like technology or um things of that sort where there may not be uh a curriculum in place. Are we monitoring and auditing that work? Yeah, we're everything that impacts the kids. We're we're we're trying to make sure we watch it because our test I'm just going to go to tech since you
112went there because most of our test is online. We have to make sure that the tech understand that our young people have to know how to to highlight, how to cut and drag, how to lift. There's so many pieces that and especially our third graders for the first time they're taking it online. They have so much to learn. They're learning the content and then they have to learn how to work the computer in order to make sure they do well on the assessment. Thank you. That's that's my question. Bo member Wyberg. >> Yes. Thank you, board member M. You brought up um a couple of concerns or couple questions that I had as well. So, thank you so much. Um great presentation so far. I did have a couple of questions regarding um well, one
113comment. Thank you so much for elaborating a little bit on the RIMP and the process. I do think sometimes families and kind of what I've heard is they don't necessarily understand what the RIMP is, what the interventions mean. And I think for you to be able to share the process so that parents and families and students know that once their child receives a RIMP, um there are different stages and steps and check-ins and interventions and then followup. And I do like being able to receive and get data points on trying to decrease that number as well. Um if you could go to slide three, we don't necessarily have to click on the link, but I just wanted to make sure that I understood in terms of for the data review. You know that I love
114looking at data. I see. >> So I spent my time just kind of as you were talking looking through this and >> and Rob just blew it up so big so you can see [laughter] so well >> and it's and it's okay. So the question is you may have said this what is the plan for the schools that I saw that had negative had a negative. So what happens with uh since as the um the assistance of that and with that question? Yes. So with the school the process of what would be the plan for those schools that have a negative and then what are we seeing in terms of the goal of I guess the next time we test your plan would be of course to bring that shrink that negative 20 to hopefully
115a positive 20 30. >> Absolutely. So once we get this um information, once we get the assessment um board member Weinberg, we meet with our principles. We go through this data with them grade by grade, student by student. Talk about what's going on, what happened, what does this child need, look at the instructional, look at when they have their intervention time, when when is their uh enrichment time, what materials are they using, how are they going to assess to see if their interventions or enrichment is working. And then when we visit the school weekly, bi-weekly, we are going in to make sure that instruction is on pace with the instruction, to make sure the standards are being taught, um to make sure that the principal has what they need. We're actually making sure that they
116celebrate kids along the way. For mathematics, we have comprehension checks. We can see those comprehension checks. They are tracked on on a form and if kids if the class goes below 70%, then we go back into a whole class retach, right? If it's higher than 70% then they go back and they work with those students that scored below and the other ones get on I ready because they already have their working path. So this is the work. This the data that's the work it guides every decision we make it guys how we meet with them when we walk those buildings. We're in classrooms. We're looking to see what kids are doing. Are they using materials? Are do we see manipulatives? Are they using the workbooks that we put in place for them to use? Do
117we see writing? So everything that we're doing is aligned to what those kids need based on that data in front of you. We review the data with them when we go in. So for math, I told you there comprehension checks, for reading is check for understanding. For social studies, um it is [clears throat] the TCI and for science is show what you know. And so we've really put an emphasis on when kids when you're teaching, how do you know if students have mastered what they've taught? The only way to know if I mastered is to give me one or two, three questions to see if I know it. because if I can do three, I can do 10. Right? So, you should not see all that red when we come back before you after the
118winter assessment because the students have been sitting in our seats now since August and we've been trying to ensure that they are getting the instruction that they need. >> Okay. And then my last question um would be what are you hearing um whether it's from teachers or families in regards to um students having test anxiety? So, for example, they're taking the test they just are very super super nervous, afraid, and it reflects onto their um I guess end result. Are you hearing anything about that? >> I haven't I really haven't heard anything about testing anxiety. Um >> I'm not saying that it's not out there. I just haven't my principles haven't shared that with me. Um and Miss Klein might be able to know yours either. Um we try to make sure that the um
119principles are setting a safe environment where kids know this is about improvement and growth. Um we try to talk to them in that way like we got to move our kids but how are we moving our kids and we try to make sure we leading with love. Yes, we have high expectations and yes we want our kids to move but we understand that each one of them are different and they all come to the table with different things and so we're hoping that people aren't just pushing kids and you got to pass the test. You got to pass the test. got to pass the test. But that that that that we are taking our time and making sure that we understand the whole child and and those that if they have anxiety, >> we tell
120them to hold on and y'all have conversations with kids, right? And we make sure they should know their students to the point that they know who's struggling and who's not. >> Okay. Thank you so much for saying that. Appreciate it. >> Well, member Craig, >> uh so I'll try and be quick uh because I know we have a second half of this presentation along with another presentation to be done today. So um I wanted to uh first say that I think it is a good sign that we are seeing more of a full use or full and proper use of the curriculum in the classrooms that when we're when we raise the attention to it then folks are paying attention to it and it's more discussed. So I think that's a that's an extremely good
121positive point. I I want to piggyback on a little bit of what uh board member Matt had mentioned with regards to some of our classes that have long-term subs in those spaces. And I do think this is part of the reason why we do need to make sure we're putting together some type of development plan. So, uh, when the superintendent gets back later, we have that discussion when it's later on the agenda raising that point of how do we develop our teachers so that when we identify places that are difficult to, um, hire that we can actually build some of our teachers that are in the system up so that they're prepared to go into those roles and prepared to take one of those roles if that case that issue became apparent. And so, I
122think that's that's a great sign as well. Um, I do want to also briefly just kind of ask in this in this kind of context to it. I think what one of the things we have a struggle with in our district at times is that we put a lot of things into a classroom to assist with the students and we make sure that you know we are talking about it. The teachers have the information, principles have information, parents have information. So what ends up happening is that sometimes parents ask for things that are not necessarily connected to what their students needs or the struggles they're having. And so I wanted to make sure that what we are not doing at times is adding like overload of options and opportunities and information for folks so that
123they not that it's not connected to what the actual issue their child is having. Right? Right? So like if you have a student for instance who having test anxiety, testing more does not necessarily remove testing anxiety um or or making them practice tests doesn't always remove the testing anxiety. Um but there may be other strategies and other things that are brought that are brought to that case and that's that gets a little bit again I think people have talked about it before with uh former board member Moroski talking about that individualized kind of assessment. that's a tougher thing to do when you have 30 kids that you have to come up with. Um, and so I guess maybe one of the questions I would have is as we're looking at those opportunities for teachers to
124do that and as we talk about our new policy that allows for parents to more have a better clear understanding where their child is on the reading level, there may be a need to set aside uh time that's specific to like some form of or set aside someone's time. may not necessarily be the teacher, may it be someone else in the school, whatever, to be able to more coordinate what's being done and and inform so we can better understand where we've seen success on certain specific areas. Right? So like sometime the day, maybe not in the school day, maybe later in the year, whatever to say, okay, well, children are having this issue. We've seen a lot of results for this method, not as many results with this targeted approach or this method of approach.
125And and I don't know if we're doing any of that kind of after the-act assessment of what's worked, what's not worked, where we've seen things that have been really uh bring a a better return on investment, I guess, is the best way to say it because I think sometimes what we've done is we're going to throw everything out there that we possibly can, but we don't know what's really worked in the best way at at times and what's not worked or what has been successful. So I guess maybe the question is do we do any reflective conversation after the fact on kind of that return on investment type conversation. >> Um I believe we do it um I don't know to the detail um of what you're saying. So one of the ways I would
126say to you I know for sure that we do it is that we we visit each other's buildings, right? Our principles go to buildings and they walk each other's buildings. They look at the things that are going well and those principles actually can share what they've done to get to that space. We also look at the data. Um, and I would say to you, I would use uh Hayesport as an example. They've been coming out 75 80% in the fall with their third grade testing. So, we we we went down there. We met with them. Uh, we actually had their team lead the training for all the other principles um and their teachers. So it was reflecting on what are they doing that's working that we can replicate in our other schools. Um we do
127that all the time when we look at data. What what's happening over here and not over here? What can we learn from this over here? So I think we do it to that um degree. I don't think it's systemically. I think we look at the data and look where people where the kids are and then we go and we try to see what is especially if it's kids that look that look like our kids. Are they same kind of community, right? and what's happening in those communities. So, we do do that, but I don't know if it's to the death that we need to, but we definitely do it. >> And again, I I say carve out time because I recognize that all of you all are doing so much with so little of free
128time in any way in any person's day. So, I I do appreciate that. And then I guess the last thing I will just kind of add to this, >> my thought on this uh is also just recognizing that we have done a tremendous amount of growth in um some of our math scores. I don't think it's a mystery to the fact that if you look at where our curriculum usage and effective usage >> is the highest. >> It's in the area where we seem to be getting the results. >> Yes. So I mean maybe to board member Lindy's point I think the results may prove the the the necessary lesson to gain there which is that the more faithful we are to the curriculum materials again especially science social studies as well seeing that growth
129and tremendous growth there the more likely we are to see a return on that results for our students and so I I think it is highly attributable to how we are teaching in the materials that are in the classroom more so than even anything else that we may be Okay. >> Okay, great. Oh, board member Lindy, >> thank you very much. Uh, I appreciate the whole presentation. I just had one question about the slide that we're on right here. The um the comparison to last year in ELA in in um using curriculum as intended is 40% on this slide. >> Yeah, >> I I remember >> it was um it was lower last year. I remember the number being 27 27%. I'm just trying to figure out how to crosswalk the two. >> Yeah. Um
130I think what Emily did was look at >> um whether we saw some of the curriculum at that time versus the number where we originally saw and gave you was we didn't see the curriculum at all. So I think she mixed those numbers up, but it was much lower. You're right. It was. >> I fixed that. I think where I'm coming from is that I have I don't have a strong opinion that it need be X or need be Y. Yeah. Where I do have a strong opinion is that we do it consistently, whatever it is, you know, and so if you >> I'll have her look at that. >> Just let me know. I will I will appate that. >> Yes, >> Mr. Lindy. It may be when you got the original data last
131year was from instructional round number one. Maybe >> I have both. Like I'm looking at it right now and it said round one was 4.5%, round two was 25%. And this says 40%. >> I just need to look at I just need to talk with Emily and see where the mistake was. >> And and look, zooming out, it's going up. >> Yes, it is. >> Right. So like I don't want to miss the forest for the trees and I appreciate the hard work and I think that we can we can use the same terms. It will be helpful. Thank you. >> Well, just a quick question. They on this chart it says percent of classrooms visited. Uh is it 100% 50%. At the very top >> where are you >> right on >> percent of
132so that means we went when we went when we go into the building it it just depends on um how many classes some buildings we see 10 some we see nine some we see five depending on the size of the school and and where they are on the schedule. >> I let me re ask my question. Okay. >> Um, what percentage of all the classrooms would consistent year on year visiting the same classrooms or the same number of classrooms or the same number of schools? How do the rounds work? >> So, the rounds work um they are based on, as a matter of fact, I think we have 20 we have 20 schools. So, they're based on whether they receive a two on the on the state assessment and we call them our tiered schools.
133So, the number of schools we visit would be our 20 schools. So I have 10 identified and uh assistant S Klein has 10. So but it also depends um board member cross when we go into a building just think if the teacher is out sick at third grade [clears throat] reading we might go in there and just look and see if the materials been used but not necessarily count that as a classroom that we saw the teacher teaching the curriculum. >> I got it. Thank you. >> Uhuh. >> I was just going to ask Thank you. I think everybody's gone. I was just going to ask um are the things that you all have implemented a result of what you found was part of the reasoning why we went down in some significance in certain
134schools. >> Um yeah, I would say that when we went back and we sat and talked about where we are and where we wanted to go, where we were missing things, the curriculum played a played a big part in what we needed to do. um consistent assessments um making sure that we are making sure we um if teachers teach it, how do they know if kids mastered, we really been put pushing up pushing on that this year um because it was inconsistent for us last year like making sure that that happened actually creating documents so we can actually go to a document and see um where children are and where they're growing and when they're not what do we need to do differently. Um, I think also being intentional um about principles doing classroom walkthroughs
135and providing feedback and then then our team going in and talking with them about their classroom walkthroughs and and looking at the feedback that they're giving teachers. And what we've learned about feedback is it it just should be bite-sized. It should be something that they can do in a week. And we were given these long list of things that that that that can't be accomplished. So, we really adjusted the way we looked at the work. And so, yes. Yes. >> So, I'm just kind kind of curious. I know I think it was slide three where there was the link and um I've heard from I think some people in the public can't see the link. So, we may need to adjust that, too. But when we look at some of the scores and just the
136the data where we landed for this upcoming year, >> it concerns me that we need to address how we got here. And so that's what I was asking is is some of the scores that we're seeing to board member Weinenberg's point, some of these numbers are significant in some schools that didn't have such significant drops before. >> So I'm wondering what were the takeaways? I think that was an assignment before or a while a while ago. What were some of the takeaways and how we got here so that we could pivot if we needed to? And so I'm just wondering is is part of this the pivot? This is the pivot. >> Okay. >> Um I would say that we really took a look at where we were. Um talked about each one of our
137leaders, tiered our support for them, uh looked at our own self and what did I do I need to do differently to support the work in the schools. Um we we we took a deep dive into where we were and to where we wanted to go. And so I would say to you what you see now and and part of it is lots of conversations about the work um Dr. Moffett because I could say to you at some of the schools there was a long-term sub or these kids have now for the second year in a row not had a teacher. So we know what the data says about that. Um, and I would say to you just really digging in that we you get a group of kids that are off track and you
138really got to you really got to dig in and provide those interventions to get those young people back on track. So, there's some work that that had to be done for that. >> Okay. All right. Thank you. >> All right. [clears throat] >> And Assistant Superintendent Klein informed me she was going to be brief. >> I will be brief. I promise. Part two. Um so I get to highlight the programs and many other things happening at the schools um that complements the academic work that we're doing. So on this slide here we wanted to call out our two programs leadership programs um the more program and girls to women. We had 32 of those actively in our schools and then 20 um girls to women in the elementary program as well. Next we have Rosie
139Reader. This is an early literacy uh program that we are doing with um our K some of our K to3 schools. We have 18 schools participating where we are sending books home with students every week and they have the opportunity to read books at home with their families and again promoting uh literacy in the home um at those early grades. On the next slide, we have um the Monasuri program and wanted to call out that our Monasuri Lab School opened in August and that was an exciting uh piece for us this year. So, they opened with um grades preschool through 8th. We had eight classrooms that opened up there. The picture you see is an actual one of the Monatory uh classrooms over there at Bramble. So, super excited about that. Um also the uh
140monatory teacher education program is getting ready to roll out in June. So planning for that is underway. Keeping in line with programs uh many of the schools offer STEM activities. This is just an example of one that is happening over at North Aenddale Monasuri. There is a video at the bottom. We are not watching the video but is there for you to check out um some really cool things happening. um over at NAM with this project, the mini dome project. Um really hands-on um activity correlating to science and the standards in science. Next, we have the arts which again fully complementing what we are offering at our schools. So um October 16th, we had a fall arts and cultural festival. We had 17 schools participate, 350 families and students. You see some pictures there as
141well uh with music and artwork that focus on North America and South America. Of course, um as you know, we cannot do this alone. It is takes all of our partners and our families. So on this slide here, we have um a link um you can click on if you want, but you don't need to. is there for you to look at, but it is a list of our uh PTO's, PTAs, parent engagement groups. Um you'll see that we have 33 active uh parent groups across the schools and 14 of those are in progress and are will soon be added to that 33. So there's a complete list there um that you can see across all of the schools, not just elementaryaries. So along with uh families again we have partners. This is an example
142of um something that happened at Roll Hill. This is a traffic garden. This is a mockup of it but they actually partnered with the health department um discover traffic gardens. The Ohio Department of Health as well created um something like you see here out on the playground where students can go and practice safety in the neighborhood. So they actually got new bikes, roller skates and such and they can move around a space that looks like this and looks very much like their community um to practice safety. So that was in partnership with some of those groups there. Next, we have also at North Aenddale Monastery a partnership with Keep Cincinnati Beautiful, um their safe and clean grant, um donations from Urban Bloom, and some others. Um and this uh beautiful uh living vibrant um flowers
143that are in that are really around the whole school, not just the front office in the lobby, but are all over. But we have students um who are taking care of this. They are called the leaf legends and they're taking care of all the plants around the building and again at the same time learning about science, the environment um and collaborating with others um in taking care of of those uh beautiful plants there. Next we have Douglas. Um you may have seen this earlier in the year received a new playground in partnership with Cincinnati Reds Proctor and Gamble. Um they also received um a mural you can see being painted over there on the right. Rhys E. Price um also in partnership with Keep Sensei Beautiful Green Schoolyards, Fidelity Investments um received an outdoor classroom
144and garden. And so you can see some of the things that they are growing there. This is some more pictures um from outside and also inside the classroom while they are learning. So, of course, another focus uh within the schools is our positive school culture. And we wanted to call out and recognize this was just released by the state. We had eight schools, elementary schools that received the bronze award for the fall of 25. You can see those schools listed there. We're very excited and proud of the work that they have been doing. On the next slide, you'll actually see what it was that they um had to do. There are several things listed on here, but a couple of the things are around um a self assessment that they had to do, but also
145um a a walkthrough that happened and where we asked students and we asked um teachers in the building if they could identify the schoolwide expectations. And you can see there that they had to have uh 90% of their staff that listed at least six that that did list at least 67% of the expectations. So we have a high uh response for adults that know the uh schoolwide expectations as well as our students at 70%. And then we also uh look at the acknowledgements that are being delivered. So the reinforcement that we're giving to positive reinforcement that we're giving to our students. Um, and there were a couple other things listed there they had to do looking at discipline rates as well. Um, and this was all submitted to the state in an application and then
146again we had those eight schools that were just awarded that by the state. Chronic absenteeism um again is a focus and we certainly want to keep an eye on that number um at all of our schools as well as for the district. So having a focus on this uh we are having individual conversations with schools um about their plan about how they report their plan but also how they take attend or how they report their attendance and take their attendance. Uh we have social workers doing classroom visits. We have uh [clears throat] incentives in the classrooms and in the buildings for the students as well and celebrations um such as we have dances and there's been pizza parties and all the things, but really trying to um encourage and uh thank those that are coming
147to school every single day. And then finally, of course, at our uh elementary schools, we have a lot of athletics and extracurricular activities. There's a link there. Again, you can click at your leisure and we'll list all the things that are happening across the elementary schools. But I did want to call out uh we do have district sponsored athletics um happening at many of the schools fall, winter, and spring such as flag football, volleyball, soccer. We have academic um enrichment programs that are happening such as the brain bowl and all of our schedule E clubs as well. Um and then we have eight booster programs that are happening at the elementary schools uh athletic booster programs um as well across the elementaryaries. So wrapping it up um our next steps uh really is continuing round
148two of our instructional rounds. We actually started this past week or this week maybe um with those second rounds. So excited about going back to the school, seeing improvement, more increased uh use of the curriculum. Um we're getting our third grade data back um hopefully this weekend. It's due Monday, but usually it comes early. Um so we'll be looking at that and creating action plans. Um December benchmark testing, Miss uh Dr. Smith had mentioned that that's happening uh when we get back from break in December. And then we're going to take that, meet with all of our principles, our teachers, coaches, and we'll have a reset based on that winter data. So, someone mentioned earlier, we have that one data point, now we'll have a second one, hoping to see increases there, and then creating
149action plans that will take us up until Ohio State testing in the spring. Um, we are also looking at our My Path usage. That data point was shared with you. will continue monitoring that the usage as well as the percentage of students that are uh students are passing the lessons and then of course we're going to continue our professional learning collaboratives as well as we support the teachers um in this in this work and that is all that we have. >> Thank you board members any questions? >> Mr. Crawford >> quick question the testing is going to be the week after Thanksgiving. >> Yes. Um, >> is that the same week as last year? >> Yeah, this is our winter benchmark. Yes, I believe so. >> So, it's always the week after Thanksgiving. >> Yeah.
150Now, we don't want to test on Monday when we get back. >> I was going to say probably got some vacation brain there, >> right? Yeah. So, most of the schools will be testing Tuesday and Wednesday, Wednesday, Thursday. They all developed a schedule around that. Yes. >> Well, member cross uh Craig. Um just uh so one I wanted to recognize that there's there is a lot of things that are going into making sure our students are successful and have opportunities to explore things that are outside of what they normally would would know about or see or do. And so I I appreciate all the hard work that goes into making sure that those opportunities stay in our schools. um the to the winter data numbers. I think one of the things I'm hoping that we
151will see and as we talked about the la at um the committee the whole meeting you know we had our fall benchmarking and I think my my hope is that what we will see with regards to the winter numbers as they come in is the growth that some of the opportunities that we've put into the classroom some of the work that has been done the expanded use of the curriculum all these things will show the effect of that and I guess that's maybe my my kind of question to you is is the expectations and the hopes are as we do those things that they will be reflected into those numbers and then we can then do an assessment afterwards as to what additional resources or things need to be done to help. Is that right?
152>> Yeah, absolutely. Um I think the winter data is going to uh give us a lot of feedback right in direction on what we have been doing. Are we headed in the right direction and what else do we still need to do going forward? Um of course as Dr. Smith mentioned who will continue progress monitoring along the way with all of the in different um content areas that we have you know um so it's going to give us a lot of um information again what has been working thus far and we certainly hope um and we have seen right anecdotally we have seen things have um improved and are looking up but now we'll have the data to to support that. >> Vice President Bolton. >> Yes. Thank you. just to uh backtrack just a
153little bit to the uh Bramble uh uh efforts and you said that we're going to be starting uh that at the end of this school year or >> the teacher education teacher education. >> Yes, we our first cohort will start in June. We have about 31 teachers um across the district who are currently not uh monastery credentialed. So, they would be the ones that would be starting in cohort one in June and it's a two-year program um where we would they would then earn their credential, their monatory credential. When h how long will it take or is it something that happens or doesn't happen at all? The the national or international monastery group would sanction our center or how does that work? Yes. So we actually just um opened up the application with the American
154Monastery Society u this week. Um so that's who we are working through and we'll be getting that accreditation through for our program. >> So it's a multi-year process as well. Um we'll be able to start our program with our teachers in June while we're continuing the certification through the American Monatory Society as well. >> Okay. And then we anticipate that it won't just be for our teachers. >> That's correct. Yeah. years down the road, couple years down the road, once we have all of our folks monatory credentialed, we'll want to open that up to others in the area and could be nationwide, could be worldwide as well. >> Thank y Thank you. >> Absolutely. >> So, I have a I had a question about that as well. If you could leave that there. The intention
155behind I know I can only speak for myself, but my support of this was that it become revenue generating. it. I I think it's great that we're providing this opportunity, but um it comes at a cost. So, when do you anticipate you said a few years down the line? I don't know if we have a few years. When is this are are our staff that are attending this beginning in June paying to attend this institute or is >> they are not. Uh we are working within our budget and then also through some grants and so forth that we are looking um into to be able to provide this uh for our teachers and certainly investing back into our teachers um so that they become credentialed and then we retain them and they are in our
156schools uh here at the in the district. Well, I'm absolutely support of that, but I would love to see the plan around when because that has a cost and it's a significant cost. I think to Xavier University, it was tens of thousands of dollars. So, that that I'd like to see the budget for that so that um we're aware of this is the very first that I heard that it was actually opening, but I would love to know um what [clears throat] the plan is for uh that to be um self- sustaining if not revenue generating for the district. Um, and I think any other questions? Thank you. Oh, wait. Well, remember Matt has a question? >> I do have a question about the monastery. Um, so I know that with the merger, it was
157for the students that were previously at the Xavier Monatory Lab. Um what does that look like for uh CPS students that would want to attend the um the monatory school? >> Yes, we fully anticipate uh during the school selection process that we'll have um families from across the district that will be choosing uh to go to Bramble. Um we are looking to um we're anticipating um 3 to six students which are earliest level of Monasuri the preschool kindergarten that we have uh interest in those seats. Um they're currently full. We also have um spaces in the seventh and eighth grade currently. Um, and we know some of our families leaving, you know, Sans, North Aenddale, some of the others aren't might not quite be ready to go to a big high school. Um, and may
158want to choose, uh, you know, Bramble as well for their seventh and eighth grade year. So, um, the school selection process isn't over yet, but we certainly be looking at that and anticipating that families may be um, selecting that also as an option. >> Okay. Thank you. >> And I have one more question. Sure. We had spoken we when we talked to this was about a year ago when we were trying to make a decision around Clark. There was interest in in a suggestion made around having a monastery um advocacy group that consisted of teachers and parents and um mon our monastery trained teachers and our parent advocates particularly Clark wanted this. Does that is that plan implemented for at all? >> So there is um an to my knowledge an existing coalition monastery coalition
159that does exist with the families uh some principles, teachers, etc. I'm not sure if they have met recently or not. Um but they do um in the past have met recent met regularly and then we collaborate together. Um I will um certainly look into that. I've not heard anything recently from. Usually the monastery principles are the ones that are in touch with them. >> Okay, that would that would be helpful. I know that was >> one of the things that came out of um that whole uh piece around the Clark middle schools that they wanted to be intentional. >> Gamble Clark parents wanted to be intentional with how Bramble looked and what we did moving forward. Thank you. >> Yep. You're welcome. >> All right. Thank you so much. And uh board members, you did
160get a text. Deputy Superintendent Dr. Smith is going to be sitting in for Superintendent Murphy. Um we're going to have God bless you. We're going to have a our next presentation is from Chrissy Reeves around student services. Did you want to introduce the next? >> It's okay. Okay, >> that's okay. We got you until you get it. Yes, ma'am. Good evening. Good evening, President Moffett, Vice President Bolton, Treasure August, and Deputy Superintendent Murphy, and the whole board. Um, it's a pleasure for me to be here tonight, even though we've lost our audience. I'm trying not to be offended by that. Um, my name is Chrissy Reeves, as Dr. Moffett said, and I am excited to walk you through the work that we are doing in the Department of Student Services this year. Um, my goal
161this evening is to provide a look at the current state of special education in our district. And I'm going to start with a highle overview of our data, move into our state profile and specific goals, and then I'm going to close with some structural changes that we've been making to make sure that we're better supporting all of our students. Um, as you can see, this slide gives a snapshot of the different specialized populations that we serve across the district. Um you can see that it's a large diverse group of students. Um currently, obviously this number kind of changes daily, but we currently support 6,392 students with disabilities across our buildings in grades K through 12. Um we also have over 3,700 identified gifted learners as well as 290 twice exceptional students and those are students
162who are identified as both gifted and as having a disability. We also oversee um a little over 1500 section 504 plans for students who require that kind of accommodation. And we also have a small but critical population of about 60 students with complex medical needs who receive skilled nursing care. And then you also know that we oversee school health for all of our students and we have RNs, LPNs, and school health assistants in each building. Now, so these numbers highlight how those numbers highlight how broad um those responsibilities are that we have. But tonight, we're going to focus specifically on students with disabilities. So, if you take a look at our trend data, um you can see that our total population of students with disabilities has shown a consistent upward trend over the past decade.
163um this grow what this kind of means for us is that we have to constantly evaluate our staffing models, our facility space and our resource allocation to be sure that we are keeping pace with that growth. And just for reference um just because this is often a question that's asked our district as 21 it we're usually between 20 and 21% students with disabilities. We're at about 21 and a half right now. That's just where we stand. Um so on the next slide what you can see are charts that break down the students with disabilities by grade level. So you can see that the numbers are relatively consistent across elementary and middle grades kind of hovering between maybe four and 500 students per grade going up a little bit. And then you'll see that there's a
164peak in 9th grade at about between 600 650 students. That's pretty typical as students get to high school. Um, and they're kind of we're kind of catching up on identification processes with students when they get into high school. It's important, I think, to look at this distribution because you can see that the need for our students is sustained across grade levels. Um, there's no there's no grade level where it's light. All of our years have pretty intense level of support needed. Um and also looking at this helps us to see where we can um concentrate our support and where we really need to have those supports in place for our students. The next slide then um shows why our students are qualifying for special education. So you can see that the largest group of our
165students, the blue category on the pie chart, um it's over 36% of our students are students with specific learning disabilities. So, what that means is there are students who often need specially designed instruction in either reading or math, but they still spend most of their day in the general education classroom. The next largest category is um other health impairment and that's around 20% and it usually includes something like a diagnosis of ADHD. That's probably our most common one. And then third, they're followed by autism which is around 12%. Um, I do think it's worth noting on here though that while there are some categories like multiple disabilities or emotional disturbance that have a smaller percentage, um, those are often the students that require the most intense and the most resourceheavy supports. So, I just like
166to point that out um, when we're taking a look at those numbers. So, the next slide shows where um, we serve our students. So, if we're talking about in terms of placement, the vast majority of our students are served in their neighborhood schools. Um, however, we do have some who require specialized classrooms in maybe a different setting in order to be successful. The the pie chart that's on the right, um, it shows where students with disabilities who are in our CPS buildings are served. It shows again the vast majority of them, 72% of our students with disabilities are spending time with other peers, their gened peers in general education accessing core curriculum. This aligns perfectly with the goal of integrating students into the gened classroom as much as possible when is appropriate. The remaining 28%
167are served in our specialized classrooms. And you can see the examples of those classrooms in the chart that is on the left. Our goal is always um to serve students in their what we call their least restrictive environment. But these specialized classrooms that you see on the left are vital for that small group of students who still need kind of smaller classroom ratios and a more intense level of support. Okay. So after looking at that kind of overall data um I want to take a shift to our accountability and this is going to show how the state measures our success. We are measured by what is called the Ohio Special Education Profile and it is based on the Federal Individuals with Disabilities Education Act um which is commonly just called IDEIDA or IDEA and [snorts]
168it uses a series of indicators that measure and sort of grade districts on how well they're doing. The Ohio Department of Education and Workforce sets annual targets for all of the indicators. Basically what this report card tells us is if we are compliant with the law and also if our students are making academic progress. So what it will do is it will flag areas that were falling short and it will trigger required corrective actions that we have to do in those areas. And what you can see on the next slide um is what they do what the state does to make that data actionable. They organize all of those indicators into six essential questions and those are basically the questions that we use to guide our work and they make sure that we're looking at
169the whole child and not just focusing on numbers or just data moving forward. So these questions make sure that we're measuring kindergarten readiness. Um the achievement of students with disabilities. Are they achieving at high levels? Do our students with disabilities have access to the general education environment? And are we avoiding exclusionary discipline? That's another big piece of that one. Um, are our students with disabilities prepared for life after high school? Are we compliant with federal laws? And finally, are we providing equitable services across across all racial and demographic groups? Um, the next slide shows our specific profile for the 2425 school year. Um, this is a little early for the one that's going to come out next. There is going to be a new profile that comes out in December. It's probably in about a
170month from now. They never will commit to a specific date. It kind of comes when it comes in December. I'll be happy to share that with you when it comes out. So, this is based on the most recent one we got in 2425. Um, and it's kind of showing where we have some areas of strength and where we still need to focus. So you can see that we met targets in a few key areas which include both math and ELA proficiency gaps um as well as participation rates which those are great um however we do have some district areas for some areas of growth that we need to focus on. Um a new finding that we had this year and this was totally new for us this year to have any kind of disproportionality finding
171on this. We have had one area where we were disproportionate and it was in the representation of black students with intellectual disabilities. So, it's a pretty specific area, but um we're concerned about anything that raises that kind of equity issue. So, we immediately began digging into that data to work on corrective actions for it. And then we have ongoing growth areas um areas of work to do regarding graduation and dropout rates for students with disabilities. Um as well as ensuring timely initial evaluations. Um and those areas of growth are what we use to directly inform the goals that we set when we are setting goals for our department for the upcoming year. And so we will see those goals beginning on the next slide. We want to address those challenges that you see in here.
172So we've established four primary goals. Uh the first goal is focused on that graduation rate for students with disabilities. We need to boost that rate from 61.57% to the state target which is 66.1%. And the second goal here addresses that achievement gap that we talked about. Um, we are committed to working to close the ELA and math achievement gaps by five points for this year. Um, you can see the current gaps listed. They're they're big gaps and it's it's very hard to move those. Um, but we do think that it's important. So, we think it's ambitious but necessary work that we need to do. The third goal that we're focusing on drills down into the proficiency rates for students with disabilities on their state tests. The special ed um profile specifically focuses on grades four,
173eight, and high school. Those are the ones that it measures. So, we need to make sure that we are working to increase the percentage of students who are scoring proficient and above in those grade levels. Um if you look at this data table, you can see that those gaps are significant um particularly in fourth grade math and high school ELA. So, these areas are a top priority for us obviously. And then goal four is about that least restrictive environment. This is a goal that tracks where students spend their day. We want more students to be in the reg regular classroom for more than 80% of the day. That's considered as fully included as we measure for students with disabilities. Right now 62% of our students fall into that and the goal is 67%. So we're
174going to work on that. And then conversely, we want to make sure that we have fewer students, reduce the number of students who we are educating in separate facilities. Um, you can see that that is kind of a delicate balance, right? We want to make sure that we're giving students the level of support that they need, but we also want to maximize time that they have with their general ed peers. So, that's kind of a balance, kind of a tight rope that we're always walking with our students. Okay. We know that in order to meet those goals, we just cannot keep doing what we've been doing in the past. Um on the next slide, you'll see some strategic shifts that we have been working on implementing beginning this year and planning on going forward. First,
175we redesigned our supports to align to the corridor model that the district has um set in place. And our hope is that this means more consistent supports for students and families as they move from elementary to middle to high school. They'll have a dedicated team who knows the students as they go up um through the grade levels. And then in addition to that, we are working to expand the continuum of services that's offered within each corridor. The goal is so that students can stay as close to their home as possible, no matter what level of service that they need to receive. Um every year we continue to strengthen our collaboration with curriculum and instruction. Um we are doing that through creating a shared vision. We do shared professional development and training. We go on instructional
176rounds with them and have a have a voice in that. And the goal of this is to make sure that our special education is integrated into the general education classroom as much as possible to the maximum extent that we can. We're also um strengthening our partnership with Children's Hospital um to better support students who have chronic health conditions so that we can get them into school more because we can't teach them if they are not coming to school. Right? So that's huge. Then on the next slide, it shows just some operational efficiencies that we're working on. We've been working on streamlining our processes, um, cross-training our staff, making sure that our procedures are clarified so that everybody knows how to do things, what you need to do to get done, and there's less red tape
177for them. We're also building team capacity within our school buildings. We are trying to shift away from reliance on um district-wide specialists to building that internal capacity with the staff inside the buildings. Our goal is that we want the expertise to be living inside the school and available every day rather than just depending on one or two specialists who can only offer it whenever they're available to go to the building. We've also shifted the role of the techs in our department. They previously spent a lot of time on compliance checks and um paperwork that still needs to be done, but because of the switch over to focus, there's some things that they don't need to do. So, they're focusing on more of a customer support role for our families and our staff. And then we're
178also learning from our peers in other large urban districts in Ohio about how they're facing some of the challenges that we're all facing right now. Um especially with current funding constraints that we all have together. Um and then the next slide, I feel like we need to be honest about the challenges that we're all facing. We know this is not just um obviously this is not just the department of student services. We're all being asked to do more with less, right? Um at the same time, we are seeing an increase in more complex needs of students presenting at younger ages both behaviorally and um academically, medically, all of that. it's creating some safety concerns and it's often requiring some higher staffing ratios to support those needs. And then that leads into the next challenge which
179is at the same time that is happening we have some staffing shortages. We're having a uh it's it it's becoming increasingly difficult to hire intervention specialists, school psychologists, skilled nursing staff, paraprofessionals, basically anybody that we need to, you know, work with students with disabilities at the same time that the need is increasing. And then as you all know as well as anybody, costs are rising, right? Transportation, out of district placements, all of that is becoming more expensive. So we are constantly trying to balance the need to provide the appropriate learning environment with the fiscal reality that we're in right now. But um to end on a positive note, we do think that even with those challenges, we do have some opportunities that we see going forward. Um right now what we're focused on doing is
180um growing that internal capacity that we talked about. um strengthening our ties with community and business partners so that we can increase that capacity and maximize any available resources that are out there. We're also digging into our data to determine if that rise in the complex needs of our younger students is kind of like a temporary bubble or if it's something that we think is longterm u because that's really going to impact our planning going forward. And then longterm, we really think that we need to reimagine some of our staffing models. Um, as well as thinking about redesigning some of those specialized classrooms to be a little bit more flexible, which will allow us to adapt quickly to changes in our student population like we're seeing now. Um, whatever whatever we find in that data,
181we're always committed to equitable resource allocation to make sure that all buildings have what they need. And I think that that is the less Oh, well, I'm sorry. I didn't know you weren't on that slide. Thank you. So, that's it. Thank you for your time. Um, as always, we're committed to collaborating with you um to support our students and I am happy to answer any questions that you might have. >> Thank you so much, board members. >> I think that's an attest that you did great. [laughter] Vice President Bolton, >> just a thank you so much. appreciate this and I think this is uh u more complete than I've than we've had for a number of years. Thank you. And I appreciate that. >> Um I don't know and exactly why this is or where
182it came from, but I think some of us heard on the news in the last couple of days or three days or something the downgrading of professional status for um I think it's nurses, uh PTs, if if people can help me. I don't know who did it and but I'm sure it's going to impact an already difficult uh uh employment pool. Do you are you aware of what's going on there? >> I'm I I I would like to say I know more. I'm aware of it. I know that it's something that the Department of Ed did federally. Um and I know that there's a lot of people frustrated about it. Um, mostly what I've seen right now though is people who are frustrated because it's affecting their student loan status. I haven't necessarily seen anything
183specific that's going to affect us professionally or how they work with students or their lensure, but we're definitely keeping our eye on that to make sure that we are on top of it. >> Yeah, it just seems there are benefits to being having that professional status >> and those benefits if you don't have that status, the benefits aren't there. Uh I just worry about it again decreasing the pool. So I'm glad it's not impacting us right away, but it also of course is a a slap >> uh uh for for many people. Um just one more one more um gotcha. Thank you Lindy. >> Thanks so much. Um, could we go back to your slide where you talked about the critical shortage or critical staffing shortages? >> Um, it would be really helpful to be
184able to put some numbers around that from my perspective. Um, if you know this off the top of your head, I'll take it. And if you don't, I understand, but might ask for just some followup on that. Um, how many, if it's intervention specialists, how many do we currently have? How many do we wish that we had >> in those spots where we wish we had them? Do we have permanent substitutes in those positions? Just some way of laying out some numbers on that. Same on psychologists. Um if it's paras, if it's like what whatever the role is, [snorts] but just being able to put some numbers behind that would be really really helpful. >> I I would prefer not to give you that right now so that I don't say something wrong. But what
185I can [clears throat] tell you is we we we work very hard to make sure that those staffing shortages don't affect the students. We do bring in long-term subs for intervention specialists. We have agencies that we contract with for some of the staffing. We do our best to make sure that it's not affecting the students, but I can definitely get you specific numbers >> and and I think that sounds all sounds right. I'm trying to be able to for myself create a picture of what do we wish were true? What is the delta between current state and what we wish were true? Um and that would be very helpful. Thanks, >> woman. >> Uh yes, we uh we talked about that in finance uh committee meeting and that there may be some opportunities to do
186broader [clears throat] contracts with agencies that could help cut costs by having a a different contract arrangement that might be um [clears throat] multiple folks rather than one person at a time. And then I made this uh amazing suggestion that they should look to universities for students with needing practicums or internships and that might be another way to cover some of this but I haven't I didn't really get a great response to that but >> it was a fabulous suggestion. We we do have I should we do have interns for our psychologists. So, it's a great idea and we can look unfort I don't think as many people are going into all of those fields but I do love that idea and we're happy to partner with our universities. >> We definitely have to be
187more creative with how we educate member. >> Um yes. So I think all of this is uh working together because my one of my questions was to just ask you to speak about the funding allocation um for uh students um with special education needs and um how that is impacting our specialized units. I do know that as you talked about there so um um a plan to maybe re-imagine how to utilize those units, but I'm concerned about how many uh specialized units we do have if what the number is for students that's waiting for these units and again how that is aligning with the critical shortage with our staff. >> So I know that was a lot. I'm sorry. For funding, the majority of our funding is general fund money, just the same as everyone
188else's. We do have idea B funding, which is supple supplemental on top of that. That can only pay for it can only supplement, not supplant, just like any other grant money. Um, and yes, that's the thing that um, anytime that we need to make increases in something like a classroom that has six students in it, for example, you know, it's going to cost as much to open that classroom, if not more, than a classroom with 25 students in it. So, we I it's not a trade-off, but it is something that we have to consider. And then you're right, we absolutely have a responsibility to be educating students in their least restrictive environment, not looking to put more students into specialized classrooms. >> That is something that we are always trying to balance. >> Yes. >>
189Okay. Do you have an, and this is kind of along the lines as board member Lindy, do you have an idea of where we are specifically in our district of the need um for more specialized classrooms and how many students maybe um it may not be any at all. I don't know. But if there are students that are actually waiting to be serviced in those specialized classrooms, >> I don't have I do know that number one, we're planning next year's, you know, we're already looking towards next year's staffing and deciding what we need for next year. for this year. There are almost always students who are who the team has just decided that because it's an IEP team decision that they would be more successful in a specialized classroom and there is time in between
190the time that that decision is made and the time that we find an appropriate placement for them. I don't have an exact number for you, but I can al I can get you that. >> Okay. And then lastly, I love that you talked about um the professional development that uh is in place for our general education teachers as well as our special education uh teachers. Can you speak more specifically to what that professional development and support looks like to ensure the adherence to the IEP or the 504 plan to especially if I'm a gen ed teacher, right, and I have a student that has an IEP. um making sure that those accommodations are understood and also are followed. We do our best to do that with general education teachers. It's hard to get time in
191front of that group. A lot of so a lot of what we do happens actually through our special education teams in the buildings. We have time with those teams that's dedicated to that and then we lean on them to really share that messaging out. And then also when we are in our instructional rounds that is a chance when we get we have the ability to you know we kind of have a captive audience for lack of a better word and we can talk about what we've seen and how we think that they could probably do you know just increase access a little bit for all of their students. Those are the those are the highest times that we have access to them. >> Okay. Thank you. I I do know that um sometimes that can
192be a challenging area and also hearing just um from parents who are also trying to make sure that they're knowledgeable um about what the accommodations um look like or what those goals look like. Um and so you know trying to make sure that we're stressing that uh implementation with the gened teachers as well. So thank you for >> we're always fight everybody's fighting for PD time with the teachers. [laughter] >> Thank you. board member Craig. >> Um so I want to well first thank you for your presentation but um and then thank you also for speaking and and the information you shared at at the budget finance and growth committee as well. Um I want to take one little like personal moment of my own to uh express the hypocrisy of the uh profile identifying
193disproportionate representation of uh black students and that the state does not talk about race anymore. Right? like we're not allowed to discuss these things anymore based on how the states t has talked about education. Um so I think it is somewhat laughable that that is a indicator. Um but that's my own little personal pet peeve with the state right now that I will keep keep championing. Um, but I do think it does offer out an opportunity for us to really think about where also our students with disabilities are coming from within our uh, city because I think one of the struggles we have is that in certain ways some portions of our population demographics are also leading to potentially some of these indicators happening either later or indicators happening in in a mass. Um, and
194so I think what may be something we can look at or potentially expand or explore is where do we see a con, you know, a uh a large density of our students with disabilities populating our schools. >> And that may also direct us as to what resources and what um community- based needs might be met by some of these alternative ways of doing some of those same exact services we're talking about. we don't have a lot of in the in the pool, right? So, like if we have an if we have a particular school or we have a particular area of the city that we see a greater concentration of particular disabilities or particular high need disabilities specifically. >> Um, not that you have to tell us today. I'm saying if we do that, we
195do that type of assessment that might help us also guide >> what resources are in that community that can be made available. And what I do have for you that um this might have been mentioned in the finance committee meeting and it was it's too much to put onto a slide so I didn't do it but I have for you all some um some data that would not really look good on a slide but it shows percentages in in buildings and percentages for demographic groups. So I was I'll share that with you afterwards. Um, and yes, you there are definitely areas that we see things and um what we're hoping if I can tie this into something else that you've heard a lot about recently is our the district's MTSS framework that we're leaning into.
196It is our hope that this having a comprehensive district-wide framework that everybody is following and that is really being used with fidelity, students are getting the interventions that they need. We're hoping that that is going to help to cut down on some overidentification in areas that that um that we're looking at. I think the other point that I that may be worth us as a board uh doing a little bit more thinking around is there's a certain amount of struggle that when your child is not identified early enough that the interventions are kind of always chasing and we've talked about this before when we talked about like the kids who miss certain things during co we were constantly trying to catch them up right like we're trying to do this idea that we could at
197some point get them to a to a certain level and I think that's a really big challenge with students with disabilities. Um because you're like also chasing the pathway without the tools that you would normally have in your toolkit to get someone to accelerate it. Um so I'm wondering also in those spaces where we are seeing that pattern of >> uh large pockets of students with disabilities where we're also identifying those students like what grade level are we identifying those challenges for a student because that's the other part that is sometimes what happens is a student has a a has not performed at their grade level for years before they're recognized as having disability. So now we're both catching up the student or now we're both dealing with the disability and we're trying to catch
198the student up at the same time. And so I just I think that's the other thing that might be helpful for us as we explore is are we able to do some of those assessments and identifications earlier >> um so that we can provide the necessary resources in the beginning so that we're not really trying to catch up as much um for a student who's at that fourth grade level because that's just so far into your school process that it it's a difficult time to try and catch up. >> Agreed. So, I'll be really brief with my question. Thank you so much for this presentation. I will admit it has a particular affinity to me because I had a a son with an undiagnosed learning disability. And so, my questions are going to be around
199parent engagement and around um um m seeing what challenges your department has. [clears throat] >> So, on slide nine, you mentioned the new finding. Can you talk about what that what does that mean? And I know I I'm saying in depth and I'm happy to get it later in the report when you send us some more information, but what does that disproportionality mean? It mean it in general overall it means that we are overidentifying black students as having intellectual disabilities um compared to what the state would like us to be doing it at. >> Okay. >> Yeah. So they have a for all of the disproportionalities there's a risk ratio um and if you hit above the risk ratio then you are considered to be um not in proportion with where they would like you
200to be. I got you. And is there like a state average that that's is that the the normal number is like there's a district average >> all two and I I mean I would have to go into it's two is is the ratio that you're supposed to I I I can give you the specific calculation but it's that's not something where like the target changes every year. They've they they have lowered the risk ratio over the years to be um so that it's um it more of us are disproportionate than we should be because they've lowered the ratio, but it's it's not like the other targets kind of change every year for what you're supposed to do. This is a straight ratio that you're supposed to be within. >> Got it. And if you know
201offhand, is that is that demographic of black students more disproportionate towards males versus females or are you seeing females rise or is there anything that you even though we know it's it's an it's an indicator, but is it more black boys that are more identified or black females? >> We did not look at that, but I can get you that. >> Okay. I'm just I'm just wondering myself. And then the my next question, I have tons of questions for you, but I'm not gonna give it to you tonight because it's late, but I'll send them an email. But um a few years ago, Children's Hospital came to the district and said, "Hey, you're going to need more autism classrooms because we're seeing a rise in autism >> from Children's Hospital perspective." And I'm glad that
202you mentioned the partnership with Children's because maybe now they can help us offset some of the of the things that they are seeing that we are going to get. To my question, um I think it's slide six. Rob, >> you talked about the specialized classrooms. Those are classrooms across the district. So it's 95 multiple disability classrooms. Okay. And then it's 24 preschool special ed classrooms. So that number by those numbers are so h it's just it just takes a breath away. But are in your partnership with Children's Hospital and some of our other partners, are you seeing anything that we should be um forewarned about as far as you mentioned staffing is a concern. Are there any things that are coming down the pike within the next I would say two to f five years
203that we need to know that are going to hit us? >> The the main thing that we can see is that we are not seeing a slowdown in the in the identification of students with autism and it seems to be more intense >> and complex levels of autism than than the sort of the high achieving end of the spectrum. we're seeing more complex needs and a lot of it is um manifesting in behaviors. So they're seeing that at Children's and that's what we're seeing in the classroom as well. And would in that area would it see an increase in the preschool special ed or like multiple classroom like you will need more classrooms in a certain area? >> All of the above. >> Okay. >> Yeah, we do we do identify quite a lot of
204students in preschool. part of that that 6,392 number that was only K to2 students. There are also about 500 preschool students that we serve in different settings. Um and a lot of them are there are a lot of diagnoses of autism that early. Some of them they're not ready yet to diagnose them and it'll be like a communication maybe disorder or developmental delay and it will adapt as they get a little bit older. Then we also get students who just um who maybe have not been identified, maybe haven't had a lot of preschool care or anything before they've been to school and we identify them when they come to us for kindergarten. So do we do a lot of um and I know you are operating with a small team that's mighty, but do we
205do any engagement with parents in the community to let them know what they what they could be asking their doctor to kind of help us? I'm just thinking of cuz I've had some younger parents come to me and say, "I think there's something wrong with my daughter because she's not acting like the other ones acted at that age." So, they're not they're understanding that there that there's an identity of something, but is there do we happen to have any resources that we could give to parents? I mean, are we are you just stretched really thin? I'm just I'm It's not a judgment call. I was just >> a stretch thin, but we do we do have we have an autism support team that that works with our families. We have parent mentors who work with
206our families and they all share information. And then it's part of our it's part of the district's child find obligation to make sure that you know when we suspect that there might be a student with any disability that we reach out to the family and and and get more information, share information with them, possibly evaluate them if it gets to that. So we're we are doing our best. We we don't have any shortage of parents who who who think that they have that need though. I will say that. >> Thank you. Any other Thank you so much. >> Thank you. >> Great. Um our next topic is about planning for the strategic plan and the board discussion around that. Would you all like to wait until the superintendent is here or Okay, so we're gonna
207table that for the next um Phyllis, can we put that on the next agenda? And board member Craig, please present your topic under board matters, inquiries, updates, and assignments. So, I mean, I think this is also one that will probably end up being something superintendent gets to respond to, but I will just introduce it for folks to have our um actually the two of these will probably both be something that superintendent can respond to later. But the first one is just uh re-evaluating what relationships we have with our local universities. Um whether it is our partnerships, I know we've got a couple of our schools that have built up partnerships with know at least Schroeder has one. And I know that Aken had a relationship I think they still have a relationship with uh University
208of Miami if I'm not mistaken or I'm sorry Miami University [laughter] >> would be much much more fun if we had to go down to Florida. Um but I think understanding some of the partnerships we have with regards to allowing some of the uh students to students at the universities to assist us in some of the research opportunities as well as potential like pathways that are established. Um I bring this up in part because I was at the council of great city schools. There was a presentation by um Nashville uh the Nashville school district and then one that was right outside of Austin I believe it is where they partnered with but Nashville specifically where they partnered with the local universities to do a lot of their research or partnered with um Vanderbilt University and
209the students there to do some of their research efforts and um so that it allowed them to both utilize a project for the student to gather educational benefit and the district was able to get the benefit of seeing their numbers in a more comprehensive way being explored and del and uh dived into. And so I think there are ways that we can do some of those similar things as well as similar opportunities to expand career uh CCP courses and other things if we have this running partnership local schools. U so that was just what I wanted to kind of explore as to what we what our current state was and we can always explore that at another date. Um, >> so we can list it as an assignment to maybe provide us that information like
210a would you like a list of the partnerships um at the schools? >> Sure. Sure. >> Okay. Can you can somebody capture those assignments? >> Okay. >> I'll bring it again up when we talk about assignments. I just I wanted to follow up on that because I do remember when uh Superintendent Mitchell was here >> being in a couple of meetings where indeed a whole list of the nearby universities were were listed as so they were creating some sort of partnership or there was a list of a of a um special relationships with them and I you're right Miami was one and of course and other there were others as well. And I know there was some effort too uh to have the historically uh black colleges that are close at hand. And I think
211that's that has worked out especially with uh like the agriculture. Um so that'd be great to see if that list still exists, if those relationships, you know, have benefited. I'm sure they have. Yeah, that's a great great thing to figure out. So, I do know that um Akin has a relationship with Central State, the land grant. Um I think we've got some other ones in there. So, that'll just be an assignment and and just board members so you know, we put board matters inquiries, updates, and assignments all in the same section now. So, we'll just list it as an assignment. >> An assignment. Um the other well, and then one other little point on that one um also is the opportunity for the pathway. Um so a student who may for instance I and I
212use example because Cincinnati State or not um College of Mount St. Joe actually has a really great program for athletic trainers and this is a particular need for the district where if a student was able to go from CPS to college Mount St. show and with that partnership be able to work and assist with our athletic trainers whether it's there some type of apprentichip program or whatever then postgrad they already have a plan for work and I think there's opportunities to do that similarly with other parts of the with other programs but really targeting specific pathway programs that might lend someone to come back to the district I think we've done that in the past with regards to education programs >> for a person who is a high school student who wants to be a
213teacher u but we have we employ a lot of other roles than just teachers in the district that may need that assistance as well. Um I mean similarly something like a finance role may be another world of that um technology all kinds of other spaces in which we can use those services as a pathway. Board member Create, I just want to make sure I'm clarifying so when I talk to the superintendent, you would like a list of the universities that we have partnerships with already and any potential universities that we can have partnerships with and then if we have pathways set up, those listed and then we can talk about potential pathways off of that list. >> Yep. >> Okay. Thank you. >> I can. >> All right. >> I could add to that list.
214I know at Sailor Park if there's there's been some effort regarding the military piece, uh, Coast Guard offers an incredible opportunity for their whatever their junior ROC is called. And if you're participating in that, it is uh direct route to UC. >> Uh, and it's all, of course, Coastg Guards pays for the Coast Guard program as well as the UC program as well. If we can get co-star, I think we can >> add that to the assignment. >> I added it. >> Okay. Thank you, ma'am. Board member Matt. >> So, it's not necessarily an assignment. I'm just thinking about what board member Craig talked about specifically around the athletic trainers and I know having that partnership with the uh universities. I'm I'm wondering if there can be some work that's done with the particular schools.
215I'm thinking of TAF. I know that they have like the athletic trainer um kind of pathway there where they're already working with maybe corporate partners. So maybe there can be some collaboration when we're thinking about the universities as well as maybe possible partnerships. Got a good list going on here. >> All right, moving on down. So we've got the two down there and then uh Vice President Bolton, you wanted to talk about OSBA. Yeah, we have uh our our protocol says that we're to, you know, report back when uh we've been fortunate enough to to get out of town and learn some stuff. Uh I just wanted to go over some of the stuff that that uh I did and that was of interest to me and I think some uh folks that were there
216uh from this board probably learned some additional things. First the reality is that all the urbans and all the school districts are experiencing the same issues that we've gone through the last two years uh both financially and consolidation and and what have you. Uh also uh for the steering committee for the uh voucher uh case uh we um got good information and and good data about the possibility of us appealing one of the issues um there uh that was kind of put on the side or in the parking lot uh because the evidence is now kind of proving to be true that as these vouchers are being developed and and implemented there is a racial uh issue uh that is evolving uh in the placement of the people that are using the vouchers. And we
217also heard from u senator and representative uh Patterson from cup Patterson and was very I think treasurer heard from him too. He was very um uh motivating from a standpoint that we had to stand up that indeed public education is under attack and some of these decisions that are in the offing are are crucial but learning some other stuff real quick. Uh one and this is for Mr. Burkheart the now somehow the law as allows for 10 passenger and not just the nine passenger and of course of course that now that's like 20,000 $25,000 more per bus or something and the great nine passengers that were reasonably cheap. Um now they're not making them or what have you. It was interesting to hear all of the the legal aspects of of transportation and and the
218insurance piece. The Toledo people, and this is a good thing, we did this before with realators. Some of you that have been here very long will remember this. The Toledo people and their board and administration literally uh does Toledo on tour. And what they do is they bring in particular people, whoever wants to, but they actually tour their district. And we did that a number of times uh for realators especially because they this was at the height of selling Mason, the height of selling Lakota and what have you. Um and and I I think that would be a good idea from a standpoint of even the facilities uh tours. Uh just something to think about. I know we have way too much to do already, but I thought that was very good. But the most
219interesting thing, and Mr. Birkhard has brought this up before. Uh it was last year, but mentor school district um offers a particular special program and this is in [clears throat] keeping with what director Reeves has pointed out. Um, mentor actually uh over the years actually had their homebuilders and architects uh build an actual house that is across the street from one of their schools. And it is to be used to offer um training for for uh uh young people uh up to the age of 22. uh in uh independent living uh as well as all of the other things that are taught and it's it's fascinating. Uh I never quite fully understood or fully appreciated all that goes into this, but even the house is designed particularly with the physical changes and specialties uh for
220kids and for young people wi with autism. I mean the architecture it's not just like you know universal design which is so important as we look at the new buildings and what have you but this uh was fascinating and it carried with it u the fact that some of the specialized programs that people leave the district to attend at great cost to the district everybody that brought kids back or kept kids at mentor but it the idea of of actual having a um um real laboratory for the kids to uh learn how to be independent and be comfortable in doing that. They saw that as part of their responsibilities but very fascinating. Thank you. Great. All right. Okay. So, we've got the assignments. Do you need them to be reviewed? Does do any other board
221members have any other assignments that they'd like, Vice President Bolton? >> Well, I think it's an assignment. I think as of tonight, we not only have a superintendent evaluation that we've adopted, but I think tonight we adopted the treasurer's uh evaluation and the consent uh agenda. And I think that uh I I believe that the internal audit uh uh chief's evaluations gone through I know through finance and sent perhaps to policy. I can't recall if it left policy or has come to full board. I can't remember sir Lindy. >> Yeah. the um the changes for the timing on the treasures uh eval are in consent for tonight and the conclusion having corresponded with Lauren and discussed in policy is that the current policy as written does everything that uh auditor Havost was asking us to
222do. So we didn't recommend any changes because it it worked as is. >> Great. And so the last one left from uh our our um retreat or work session, Saturday work session back in October, I think the only one that was left was a evaluation regarding general counsel and I don't know where that is. We did not come to a conclusion on our role in that. >> I think it went to policy. >> Maybe it did. >> I'm happy to provide an update. So, so we um we did talk about this in policy. Okay. >> Um and we also looked at a model uh council policy from schoolboard partners. >> Um it led to I think a series of really good questions that we wanted to discuss and vet further. So this is on our
223agenda for the last policy committee meeting of the year. Um and I think we may even have um a speaker from uh schoolboard partners to come talk and answer some questions for the committee. All are invited. Um but uh it it is on it is in the queue. >> So December maybe. >> Well, policy December. >> I meant policy December's policy meeting. >> Yes. Well, we will 100% be talking about it in committee. Um just the way the timing works with the board meetings, we won't have a full board meeting after. So it would come up as a report in in the new calendar year. >> Gotcha. All right. [snorts] Anything else? My last assignment is that u last time we met we had on the list to at least have some open discussion about
224protocol. I know that we've sent two to is one of the suggestions to policy but we last time on the agenda kind of skipped over that and I didn't want to say anything because it was so long anyway. So we just but we might want to look at it for some sort of open discussion if need be. Okay. If it pleases if it pleases the board, at least go back and see if we need to put it on next time or wait until protocol >> full new board. Yeah. Protocol >> for >> expand on >> review of protocol >> for board is asking what are what is can you expand on what your >> yeah some of the issues that within the current protocol are they do we need to review not only review is
225there any need for policy to do any rewriting uh you know something as simple as uh uh in the definitions factf finding isn't listed um would an example or there's something that policy can review themselves or we as a board can review individually and submit some ideas I think is what the policy committee had suggested. Are there some specifics to the point of Weinberg member Weineberg suggesting? Okay, I'm going to um I don't want to belabor the point, but I'm a little confused on what we're talking about the protocol of. So, oh, are we talking about bylaws? >> Okay. >> I I would just say um we're happy to create space on the agenda. Again, >> any board member who has a specific concern is also invited to come and come talk about it and
226we'll make sure everything gets air time. >> When we said bylaws, everybody's like, "Oh, okay." All right. I didn't know what it was either. It's okay. So, now um any other I'm sorry, Ben. >> I can be super fast. And this this may be just a um a request for information or and not not necessarily an assignment, but I had a interesting conversation with a constituent about um PBIS plans for schools. Uh and the question that came out of the conversation was if somebody wants to see an example of a really good PBIS plan as like an exemplar, what is the best place to look for for one of those? And I did not know the answer. Uh I'm sure that the answer is out there. with this can be an email followup, but I
227wanted to make sure I asked about it um because I would like to be able to direct uh folks to the right place. Thanks. >> Got it. >> All right, board member Matt. >> Um yes, just wanted to follow up with uh uh Director Reeves about just the specialized units. Um so, you know, when will we have additional units opening if there are students on a wait list for those units? and that can come through email and then also with uh Deputy Superintendent Smith around the data with the rent. Um, and that may be forthcoming several meetings from here, but um, if we could have follow up around that. >> Board member Matt, um, you want to know how many specialized classes we have now or you want to know we have more coming. >>
228So, how many specialized classrooms do we have currently? um how many do we possibly need um for students that are um potentially on a waiting list um and when will those possibly be made available? >> Yeah, got you. For the ramp data, can we bring you the plan? Because the the ramp data doesn't change until we take the the state test, >> but we'll bring you a plan. We'll look at how many ramps per school so we can look at the data for that. And we could also I could go back and see from last year. I can provide you that data. Okay. And then we can show you the next year. >> Sounds like a plan. And then maybe moving forward at the >> we'll have a system of how we do it. >>
229Okay. Thank you. >> Mhm. >> Well, member Craig. >> Uh and then just one other um and I know we talked about a little bit today, but just maybe a breakout of our current staffing numbers and potential areas of need. um we were in the past getting those updates but I don't think we have gotten those recently. So just a kind of a maybe as we approach the new year what those new numbers will look like and I know because again we'll though it'll be sad to lose uh board member Weineberg uh we will be adding a new member who will not have had that historic data. So >> perfect. A proposed consent agenda has been distributed. I do know of probably two people's exceptions. So So members, the superintendent or the treasurer, do you
230any of you have any exceptions to the consent agenda presented? Whatever. I just have one today. So, it will be um on the superintendent uh recommendation page 11 section D athletic/curricular line three and line five. >> Okay. My exception is very brief as well. So, I would like to abstain from the treasurer's report page six line item number five and six. And then page nine, line item nine. That is a record. Roll call vote for the consent agenda. Treasure Gustin, please call the voting role for the passage of the consent agenda. Motion. >> Do we have a motion? >> I'm so sorry. I'm so sorry. I need to do this earlier because I'm tired. I need a motion to approve. >> Yes. [laughter] Just a little a motion. >> So moved. >> Second. >> Okay.
231>> All right. Now we're ready. >> Now we're ready. >> All right. Mr. Craig. >> Yes. >> Mr. Crosset. >> Yes. >> Mr. Lindy? >> Yes. >> Miss M? >> Yes. >> Mrs. Weinberg? >> Yes. >> Vice President Bolton? >> Yes. >> President Moffett? >> Yes. >> The chair will entertain a motion for adjournment. >> So move second. >> It's okay. Well, dang. All right.