Policy and Equity Committee Meeting November 14, 2025

001Okay, welcome everybody um to the November uh policy and equity committee meeting for the Cincinnati Public School Board. Um we are meeting a little early this month because of the Thanksgiving holiday. So, thank you everybody for their flexibility. Um and happy birthday to Kathy. Um, uh, we're going to start with some introductions. Maybe if we could, uh, start with Rob and go around the horseshoe. >> Yes, Rob Wilson. Uh, and if you'd like to speak during the speaking of the public session at the end, please click the hand icon and we will invite you at the end of the meeting after we ask you your name and association to the district. And if you're in person, just let the chair know you want to speak at the end. Thank you. Sophia, >> Emily Campbell, director

002of curriculum and instruction. >> Karen Nimbus, CFT field representative. >> Lauren Habercas, chief audit executive. >> Mary Weinberg, board member. >> Ben Lindy, board member. >> Gendra Matt, board member. Shauna Murphy, superintendent. >> Dan Ho, general counsel. Stephanie Scott, assistant general counsel. >> Chrissy Reeves, director of student services. >> Michael Gustin, treasurer. >> Jeremy Galghu, chief information officer. >> Eric King, director of IT applications. >> Amanda Vargo, testing and assessment manager. >> Okay. Uh, welcome everybody. We have a um full agenda this morning and we are going to end today um no later than um 11 uh 30. Um uh and appreciate everybody who is here. Um we have in our continued discussion item one uh policy 13:30 on evaluation of the treasurer. >> Dan, is there anything you want to share about uh I

003think I know what the but for everybody else. >> Yeah, good morning. Um so the uh assignment uh was to update the evaluation of the treasurer policy 1330. Um we used as a guideline the uh um the work that the board did last year on the uh evaluation of the superintendent policy as well. There was feedback offered by the uh finance committee with respect to uh the evaluation of the treasurer. So uh the changes that we've made have uh essentially incorporated those two things the superintendent's evaluation policy and the feedback from the finance committee. uh the treasures reviewed it as well and I think uh made some suggestions. So uh welcome your feedback, questions, etc. There's there's a slightly different timeline here um than the superintendent's evaluation and I think that's intentional to offset those

004so the board isn't doing uh that work at the same time. uh generally otherwise it is it mirrors what we did with the superintendent's uh evaluation with respect to uh the content and uh the scoring of it are all similar to the superintendent's uh evaluation policy. Welcome your questions. >> Yeah, thanks Dan. Um we have Mike. Uh how do you feel about this? Any any questions, thoughts? >> Yeah, this is this is good. appreciate Dan um and his work in redlinining it and sharing it with me and you know we incorporated the um feedback from the finance committee so I think this is this is a very good um very solid evaluation policy >> colleagues Mrs. Weineberg >> this map. >> No, I don't have anything. But I do appreciate how it um aligns and

005mirrors what um is similar to the superintendent's evaluation. So, thank you for that. >> Okay, great. Um so, I think absent other discussion or concerns, we can recommend this to go through at the next available board meeting. Um, this has been discussed by uh, I think every single board member in multiple committees and I'd feel very comfortable with this being in the consent agenda unless there's any concerns from my colleagues. >> No concerns. >> Okay. Um, Dan, does that get you everything you need? >> If it does, we'll move forward uh, and include this on >> move forward and include this on the consent agenda at uh, uh, not this Monday, but the following Monday. Okay, outstanding. Great. So, we're then ready to move to item two, which is policy 5421 on grading. And I

006think we got a couple things for this one. Um, there is uh on board docs some option language [clears throat] which uh I'm happy to talk through in a second, but I think we also have this presentation. >> I have hard copies as well if you do. >> Yo, that's great. Yeah, I think um I'm not I don't really have a preference as to which we start with. Would the would the folks who put this presentation together like to go first? >> I I think it goes either way. It's not really a presentation as much as it's really just a codification and clarification on some of the things we talked about last week >> to clarify as well as >> some opportunity for discussion around getting clarity from the committee on you know the direction

007we were looking to go for implementation. just kind of some of the discussion points. It's not really a presentation. >> Okay. >> Is this on board docs or no >> Jeremy? >> Sorry, I'm deferring to >> what which which one is it? I have not found it. >> Okay. >> Thank you. >> Okay. Um that's great. Uh, Phyllis, if you do have it, could you post it under the grading section? >> I have it and I can post it. >> Or Dan can post it. >> Thank you. >> Great. Awesome. Um, that's helpful because if people are watching at home or later on and they want to pull this up and look through it, they can do that. Um, everybody in the room has the hard copy and thank you for printing these. Um, so

008then yeah, let's let's start then with the with the language for a second. Um, and uh, >> this is so exciting. We have a popular policy committee. There's rarely this many people here. Um, >> we're gonna [clears throat] bring a chair. We'll bring a chair over. >> No, >> okay. So, um, >> Rob, could you um pull up the uh sample language? [clears throat] Okay. So, um I wanted us to have something to react to. Um and so I I appreciate Dan's help in looking over this and I think it also members of the superintendent and her team have looked at it also. Um uh the there two versions based on the discussion we had at the October meeting. Um, and what you'll see is that that nothing's been changed in the grading policy, but

009if you scroll down just a little bit, Rob, you'll see um version one language, and I will go over this just for for a moment, and then we can look at option two. It says no less than twice each school year. The district will ensure that the report card that communicates student grades to families also includes the following on the same document. Uh number one, the student's current reading level expressed in terms of grade level. So for example, reading at second grade level, reading at fourth grade level. Item two, the student's current math level expressed in the same terms and then the date and source of where that information came from. So it could be fall I ready, spring I ready. If the district's interim assessments change over time, that could get changed too. But

010um this is option one. Uh that next paragraph says this would apply to all students in grades K8. Um it will apply to high school students where where relevant data is available. Um I I this may need to any of this can change but but um I think what kinds of assessments are used and available changes depending on which age the student is in. And so the thought was could this language reflect that? Uh and then the last paragraph is about about when this starts. So the the basic idea is preceding two paragraphs would go into effect starting next school year. Though in this school year 2526, district will send this information home at least once. Uh I also thought that um board member Craig had a good piece of feedback when we discussed about

011this on Monday about distinguishing between report cards and transcripts. And so the policy draft explicitly says the preceding two paragraphs also apply only to report cards and not to student transcripts. Um I thought that was a good point that he made. Uh hadn't thought about it and I think this is better because we're talking about it as a group. So I think we can we can get into um again I think the spirit here by the way is to have something to react to. Not that it needs to be this particular language. But if we go to option two um and keep going all the way down, Rob, it is exactly the same. The only thing that is different is there's one more number in that list and it says a measure of students growth

012over the last year. This this was a point that u Miss Vargo made in the last policy committee meeting. Um we kind of kicked around pros and cons. We have one option that has no uh it's just reading level and math level and then one that also includes this growth idea. Um so yeah I think um I would love to hear I think certainly uh ideas and feedback from from my colleagues but I I Jeremy is there is there content here you all would like to share that can be relevant to this? Yeah, I think it would be relevant in terms of again kind of was developed in parallel to when this wording was being put together. Um, so I think there's definitely some overlap in terms of things to consider as we're making our

013choices between that wording. >> That's great. So maybe we'll flip to the deck for for a moment. Robin, anything from your team that you'd like to share? >> So again, some of this is just for discussion and clarification or codifying what we talked about last time. The first three slides we won't go through in any link. It was just there were questions around the timing like when are the assessments done and are they available for when report cards typically go out. So it provides an overlap of like when the the calendar alignment would be between those assessments. The second slide just tells is just detailing so we have kind of a clear understanding as to what assessments are given at what time which would help us dictate what data would be available to use for

014each of those reporting um segments. The third just again offers a quick screenshot of what we talked about in terms of the physical act of adding it to the report card in focus is a matter of finding do we have the data set available and this is just a cra a a quick screen capture that shows here's all the fields like that we already captured from I ready we would just have a little bit of development time to put those on the report card but as to reiterate kind of what I said last week or at the last meeting that's not really the challenge as much as it is determining what factors would go into determining what the on-grade level indicator would be whether that's going to be based on a single data point multiple

015data points and which of those which the next slide is really where this comes through and this is really the meat of what you know we've just kind of discussed I think as administration we looked at a range that I you know I think admittedly is a little bit um below probably what the target of the committee would be and I think it goes to a little bit higher than what maybe the committee is looking for but these are the approaches we discussed and looked at and some of the some of the information around each of them. The first where we started at I think where we started the original thought to the conversation before the last uh committee meeting was around just adding literally the benchmark uh scale scores maybe along with OST those

016things that were already pre-existing that don't take interpretation it's just a literal putting of the scores on that's a relatively simple ask something that's available um and you know for all intents and purposes is pretty common from districts that we've seen the next one it gets a little more complicated is using the I ready criterium based for an ongrade level indicator. So the some of the things to be aware of in that is that it is limited availability. So currently I ready is in math and reading which I know is our focus but that does not include science and social studies. Um it's only available from K6 and some seventh and eth some seventh and eth still use math which does not have that criterion referenced on grade level available option. it's still only in

017the percentile. Um, this it would be has the benefit and the consequences of being a single data point. So, it gives us a single point of reference that we can pull to put on the report card, but it also means that a student who had a bad testing day not only now has shown a lower score, but on the report card is going to see potentially a off-grade level because of a bad day. So, there are some pros and cons to that. [snorts] Uh, and obviously it requires some parental explanation. So if you look to the right really the indication here is as we go down this list two things happen. One the complexity grows and that could be a reflection of whether that's internal to us whether it's harder for us to come up

018with what is the answer going to be for these multiple factors into a single feedback point or it can be or it also includes complexity for trying to explain that to a parent. Right? It becomes this is a single point. This is a test score relatively simple explanation to going to if we have 10 factors that go into the indicator of ongrade or off-grade then trying to explain all 10 of those factors to understand like this is everything that goes into it becomes much more complex. So the third option is very similar just using the [snorts] percentile base that's available both in I ready and map and then the fourth is more of the custom. That one goes pretty on the far end of we take how many or multiple data points we need and

019make an internal CPS-based decision on does this indicate X or Y. The consequence or the thoughts behind that also would be though that it exposes us to some subjectivity and it starts almost getting back to the point of being a hazy reflection of what the intent of the grade is in the first place. So that's kind of the spectrum that we looked at in terms of how do we take what we're looking at and put into implementation. And of course I think the ask was to bring back an ETA, right? And I know this isn't a direct answer but >> honesty is great. you know like what whatever the honest answer is is >> but the intent here is really like a along with this progression really the ETA goes with it right so option

020you know approach one immediate approach four a lot of time before we would be ready to actually put that out because it would include training education a whole bunch of things in a strategic you know kind of thought pattern there is some additional information here that we can go into if interested in terms of to your point of whether we include growth or not. Um Amanda can definitely speak to some of the considerations around what a growth uh indicator would look like. Um some other considerations on how the ongrade level plays as well as and kind of turned into a personal rabbit hole that I went down but some research around what other districts are doing in terms of how they approach this and if they approach this. So those are just topics if we

021want to go into them. >> That's great. Um, I I will just say one very quick thing, but then I'm I'm most interested in what my my colleagues want to ask about. Um, in in writing the draft, one of the things I tried to do is offer enough specificity that something meaningful happened on a meaningful timeline, but enough vagueness [snorts] that the administration can figure out all kinds of different pieces of this. Um, I don't know if I hit that sweet spot correctly or not, but just please know that was the intention. So, I think there's room in the language that's there to do any number of these things so long as at least some version of it happens this school year and so long as it communicates the student's reading level. Um, I would

022just distinguish like some of these I think do that quite well. I think reading level means third grade reading level, fourth grade reading level, second grade reading level. It doesn't mean yes or no on grade level, not on grade level. Um, and it doesn't mean percentile. Um, it would mean like what is the grade level? Um, so like it it it provides some structure around these things, but also I think a lot of room to figure out. I'm not an expert on on on all of this. Um, but we had a robust discussion Monday. I don't know, Miss Matt, Mrs. Weineberg. >> Yeah, I'll just add um, you know, based off of what you suggested with the two different options, I do like the wording. I would be for option one just simply because I

023know in option two you're stating to add the measure of the student growth in the reading and the math over the last year and I feel like we could provide the additional letter that does go home with the families in that case rather than it actually being put onto the document. I think what really should be important on the report card is that um reading level and that math level and then attaching to the report card the take-home sheet that they usually give whether it's the map or whether it's the I Ready that will show a little bit more into detail so that parents are aware because at this point here I think we're giving a transparency level that the parents want. They want to know what reading level is my child on, what math

024level is my child on. So I would go with option one. Um, thanks Mrs. Weber, Miss Matt. >> Okay. Um, thank you. I really appreciate the feedback that um, Mr. Galahue presented. I think it really does um, make us think a little bit deeper about um, as we talked about in the last meeting, what are those unintended consequences that may arise? And so I think truly before we are able to move something forward, we do have to kind of assess what that would look like. Um, when I was just drilling down on this, when we're talking about what reading level, I was wondering about maybe the language, um, and I'm asking you all as the experts, um, would it be maybe, um, less harmful to maybe identify if they're at, you know, advanced or accelerated

025proficiency level, like use that same type of language where it's aligning to what the um, uh, state test is communicate. ated. I know that we talked about wanting to ensure that there was more understanding around the report card. So maybe using similar language. I don't know if that creates um maybe more of a vague context or if it helps it to be more specific, but I wanted to make sure that we're honoring what was communicated about ensuring that we're not labeling or we're not um creating more harmful consequences to our students and to our um our parents. And so I just wanted to just pause there to kind of get you all's perspective and also my colleagues perspective about that consideration. >> So I am very luckily uh joined today by a handful of people

026that we brought in preparation. Um so for that one I would I would really redirect to the academic side of our house and kind of speak more around that particular area if they're comfortable with that. >> Yeah. Um, I agree that we don't want to cause um harm. The proficiency advance, we could use that. I think what I like most about I Ready is it's going to give you that score of where your child is and then tell you where they should be and then things that you could do to get them there. So, if I am a second grader that's reading below grade level, it's going to tell me I should be here. So if I have a 458, it's going to tell me um I should have a 470, right? And so I

027think the simpler we give it to our parents so that they have clear understanding of this is what needs to happen at home cuz I is going to tell you like you need to work on site words or you need to they need to read literature um and comprehension skills. I think that's going to really help with that piece if we if we use that. Um, I understand exactly what um, you and your colleagues are trying to do with letting parents know your child is not on grade level and how do we get your child on grade level? You need to know that they're not on grade level or if they're above grade level, what are we doing with the children that are above grade level? So I think there's a catch between each one

028of them, but I think causing harm, what is at the forefront of our mind of what what are we saying to our parents and the kids that are behind but are working really hard to get where they need to be. >> Go ahead. Thank you for that. >> Um so just to offer a point of clarity around metrics that are available and where they're available. Um, if we're talking about a a grade level like a grade level placement specifically, that is only associated with the I Ready assessment which we give K6 and some seven and eight. So that would not be a consistent metric we could give K8 and is not available at all in the high school space. So I just want to be clear about that. If we wanted if we used a

029metric such as a percentile or even a projected proficiency on the Ohio State test that is available for all of our benchmark tests. Um, so if we're I I just want to make sure everyone's kind of clear on that. Like we can't necessarily give an ongrade level per the language of the policy for grade levels and subjects that do not use IRA testing because that information is just not available. >> Could go ahead. >> I had a response if you go ahead. >> Um Rob, is it possible to go back one policy committee meeting and pull up those graphs >> that we looked at? If you go to the October 31st one, They're they're all the same. Yeah, they can either be from Monday night or from from the last um policy. >> [clears throat]

030>> I think as he he's pulling that up, my concern is what you all are sharing is making sure that there is alignment with the data points that's being communicated and also to ensure that we're not um using just one um interpretation of a metric to determine whether a student is on grade level or not. So I think that there does create that level of complexity where we do have to make sure that we're being very intentional about how we communicate it. I do want the information communicated out. Um I do think that is it's important and it's imperative for um our students to know, for our parents to know as well as for all of us to know as a district. Again, I will continue to stress I think that helps move growth forward.

031But looking more at the information that has been presented to us, I think we do need to do this. Like we need to sloww walk it to make sure that we're all on one accord. Um and again to make sure that there's that language that's written in here about the intentionality around it, right? This is um to make sure that there's that transparency, but also that we're trying to provide that data literacy component to our um our parents and our um our students as well. And I would agree with you, board member map. I think just really sharing with our parents um our intentions and just also being very transparent and you had mentioned um about wanting to be consistent with what we're providing. I think that we should just also be consistent anyway within

032the district whether it's providing parents with the I Ready uh report, whether it's providing parents with MAP reports, we should just be consistent so they understand anyway. So it's all in all all in together basically. So, um, thank you. Thank you. Um, I I would like to make a strong case that we keep the language, uh, reading level and math level with the grade levels on there. Um, for me, it's important enough that I'd be willing to drop seventh and eighth grade from the language and just do it K6 where we have the data. And I want to make a case for why. Um, I think it's easiest to do by looking at some of the example blue dots on these graphs. Like if you look at school B and you look at all the

033students who are getting A's, look at the very top of inside the red circle, but like one of those dots towards the very top. If we did something like expected to pass or expected to fail the state reading exam this year, the student who is inside the red circle but at the very top of that circle would have a report card come home that says expected not to pass. The student at the very bottom of the red circle who's also, by the way, getting an A that comes home would also have a report card that says expected not to pass. One of those students is probably half a grade level below. one of them is probably three or four grade levels below. there is a huge difference to that parent in knowing that information and

034and the and the the the proposal of having it map onto the report card category is it just tells the parent less information, you know, and I think the the the driving motivation this for me and I'll just I'll share um this information was really important to me as a dad for my son um looking at the I Ready report um uh because he was um not only not on grade level but he was um uh at successive I Ready reports falling down the percentile. Um I only knew how to find that because I've worked in education for 20 years and I knew what to look for on the I Ready report and I go to a school that sends the I Ready reports home in the Tuesday folders. Not all schools do that. Um

035and so I I just think there's such a huge difference between those two students and what those parents deserve to know. Um, I would rather us shrink the grades that we're going to do this in, but share that information, um, rather than use some other language that's less helpful to parents, but cover more grade levels. Um, I'm one person's perspective. Uh, I'm one vote. Um, but that that's my case for why the language would be the the specific reading levels, but I'd certainly welcome feedback on that. >> No, I can see your perspective on that. And if we uh skimmed it down to K through six, I feel like the goal would be to ensure that those grades uh we're not going to have the issue that we kind of currently have where we're moving

036into seventh and eighth grade and 9th grade where they're falling behind. We're going to be on top of it. And I think I would be okay with the K through six, especially keeping it at the language that you suggested because I do like the reading level, the math level. I do appreciate that. So, thank >> Thank you, Mrs. Weinberg. Miss Map, what do you what do you think? >> Um, [clears throat] so for the I Ready, if we kept it K through six, um, I Ready does um focuses on the reading and the math. Um would we will be ultimately using um the data points from [clears throat] I guess I'm trying to figure out when we will be aligning or potentially aligning um those metrics to put them on the report card. Can you

037speak I know it's in the presentation but can you speak to that a little bit more? Um because again I don't want us to just take one snapshot and make a determination. Um when we do collect data it is important that we have multiple um you know perspectives to make that determination or that conclusion around where that child is. So that is one thing that I want to make sure that we're getting accurately as much as possible where we're just not using one metric but we're trying to use um several um you know metric points to then make this overall conclusion about where the child's uh you know grade level is because to your point again I can speak to that my child can have a bad day or my child can come back from

038school from being sick and then have to take a test where they may not perform at their best but if that's the only metric point that we have that may not give a true read of where the child actually stands. So, I'm just curious to know where the alignment is um with how we would have these data points reflected to then make that conclusion. I'm okay with using the I Ready. I'm okay with I mean maybe this is a pilot where we we begin with K through six to identify how effective this is and how we begin to you know um find um I guess strategies to make it expand across all of our um grade bands but I want to again ensure that we're not just using one data point to make this determination.

039>> Can I respond respond real quick? like I I um I don't maybe maybe there's something I don't know about that seems highly likely but I I don't um I don't it may not be able to do that but I'm I'm wondering if a way to address the concern which I feel like is a really valid one um um I can't I'm not inside my children's head but I know I've had days where I've been a terrible test taker you know I wonder if there's some language that could go on there that says what it is and what it isn't that it's one point in time uh and that um it may or may not be a perfect representation of the students holistic performance. Um I think the longer the more things you have to

040average together to get like a piece of information that has more data that goes into it just I think the longer it would take and the more comp to the complexity point. Um but I do do you have a reaction to like the language that would explain what it is and what it isn't? >> Um sorry. So again, to ensure that because I think that labeling piece again stands out to me. Um, anytime that I've had to interpret or communicate data back to individuals, I think communicating that this is a snapshot in time, that could be helpful, right? where we're not limiting um or or creating uh a false narrative of this is where the child is, but this is where the child scored on this particular assessment at this particular time, right? And then

041what we can do to make sure um we're putting interventions in place to support um our students growth. I would be more interested in seeing that reflected than to um to just make a conclusion to say that this is the child's grade level, but this is where they're reflecting with this particular metric on this particular assessment this point in time. >> And I think I just wanted to add um board member map just, you know, from being a former teacher, I think the goal would be to to provide that communication that you're talking about and not just sending this home and saying, "Oh, the parent just needs to figure it out." just really taking that snapshot and providing and stating that this is a snapshot, but it's also based off of how your child is

042doing in the class, the type of grades that they're getting on the other particular assignments and then with this uh test that they took as well. So, you are correct. It would be a snapshot. It's not anything final, but we want to make sure that we give them the uh the proper I guess information on what interventions are being put in place rather than just saying this is what it is and okay, figure it out. we have to be supportive as well. But I would be very um I guess I wouldn't say opposed but I would prefer to just keep it simple on the report card because if you get into too much then it get becomes very confusing and I think then it takes the stage of the families and the teacher to come

043together too as well to have that good communication [laughter] >> Dr. Smith, we would we would love to hear from you. >> My mic was off. Sorry. >> Um I along with what you guys are saying, I I really really appreciate that. Uh my thoughts are we could maybe do something that says this is this I Ready score is in alignment with what I am seeing in the classroom or this is not in alignment with what I'm seeing because these these are the data points I've seen with your child so far and we are trending in in in the another direction other than what we've seen with this score. So it would then give the teacher opportunity too to say this is directly Alicia is a 500. What I see in my class is a

044500. it is in alignment. This is not in alignment what I s see with Alicia because of these various things that I've now seen in my classroom. Her comprehension checks, her uh checks for understanding, her cadence data, and we could probably create a drop down that would just check it so the parent knows that the kid is trending in that direction. If we're trying to make sure that we give the parents and the teachers an opportunity for those kids who may have had a bad testing day, that may that may not that's not going to be for a whole bunch of kids, but for the kids that it it is for, it would give us an opportunity to get us all on the same page. So, um what if uh can we go back to

045that language? Um [clears throat] Okay. So, I think um I'm not hearing either Mrs. Weinberg or Ms. map make a case for option two. I'm not either. So, I think we're we're looking at option one. Option one's the one that's just reading level, math level. Okay. So, what if there were something that said um [clears throat] um like if there were a new paragraph at the end of all this that said the administration will include language explaining that any one assessment is a snapshot in time. and the teacher can provide additional context on interventions in place >> and whether the >> um >> interventions and or enrichment can versus should is a good question. I don't know the answer. I'm just thinking. What do What do you think? the teacher may uh >> I feel

046like should right like if it if it's if it's if it's multiple grade levels >> should be >> not can >> and there and just to be to be clear too I think there are so many different I'm a little nervous about the drop down menu um uh but I think there because there's there's so many different ways a teacher might want to go about doing this and so if we were to put language in there that's and I'm I'm trying to be really thoughtful about this I know we have um our CTF field rep here. Like I think there are multiple ways to be a great teacher. Um I don't want to be overly prescriptive in this, but I do think we can signal what our values are, right? And our our our values

047are I think my values are um trying to show up for the student and for the family, you know, and I think that there are so many different ways to do that, but the teacher should have some way of doing that. And it's going to be different by school and different by community. So that but I'm I'm open. >> But the process should be the same though. Yes. Um I like the uh additional language. Um and then I would also just add you know at the forefront of it all um that data literacy component what our intentions are around this. So if there could just be a Dan if you could add maybe some type of um you know general language as to why we are doing this and what our hopes are to you

048know accomplish with not only um the parent to be informed but um what we're trying to do as a district around this data literacy piece to improve outcomes. I mean that's >> important for me. >> I think here's I I I am with you and I think I think that's important. Um, I'm very happy to support that. Um, it's very important to me. Also, I'm very happy to support that. I want us to be just thoughtful about timing. It makes me want to see if we can write this language together in this room today. Here's my reasoning. Um, this is our last policy committee of the year where we won't have a board meeting after it. >> So, like if we want Mrs. Weinberg to be able to vote on this policy, like we got

049to have it come out today. Um, and so if if I think maybe if we could we could say exactly what you did and we can get Dan to write it down. Um, I think >> but also [laughter] I mean I can understand the rush but I I I get it but >> don't don't just put it all in me though. >> No, and it's not I don't mean to make that all Mrs. Weinberg. I think uh >> they're working on it. But >> there going to be so many other things happening in January. stated language around the importance of um data literacy and for our Mhm. >> Yes. And so I think that helps to draw in that last point that you made um for number four. Um and so that will help explain

050the the additional um information that will come home with the report card. >> Yeah. So they won >> and we can we can come back and have them read while they're working on that. Um before we tell you this topic, one of the things that um Eve said on Monday was carrying a lot about uh teachers who are doing the grading in all of this. Um um we do have Karen here. Um I don't know, we'll certainly have a hearing a public at the end, but while we're on this like do you do you have anything you want to share on this recommendation? I appreciate the opportunity. You know, I and also the care that's being put into this because I I do think it could have unintended consequences. Um, I think it's probably um

051another layer of work for teachers and I'm sure that they will be happy to add additional information um on the report cards that reflects I think what you're trying to get at is if if the snapshot assessment doesn't reflect what the teacher thinks it um what the teacher thinks the the level to which they're working in class that it would be an opportunity to do that. So, how they do that, um, I don't know, you know, how you're proposing that that happens. >> Drop down menus, I think, are problematic. Um, so >> I'm not on the grading. This is not my wheelhouse. I'm not on the grading and assessment committee and I have not given grades like this. I would I would appreciate the opportunity to kind of take it back to the people that

052I work with um and to teachers to see how they feel about it because I don't honestly feel comfortable speaking for all of these teachers who are doing this work right now. >> So I just had one comment. So in particular to this policy, it's not necessarily with the grading. We just want to add verbiage about the testing if the child is on grade level or not on grade level. So it wouldn't really be anything with grading. Teachers are already grading. they're already doing whatever that they have to do of course to be great in the classroom. So I think you had said something about another layer of work. I don't think this would be a layer of work. I think this would just be an addition to just bring clarity to parents and families.

053>> I I the >> I didn't see it as grading. I just see it as the additional >> additional >> test that they already are taking and they already are discussing >> with them the score. >> Excuse me for talking over you. >> No, you're okay. Go ahead. Um I but when it comes to clarifying whether the teacher thinks that um what is reflected on the assessment is in alignment with how the student is performing in class. I'm not sure what that will look like how they'll be have the opportunity to to reflect that in text or a drop down menu or you know I think sometimes the devil's in the details. Oh, absolutely. >> Um, that might, you know, I think parents do get this information at student teacher conferences, for instance. >> Not

054all I get all the emails >> and if they don't go or whatever, >> right? >> So, I mean, I think to the extent that there's an opportunity for additional conversation around that, >> that's the part that I want, the additional conversation. So, not big on the drop down uh menu, but just having that additional conversation that you would already be expecting them to have at the parent teacher conference, whether it's online, whether it's through an email, whether it's in person. >> so I I Kendra, Miss Matt had a thing you wanted to ask about. Um, so I just wanted to say, um, you know, we do have parents in the room and I don't know, this is not to put you all on spot, but if you wanted to give, if you felt comfortable

055with sharing just what your thoughts are around um, >> you know, this potential policy, do you think that it's helpful or like what are your thoughts maybe about um, the direction that we're headed in? And and that's if you feel comfortable with sharing. >> My button don't work. Nothing works. Um I really >> Oh, hi. I'm Sabrina McGee. I'm with We Excel, um Cincinnati. I'm also a parent of uh a child. He doesn't go to CPS, but they still do I ready testing. And I'm one of those parents that I want to know when I ready, when are they testing, what can I do to prepare my son and daughter for testing? Um, but sometimes the language is for me it's easy to understand. But what about parents who have generational IEPs or 504 plans

056or learning disabilities that don't understand the verbiage or how to read a graph um particularly um so I think this would be a great great idea for parents to get an understanding of where their child is um and if they're falling behind. You know, you you get a A and then you you wonder why your kid ain't moving on in the second, third, and fourth quarter, and that's because they're not they're getting an A in the class, but the proficiency isn't there. So, I think um it says reading at second grade level. So if you if my child is in the fifth grade, if it says reading at second grade level, I know that I have to be proactive in making sure that my child is successful. So I think that's a great idea. >>

057It's already on. >> Um I think for me just listen as far as like with uh simplifying it. I think that'll be great for um parents to be able to understand where their kids are and where they need to be. And then as far as with adding that additional verbiage um even if it's just making just like a general comment when they print it out um and hand it to the parents as far as for um here goes some tips and tools as far as what you can do at home and this is what we're doing at school. So that way we can try to partnership and collaborate together >> to bring our students to where they need to be to be successful. [laughter] >> Miss M is asking council to write down what you

058just said. >> It was good. It [laughter] was good. Thank you. Yeah. >> And I would just want to add to both his just to really focus um Serena Boyd. I do apologize. Wow. Right. Um Serena Boyd, my daughter actually attends Dator Monasuri and so her teachers are really big with communicating with me. um about her progress because I'm very just involved, right? But I don't think that every child receives that in I mean that type of conversation because parents are busy, parents are doing a lot of things, right? So when we were talking about what test are we actually using to put on the report card or where we're which one we're going to use. I think we really need to build a strong foundation on what's important, right? because what does that look

059like for me just knowing where my child is on not ready right but is this the same test that's moving my child to the next grade or is this a cumulative test that's moving our children and then what will be on that so that's all I want to share cuz I'll get like deep in the woods but I think that's what's going to be the most important what is moving our children and what do our children need to move collectively together with all the tests because there's so many of them and then how do we build off of that >> thank you. >> I just want to say thank you. You all have really shared some um like you know invaluable tools and so thank you for the feedback um because it is a partnership.

060It is a collaboration um and so I thank you all for just exercising your voice in this moment to help us help you. >> Thank you. Thank you. Um uh Mr. Hoing. I was going to make a like a like a Charles Dickens reference or some some kind of author. >> So, uh what what I've heard is that the board would uh use option one as the text. Uh that but probably before the no less than twice the new language. Uh this is our our what we've gathered. um that you would add. The board's purpose is to increase families data literacy about student outcomes and specifically to ensure that parents are informed about students performance in the classroom as well as their proficiency compared to peers in other district districts. >> Um I think we

061just strike in other districts just peers like because I think it it's not um >> to peers. Pierce. >> Pierce. >> I like that. >> Um, and I I think that sounds good. Is there is there language about the the snapshot and time piece? >> The second thing would be at the >> I believe at the end. >> Yeah. Right after the preceding two paragraphs also apply only to report cards. So this would say the the administration will include language that any testing is a snapshot in time and that the teacher shall provide additional context for interventions and enrichments. >> Yeah. I just don't want to push. Yes, that's what we said. Yeah. I want to say really clearly the shall versus may thing with the teacher. I'm open, right? Like I I think I

062think that um what I don't want to do is create another body of work for teachers who are already working very hard. What I do want to do is communicate what I think is a shared value that like we all want to be in this together. Um, I don't I I worry the the shallow is what we said a minute ago, but like I still don't know that it feels quite right. >> Can I hear that again? >> Yeah, I need to hear >> the last sentence. >> Yeah. >> The administration will include language that any test Oh, sorry. God, [laughter] >> just called that person. >> Yeah, >> excuse me. Uh the administration will include language that any testing is a snapshot in time and that the teacher shall or may provide additional context

063for interventions and enrichments. >> Can we just do will >> teacher will will include >> or can >> you're not worried about that creating extra work? >> No, I I I think so to the the point that the parents made um for for me I believe that it was already an expectation for that to be done anyway. And so if we're talking about we're pres presenting this information so that people are our families are able to be informed, it's also incumbent upon us to make sure that we have recommendations on how to continue to stretch our students wherever they are with their um reading or math levels. And so I think that that um that additional information is necessary >> and I would agree with you. So thank you for saying that. I don't think

064it's additional work. I think it's work that's already included in the job duty. >> Okay. >> The administration wants to >> No, I just want to clarify. So, when we the additional work piece, >> I guess in my mind I was thinking that we were talking about the the snapshot but also when the snap snapshot is not aligned to where a child is, >> right? So, then that would be where the additional comments would come in. So that it says I'm uh a 500, but I should be a 650 based on where I am. So I'm going to as a teacher say I've seen Alicia at a 600 work in my class. I'm just using numbers right now, you guys know. And um because of what I've seen in class on her cadence on her

065comprehension whatever when I thought of my mind went to drop down menu about work because teachers could sit and decide what are we going to say not necessarily they're going to click a button but we're going to talk about interventions we're going to talk about the enrichments that we're doing at our school that is helping that child get to that space. Are we not saying that or are we just saying that they're going to add comments even if the snapshot is on grade level if I'm on for? Yeah, I I I would like to to share a perspective on this for just a second. I I think this is a good example of how complex this will get. >> And what I'd like to do is keep the policy at an altitude that allows people

066who are closer to this to figure it out. >> So if we said something like um you know the the district will provide a way for teachers to share fe important feedback with parents like that leaves room. >> Say that one more time. the the the district will provide a way for the teacher to share feedback, additional context with the parent or the family that that way they can share all the things >> that they need to share. >> Okay. And and it also doesn't overly prescribe and >> I like that. >> Yes. >> Um >> superintendent, did you want to >> I'll just go ahead and share my thoughts since the chair is allowing me to. Um but I thought that conversation was really really great. I think we were all stirred by what

067the parents shared in this conversation. So my thought around this before we came to this conclusion um was that I wonder if there is language and perhaps this can just be handled procedurally around um the parent voice in this and the parents have the opportunity to speak with the teacher about what does this mean and what does this look like in terms of next steps. could be just done procedurally. >> I think that sounds great. And there there's I would say two things. A there's there I'm hap I'm I one person happy to consider adding language. B I think even if we don't add any language, you can still do everything you just described uh procedurally to your point and I think I think it's great. >> Um so do we um I'd like to

068make sure we we have other really important things we need to talk about this morning. Um could could um council just summarize what the what the edits are from this because um that would let us put something forth to the whole board while this particular policy committee is still together this year. >> Yes. Again, sorry. So again, opt using option one language uh before the new red line adding the board's purpose is to increase families data literacy about student outcomes and specifically to ensure that parents are informed about students performance in the classroom as well as their proficiency compared to peers at the end of the section. Uh and and here's my question. It says the administration will include language in the grade report. Is that what we're saying? The administration will include language that

069>> this is about the spot in time. >> Yes. Is a snapshot in time. It I I just The administration will include language that any testing is a snapshot in time. [laughter] >> We could we could Do you want to keep going or did you I >> I was thinking you could say the administration will include language on the grade report. Is that what the intent is there? >> Yeah. Like whether it's on the report or a sheet of paper that comes behind it. Like I don't know that I care but just that there's a way that it what it is and what it isn't with with sounds great. >> That's good. uh with the grade report. All right. So, the administration will include language with the grade report that any testing is a snapshot

070in time and the district will provide a way for the teacher to provide additional context for interventions and enrichments. That's what we have. And then superintendent had a comment about parent voice also. >> We can add that procedurally. That was what I was thinking before that final conversation. And does that last piece about um can you just the thing about shall versus will and where we landed on the can you just read did we >> I've got will right now but uh >> you said something did not have the will it was you said something >> will provide a way for the teacher to addition will provide a way >> yes excellent yeah ma'am >> um I just wanted to uh it's the additional work piece for me just like you keep bringing in my

071ears. When um we receive quarterly reports from the school, you know, there's a section at the bottom for teachers to make comments. >> So instead of it being additional work, >> just give us a snapshot at the bottom of the, you know, the grade report. That way you won't have to add additional paper. Nobody won't have to have to download a app to, you know, [laughter] >> that's good. I like that. >> She knows us very well. [laughter] >> Add a comment. >> Yeah. >> And if you know and and if it's like real if it gets really deep um >> you can actually request the teacher can say hey come and see or when we have uh parent teacher meetings and stuff like that. That'll be a opportunity for the parent, the child, and

072um the teacher to sit down and formulate a plan. >> That's great. >> Thank you. Um absent other objection, I'm going to recommend that we put this on the board agenda as a as a recommendation out of policy committee. Um and that we keep going because we have some other things to talk about. Um any objection? >> N. Turning to 9212 non-school organizations. >> Thank you. And we have again grateful to have the treasur and internal auditor here today. Um this this arose and we mentioned it in sort of other business last week. Um this arose in a review of of this policy which applies to non-school organizations are parent teacher PTO's PTAs booster clubs alumni foundation friends of these are support organizations for the school um they're separate from the school they generally have

073a 501c3 they're a separate corporate entity um but they they exist to raise money and to support the school our primary purpose in bringing this to you is In reviewing this, we we found that there was significant language in here saying that when an NSO when a when a PTA a PTO is doing a fundraiser, there may not be any student participation in that fundraiser. In other words, there's no walk-athons, there's no readathons, there's no uh if there's a carnival even that the PTO or PTA is putting on, it's hard to see. It it suggests the language suggests that students may not participate. This is not required by law. It's not consistent with what other school districts do. And I think our our uh perspective is that it unnecessarily handcuffs our PTOs from doing fundraisers

074that every other PTO in the state is engaging in. And so our primary purpose in in bringing this to you is to recommend that we remove those handcuffs and allow NSOs to engage in the same kind of fundraising that's going on in lots of other districts, lots of other PTOs, PTAs, etc. So that that's our main purpose. Uh in reviewing, we made a couple of other changes. For example, we found that some other district policies do have some guidelines for participation in student fundraising in fundraising activities. students participation, for example, that it's always voluntary, that you're not you're not saying you can only go on this field trip if you participate in the fundraising activity. So, we we recommend that some of those also be included here. Um, and and then there's some other changes

075I'm I'm glad to uh review. Um, another example of kind of us unnecessarily handcuffing ourselves. Um, on page three, bullet four, district employees may not be compensated by NSOs for school sponsored activities. I I the ethical rule is that they may not be uh compensated by an SN NSO for performing their public duties. In other words, you can't pay a teacher additional money for what they're supposed to do as a CPS teacher. But we do have some programming in schools like afterchool programs and things like that where you may have a paraprofessional who does her his or her job full day for CPS as a parah and then picks up additional hours being paid by um an afterchool program by watching kids after school. That's not always done by the NSO. Sometimes that's done by

076uh Families Forward or YMCA or whatever. But if it were, I I don't know that we need to prohibit them from participating. Glad to answer your questions. Yeah. >> Do you have the red line version that we can see? >> Yes, it's not online. >> It's just all there's no red. >> It doesn't look like it normally does. >> It's in the packet. It's in a hard packet that's attached and I will make sure it's online. >> Yeah. Send me the red line one. >> Is it a word version, Rob? No, it's a PDF. I'm not sure why it's showing up like that. Um, yes, we will work on posting that right now. >> So, I guess that that would be a final version there. It's it's only showing the um on the left where

077the lines are is where the changes are, but we'll get it posted right now. >> Um, >> glad to answer any questions in the meantime. Do two things at once here. Uh I'm I'm from Miss Havus, did you hear that? >> I just wanted to add additional uh context and background. So we also were given an assignment from the finance committee at the September meeting to revisit kind of the handling of donations, especially in light of our new foundation. Where is the line, the border between CPS, between public funds and then those that are categorized under our foundations or other NSOs more broadly? So, we brought a presentation back to the October 17th budget finance and growth committee in which we took the policy as it stood, formatted in a table, and said, "Here are

078the clear lines between things." And I think it really brought to light, just as uh General Council Ho said, those very distinct and very restrictive um circumstances that are in our policies. So I think as uh I should just speak for myself but as an auditor we just like to see a policy that contains clear enough guidelines that uh external auditors would be able to clearly recognize what are public funds that should be handled and deposited and upheld to governmental standards and then conversely what are funds that are fully recognized as NSOs and handled by their accounting practices. So, I just wanted to share a few steps prior and I think um it's a great opportunity to revisit and perhaps uh Treasure Horn or excuse me, Treasure Gustin, excuse me, has other things to add.

079>> Yeah, Treasure, >> I would. Yes. [laughter] Yes. Thank you. Thank you. Thank you, Lauren. Um so, so I do think I do appreciate Dan's work on this. I know we've had three of us have had multiple conversations um starting from the assignment from the budget, finance, and growth committee. Um, and I do appreciate a lot of the changes that he's made. I think there's a lot of good information in here. There's some things about um, adhering to USDA guidelines for food. There's some better language about not comingling funds. Um, I think I think there's a little bit I would have added there about employees who do so could be subject discipline, but there's a lot of good things here. The one thing I'm still a little concerned about to be honest and it's not

080a surprise to Dan because I told him I would say this is there's not a good clear bright line between when when an activity is a student activity fund activity and when it can be a non an NSO activity. I think I think the current policy was way too restrictive to some of the examples he said like like the way you read our policy. If there was a carnival on a Saturday, you know, our kids our kids technically shouldn't participate because it very specifically said they should not be a seller or a buyer or anything. I think that that was way too restrictive. Um and and so I think this is a good change. I'm still not sure though that we have like I said a clear bright line that someone could look at and

081say because part of I think what key to policies is is giving people on the ground guidance to say this goes in this bucket, this goes in this bucket. I think I think the current proposal is a little vague in that and I think what you'll see is more NSO stuff done that I think might have been student activity fund things just because people to be honest people like the lack of restrictions around NSOs because NSOs don't follow because of their own 501c3 they don't follow the same guidelines that we do but I also think you know there are reasons that money becomes public funds you know and there there is a there is a level of accountability, there's a level of clear guidance, you know, I mean, if we're raising money as a school

082for a student activity fund, like those students are going to determine exactly where that money goes. You know, student if we're raising it as a district activity, we're going to determine exactly how that money is spent. It's going to follow every guideline and every rule. It's going to be reviewed, audited, approved, all those things. Um, NSOS don't have the same things. And 99% of the time it's kind of immaterial because they're aligned. Our NSOs are very much aligned. But when they're not aligned, I think you need to we need to think about that. So what what Oh, sorry. >> Was Go ahead, Dan. >> I was just Do you want to add what what Lauren and uh Treasure Augustine and internal auditor >> she has a new last name. [laughter] uh had proposed as a

083new bright line would be school day activities. So anything that happens during the school day including a bake sale or a walk-athon or something where you're taking away from school activities should be deposited with the school and can't be an NSO fundraiser versus outside of the school day that would be open to NSOS to do fundraising. I think that is a good bright line rule. I'm not 100% sure that we would, for example, for the rest of this year like have alignment with that. And so I we might want to make that a like a future effective date or something like that. I want to make sure we're following policy as well. I'm I'm I'm wondering too like the um this is another altitude thing like how much of these things could be solved by

084administrative procedures where we pass something that makes things lowercase B better and then you all write some procedures that are within that policy that get it to do exactly what you want it to do and then if you need to change them you could change them. >> That's true. That is true. I don't Yeah, I think I think probably the current writing we could administrate a procedure around that because there's because there's a lot of may and shall and so you might we might change some of those to the superintendent shall develop procedures for >> that or the treasur superintendent whatever you however you want that to read. >> Yeah, I think the big picture is getting out that requirement that a student may never be participating in an NSO fundraiser. that's that we don't

085need to do that and that's that's our main purpose for coming coming to policy. >> That's great. And so um I think I'm trying to are we A or B A what we have today is such that we can put it forward and it will do the things that you all need it to do or B you'd like to come back next month with an edited version. What what about with the we move forward with the addition of the administration shall develop pol procedures to um implement this policy >> works for >> maybe one quick reference to is on number four or pardon me five on page one uh if we could add a circular reference to the newly amended adopted gifts grants and request policy. there is a reference going the other direction. It

086might just be nice to link those two together. So if people are looking between policies >> and you sent me that notice [clears throat] >> I was just going to say I think there for me at least there's a lot of moving parts that have just occurred u which I think all could be definitely beneficial um to enhancing the policy. Um, I know that we may want to move it forward, but I think uh you all have raised some really good points, especially you, Treasure Augustine, um, about what could be um, enhanced or strengthened with the language. Um, so I mean, I'm only one person on the committee, but I think it may be helpful just to take some time with it to, you know, um, go back in and be able to assess what

087needs to be changed. And I'm also curious and I think you all are speaking to it, but the um you know how it aligns or connects to like the crowdsourcing policy or how it connects to um it maybe the student activity or the fundraiser policy. I know that that we have some policies in place and so how we delineate between the two and how they align I think for me would be helpful. Could could I if I may could we >> could we do a policy that just strikes >> for for now because because I think to as we've found like we're we're we're >> we're out of compliance now. >> We're acting out of compliance now. >> We should fix that. >> Could we [clears throat] very quickly as an inter major strike that

088one line out of the current policy? Um, I think everyone agrees >> that that that moves us a lot closer and then come back with a more thought out version. >> Yeah, I would agree with that. And I was actually going to say that I agree with board member Lindy in terms of having you all um kind of sift through um and utilizing your expertise, but I could go with board member map as well. Uh, but yes, striking that out and then kind >> I like that. I I can agree with that. >> Great. So then we'll we'll put that through uh consent agenda. Yeah. >> Yep. Sorry. >> Great. Um, so that takes care of 9212. Um, we're now on to 9142. Uh, LSDMC's. >> Thanks. This is a relatively minor change, but it

089was discussed not last policy meeting, but in October. Um, >> we may we may have the same red line issue, I think, with this one. >> I wonder why. >> Is it not? Can you scroll down for a sec, Rob? >> I think when you PDF They're showing up on mine. Not not from board docs, but yeah. >> Um, >> and it's in the hard copy. We'll make sure the the colored uh colorful red line is added to the uh board docks. Uh the only change we made from our October meeting is on the uh number 14 uh which says uh participate that that the LSDMC one of the uh roles is to participate in the principal selection process by participating in interviews and making a recommendation to the superintendent. We've added as provided in

090board policy 3111.1 >> and an individual serving as an interim principal shall not participate in the principal selection process. >> Great. >> Thank you. This this is right in line with what we talked about. I think I don't have any other >> comments on this one. Do you >> I do. Yes. Um the only additional thing that I would add here is what we referenced before. Um, so I think what is included is good, but also making sure that there's language to uh reflect the uh administration or superintendent selection process. Making sure that framework is followed as well. >> So you >> or just adhering to the superintendent selection principal selection framework framework that >> Yes. >> Oh, I thought that had already been added. Thank you for raising that. >> No, it's not there.

091But yes, that's a good point. Remember, Matt, >> this was the one about there are these different requirements that live in different places. >> So, pulling them all into one >> consistent piece. >> Yes. >> Okay. And and adding it here. I just want to make sure I'm doing what you're asking. >> Yep. >> Well, I my my So, if if if I'm remembering this correctly, um this goes back a couple meetings ago, I think. Um and would the the problem we were solving for was that different policies had different requirements about how a principal is chosen. >> So yeah, so the there wasn't a process or maybe um a a process that spoke to all of the policies. So there were policies in place but there wasn't alignment to those policies. So, the updated

092principal selection framework that the uh superintendent administration worked on has pulled all of those things together to make sure it's one streamlined process that all of the LSDMC's will follow for the principal selection um um interview selection process. >> So, the tool now exists. What we're doing is making sure the policy says that tool will be provided. >> Yes. >> To the LSDMC running it. >> Absolutely. Mhm. >> And are you asking for that verbiage to be added to that line 14 like another sentence? >> Just another sentence. I would agree with that. >> Got it. >> Superintendent or or or council, any concerns or questions? No. >> We're on the same page. >> So then um given how many times we've talked about this, I feel like we should list it separately on the

093agenda. >> Okay. >> Then but unless I'm unless you disagree. >> I mean, it's fine. >> Okay. Um cool. Are we going too fast? Nope. >> No rush. Take your time. >> Ben moves like lightning speed. [laughter] >> I've been in some long board meetings. We're going to have some short policy committee meetings. [laughter] >> Have you? >> I think it's a good balance there. >> We're ready. >> All right. So, moving right along. Um, after I talk about moving quickly, I misplace my agenda. Um, >> I know I'm trying to shuffle. Let's go to uh new assignments. Uh oh yeah, >> outside board council. >> Okay, thanks. This was from the uh discussion from the October meeting. There was uh request to uh use the uh language that was in the model policy that

094was posted on board docs. Uh this is essentially cut and pasted from that model policy. Um uh >> thing I would add. So this is an entirely new policy. Uh there would be if adopted some pretty significant changes to our current practice and um our current structure of the office of general counsel. So uh making you aware of that. >> Could you as we get started with this Dan would you give us a fly over of what you think the two three four most most meaningful differences that board members would notice would be? >> Certainly. Uh so one with respect to the operation of the office of general counsel it it's relatively similar uh with respect to all the work we do in the schools. So sit sitting IEP meetings uh participating in union negotiations

095all of all of that would be similar. The one thing that I think we do now that this would prohibit our office from doing is we we have been involved in matters involving the employment of the superintendent, the treasurer, the um we have not engaged outside counsel in those negotiations. So there have been I mean just since I've been here I think um four different negotiations with uh superintendents and that's always come directly from our office. Uh we've worked with the board and the incoming superintendent to negotiate contracts etc. This would say that must go to outside counsel. Uh there's some reporting obligations. I I hope that we keep the board well informed of legal matters. This would formalize that a bit. No no real concern there. The the the addition would be the um

096sort of formal recognition of a board council. And I will say that the policy, the model policy is written that this is not mandatory on the board but discretionary. So the board may engage a what what is referred to here as a board council. That would be uh council that would really represent specifically the board. Um uh we've ne never done that before in the in terms of having an ongoing relationship with board counsel. We have had specific matters where we have felt that because of a potential conflict of interest or other reasons. Uh we have engaged council specifically for the board. Uh but we have never had this as an ongoing relationship. This would contemplate that an RFP be done and that there be sort of an ongoing board counsel relationship um outside of

097the office of general counsel. Um something to note as well. Uh so so I think it's common where a sevenperson board has differing views on a certain subject and I mean we go through that a lot. Um this would say that board council can be engaged if either the board president asks for the uh board council to be engaged or three members of the board. So it wouldn't require a majority but it would be either the board president or three members that that's when board council would be engaged. And then upon request of either the board pre uh president or or I guess three members, the board council could be involved in all kinds of things including uh reviewing and evaluating board policies and policy proposals. That work has always been done only in the

098office of general counsel. I don't ever remember a situation where we've engaged board counsel. I mean maybe on title 9 we had some help but um even that was I think engaged through our office not by the board directly. So policy committee uh could be staffed by board counsel instead of general counsel. Um assist in the drafting of legal documents that are adopted or executed by the board. I would say nearly every month we have some either a real estate document or a significant contract or partnership agreement that comes through our office and we ask for the board's signature and approval on it. Um this these would potentially all go through board counsel instead of the office of general counsel. Um attending all board and committee meetings. Uh again, we've not had that's not been

099the case. >> Lawyers bill by the hour. Yeah, I know that [laughter] that would be some expense. Um >> so uh >> something to keep in mind certainly not something within the current uh budget of the office of general counsel. So that that's significant new expense. >> Um so that that's I I would say the highlights of what what would be new and different about this policy. >> I will say if I can uh [clears throat] chair >> please. Um so one thank you for um going through and presenting this because I was one of the um u members that was you know trying to get an idea of what that would look like. I do think that you have made a good case to say that this would be a completely uh a restructure

100of our current practice and that would require a heavy lift and it would come with uh some financial implications which I don't um necessarily um want to try to impose on our district cuz we're not in that place. But what I would uh think would be helpful and you raised this point at the last meeting which I really appreciated if there's language um I don't know if it referenced another policy I don't know if it's around like the superintendent evaluation or something of the sort where um you know maybe there's language to suggest uh in the event that there could potentially be a conflict where outside counsel would be considered I think something to that extent could be helpful. Um, so continuing to maintain our current structure, our current practices, but just some language to

101suggest that in the event that there is a potential conflict of interest or duality that this would be what the um what the policy requires of the board >> I have um uh I'm open to that. One other idea could be in addition to could be instead of but wanted to put on the table. Um the origin story for this draft is that it is a model policy from a group called schoolboard partners which runs professional development for schoolboard members around the country. Um and uh I've been a member of this group for some time. I know our current board president's been a member. I think Mrs. Weinberg is a member. I think Miss Map is a member. So like a like a lot a lot of people are a part of this group. Um

102the um my my hypothesis is that there are some reasons why they wrote this policy this way that I actually don't know and fully understand. And so one of the ideas I was kicking around in my in my head at least was we could try to invite the people who wrote it to come to a policy committee meeting virtually um and just answer our questions about some of these things because like I don't I think it would be nuts for us to sign on to a policy that we need to pay a council to come to every minute of every board meeting. Like that's just a ton of time and it seems like a useless expense. Um particularly when our current group does such a nice job. Um but I but but but but there

103might be some really important reason they have for that that I don't know about, you know, and so um because I don't know like when I I think when I when I was thinking about this a little bit um this was this would imply more changes to our current practice than I was ready for. And also like the the reason this is on the agenda was Eve was encouraging the to us to make the general counsel a direct report of the board. I I don't think that's a good idea, you know, like I think the superintendent needs her or his own office of general counsel and the board may need counsel. So, like I was just was going to offer that as an idea. >> I think to continue on the conversation as well for

104the next board meeting. >> Yes. >> Um thank you. Um but does that did you want to go in a different direction? I am open. >> No, I I mean I think that would be a great starting point. Um, you know, again, I don't think that we're in a position to restructure anymore uh our current practices um uh from a systematic lens or financial lens. >> Um, but I do think it raised a lot of good, uh, you know, um, points and and and potential questions to ask. Um, and maybe they also could assist in um, helping us navigate what I did raise about maybe there could be language, right, that maybe we don't have this full policy draft written out, but there could be some areas that we, you know, um, in certain other

105policies to make sure that there's um that limiting the the potentiality for conflict of interest or duality. >> Yeah, I think it makes a lot of sense. >> I agree. So, everyone is is of a chord that I will reach out to schoolboard partners and see if we can have somebody join a next meeting. >> Okay. >> Yeah. Yeah. Yeah. Yeah. Um Okay, great. Um moving right along. Uh we're now on enrollment neighborhood schools. >> Waiting to see >> for the red line version. >> It is. I already checked it. It's red line. It is >> great. Thank you. Um, next policy is the uh enrollment in neighborhood schools. And this follows a discussion at the end of the board meeting on Monday evening uh about this policy. Um, I've only changed one thing from

106the previous version and it's highlighted. I'm hoping it's highlighted. >> It's highlighted. >> Okay. [laughter] You have it. Yeah. Um, which I I So, there was a lot of discussion and differing viewpoints. The one thing I I thought I heard uh from several board members was to ensure that our that our other policies are followed with respect to outofd district students enrolling in our neighborhood schools. There is a whole separate policy that relates to that. It's policy 5113. It's already referenced but for clarity we added out of district students who have a parent who is employed by the district shall have priority over other outofd students. I thought that was the point that some >> I think that's what I heard >> wanted to ensure was made. Beyond that, I have not made any changes.

107There were some uh very significant changes proposed including the definition of who's a sibling and things like that. So, >> yeah, >> welcome your thoughts and questions. >> Yeah. And so I this is just clarifying question the highlighting this is no new content that is >> it is referencing so sorry I mean it's it's newly added language but all it's doing is referencing a policy that already exists. >> Correct. And the pre the other changes were not new substantive changes. Correct. We talked about that I think at length. Yes. >> Yeah. So I I don't um Yeah. What colleagues? What do you all think? >> I would accept it as well. Was it just oversight and maybe um to this this policy as to why it wasn't included? I know as we talked about Monday

108is and today is referenced in other policies. I'm just curious to know was it just maybe merely oversight as to why it wasn't added here >> or to to emphasize maybe is what I would say because it it is in 5113 that district employee out of district employees students kids are prioritized over out of district non-emp employees. >> Yeah. Having it in the same place, >> right? No, I I agree. Yeah, I was just saying like I know it was referenced in other places and I was just, you know, curious if it was just oversight in terms of it being referenced here. >> So, someone said during the meeting and this is absolutely right, that if you are an employee who lives within the district, you're a taxpayer and everything else. You're treated just like

109all other residents. They're they're all treated the same within the district. Out of district, there's a priority for employee students >> over other out of district students. other out of district students. That's right. And resident students are always given priority over non-resident students. >> I I don't um feel a need to create new problems by changing the sibling language or anything else. >> I appreciate the thought that has gone into this. I think we we we can say, "Hey, >> um technically this was already in here, but just to make it even clearer, yes, >> we've added this language." >> Um and then take that back to the board. [clears throat] >> Great. >> Um >> Great. Yeah. Sorry. One one addition uh that what went forward to the board and what should go forward

110in the next meeting is one additional change that was proposed that somehow got left off of this version. The last sentence will say, "The neighborhood enrollment policy will be reviewed by the board and administration on an annual basis to ensure families have continued equity of access to district schools." >> Yes. Great. >> Yes. >> Excellent. >> And so to that point, um >> Jan, I I want to ask uh about um our special education um student placements. And so, um, can you, Superintendent, uh, Murphy or Dan, can you all speak to this because we do want to ensure that it is an equitable process that, uh, students are being able to be placed in environments that are going to be to conducive to their needs and to their uh, learning experience. And so, I'm bringing

111this up because I do know that some families have had some challenges with this. So I I want to make sure that to the point of equity that it there's that alignment there. So can you you all speak to that? Is it something that we need to make sure is reflected or is it a procedural process that we adhere to? >> So procedurally I can tell you if a family comes in the customer care center and the student has an individualized education plan, we partner with department of student services before school is assigned. Mhm. >> So, and then I'll let Chrissy join me, but um looking at what the specific needs of the students might be, whether it's a [clears throat] specialized classroom or no, we get that guidance and partnership. Is that accurate? >>

112That's exactly right. They for enrollment purposes for equity, they're treated just like >> all students are. Um and decisions about their appropriate placement are made by the IEP team at the school level. Now, we do support them from central office as superintendent Murphy said, but those are team decisions that are made. Um, and it should happen at the school level with parents, with school staff, and based on data that the student has. >> Okay. And so, does that also adhere to So, even with the school placement, what their classroom placement Yep. entails >> all of that. >> Okay. >> All right. Um, and so is that somewhere is that written procedurally? Again, I don't know if it if [snorts] if it's reflected in this. I know we approved that the special education policy and it

113was quite lengthy. I don't know if that's something that's incorporated in there. I know that that was something that we were required to do, but um I do want to make sure we're drilling down on this because I have had some constituents share their concerns about how their um you know, their [clears throat] child is being placed. And so, if it's not in this particular scope, where does that land? And it can be it it the document that you approved in the pre in a previous meeting is is a little bit above that. It's a little bit of a level above that. But we do have procedures in place that outline how this works. All of the schools know the the procedures and we have it. I'm happy to share that with you so that

114you can see what it is. And it it it sometimes there can be it it can seem to a parent like there can be a delay depending on what the placement is going to be because there are um >> for example the the most clear example is if the student needs to go to a separate facility for example that is not one of our inschool placements they need to be accepted at that place and there is a time constraint and sometimes that can be confusing for families when they come in. >> Okay. >> But it's not an enrollment delay. It's more of a delay in placing them. We do provide them with education in the interim while while they're waiting for that specific placement. >> Okay. Thank you for that. So I don't >> I

115have a question. Um do you also have enlisted or parents aware of where they can find that procedure? You said that teachers would are aware or staff is aware. >> Yes. Yep. And I will share that with you too. It's on our website and I'll make sure that everybody I will just verify that it's when parents reach out to us. >> Absolutely. Yeah. That's good. Thank you for that. >> Okay. Um, anything else on 5120? >> Just I hesitate to ask, but is this consent? [laughter] >> We have to we have to take it out like like I just I I don't want it to look like we're trying to sneak something through. There was a big discussion about it, but I I >> without comment on the on other things, I think we should

116just edit out. Okay. Um, we're on to 5630. >> That was mine. >> Yeah. M uh Mrs. Mrs. Wber, do you want to start with that? >> Yeah, I'll just start in um on this particular policy. I just wanted to kind of just review the policy and then in the third paragraph, I just had some questions regarding um one reviewing over the policy. What are the steps and process when this is utilized? And um obviously, I know that we probably will not make any decisions today. I'm okay with it being an ongoing um conversation, but I just wanted to bring emphasis and awareness also knowing um with the parents and students how are they aware of that process if it is utilized and then will this be included in our district handbook >> and if

117you you may have said this and if you don't I just I'm sorry I missed I wanted to clarify did the 5630 and 8410 go together as one discussion or are they separate things >> I don't think that I listed that I only listed 5630 >> does somebody else have 8410 it's not mine >> no they're they're similar they they have somewhat similar purposes hold on hold on let Let me look at this. >> I didn't list it separately though. >> Okay. So, you didn't list it se separately. >> Yeah. No, it was just the previous one. So, not 8410 for me. >> Thank you. >> I just had 5630 and just the process procedure and awareness to uh families and students. >> Well, I'll start. Um again, glad to have uh the superintendent and

118director of student services with me as well. the the underlying policy that is CPS's policy as well as the law is that um that staff may use reasonable reasonable force with students to prevent them from harming themselves, other students staff. That that is that is sort of that is law. That is what we train on. And that is our policy and and it's reflected in our procedures for uh responding to kind of student student issues where a student needs to be held back or or force used to prevent the student from for example running into traffic. You we are absolutely authorized to to use force to stop a child from running into traffic. That would be um beyond that you it has to be reasonable and those are the circumstances when force can be used

119with a student >> and then just with my question of when that is utilized just what is our process and procedure and so I don't know if the superintendent wants to kind of talk about that or is this something that we need to put in place um I'm open to hearing thoughts. So, one of the things that we just did um is reviewed we had a conversation very brief conversation with principles on Wednesday and then uh Dan came in the principal meeting correct yesterday. >> assistant principal conversation yesterday afternoon uh and then the deputy also talked about needing to review uh with the principles um a little more in detail. There is a training in our school district CPI [clears throat] training that's available to any of our staff personnel. We may want to look

120at how we can make that a little bit more widespread. Um but it's definitely um discussed with principles on a regular basis as an opportunity [clears throat] >> and CPI is it's crisis prevention institute. It is the gold standard that is used for h and and I I want to emphasize most of the training is built around how to deescalate situations. That that is the that is the training >> using force which is also a part of the training is always considered a last resort. That's right. And and so we try to get as many people as we can. We we want to emphasize to everyone that if they have the opportunity to get CPI trained, it it is great for themselves to protect themselves, protect the school, and to protect and [clears throat] serve

121our students. So, we do a lot of CPI training with our security assistants. We do CPI training with our our teachers who are in specialized classrooms like our autism units, our MD units, um strides units. Um but uh there are opportunities for teachers to become CPI trained and uh we love when they take advantage of that >> and we I just want to tag on to we also utilize mobile crisis about that. >> Yes ma'am. Yes ma'am. >> And so maybe there is also a need to do a review and a reminder of how to access uh mobile crisis and we definitely can do that immediately. You definitely read my mind because that was going to be my next question. I just want to make sure that we are again being transparent with families so

122that they are aware and they know what would be the process or procedure if my child did have to have some type of restraining done. What would be the steps mobile crisis or you know what what's 1 2 3 and four just so that they're aware. >> Could I could I speak on this issue? I am I am not an expert on grading, but I feel like I am an expert on this and I don't know if the board understands the pressure that a lot of teachers are under to handle students who are not in their least restrictive environment, including students who have very violent behaviors. um who are in regular ed classrooms with teachers who have not had the training to or experience to deal with these students. And we have had dozens of

123teachers who have been assaulted this year and injured including a teacher and I don't know if the board has seen these pictures. We had a teacher who was um hit in the face by a student with a hard object who has black and blue from here to here. huge contusion is undergoing physical therapy because she her concussion was so severe she has balance and dizziness issues even though this occurred two weeks ago. We have another teacher who had a severe concussion, went back to work and within two days had another severe concussion because a student she was hit in the back of the head by a student and that's what the first time and then the second time was hit in the head by a student with um earphones. Um we've had students who are

124teachers who have been strangled, bitten, I mean kicked, punched repeatedly. It doesn't happen to every teacher, but it's happened to dozens of teachers. And these are the assault reports that I'm aware of in some instances. And I think because honestly, we've been complaining so much about this. [clears throat] Um, principles have just recently been reminded by the administration of their obligation to provide teachers with assault reports when they're assaulted. But I know of an instance where the principal got 14 assault reports and never acknowledged a single one of them um to the teacher and did not pass them on to the administration. I'm telling you we are crying for help. And I'm not it might sound like I'm being dramatic or I'm exaggerating, but I mean when a teacher suffers a severe concussion, we all

125know that that can have that can affect you for the the rest of your life. and it's just happening too much. Um, and um I'm not sure that people who aren't dealing with this problem really appreciate the extent to which these children can be escalated and their behavior is like truly out of control. So, um I CFT is advising people today to call the UC mobile crisis unit. I think it's fair to say that most teachers, in fact, very few teachers were aware before of the um opportunity to call the UC Mobile Crisis Unit. And so, so often we are in a situation where we say, if you don't think this situation was handled appropriately, what would you have done? And there are often not really good answers for that question. And so I hope

126the board can understand that with the benefit of hindsight with in a you know looking back on a situation dispassionately when you're not involved in the you know very escalated situation um that you know it might look like somebody could have done something better but in the moment these are very difficult situations and um and I just hope the board can appreciate that. And if you haven't seen the pictures of some of these teachers, I would be happy to share them. I mean, it is a really serious problem in the district right now. We have a lot of students who [clears throat] are not in their least restrictive environment because they're waiting for those placements or they're young students like kindergarteners who have come in without ever having been in school before, without having been

127identified. That process can take quite a long time and a lot of documentation and in the meantime people are struggling and I just it's really a plea. It's our I think our most serious issue this year. We're um students seem to be experiencing more behavioral challenges. We're having more students who are like really um severe have really severe behavioral problems than we've ever seen before. It's kind of like a it's a completely different magnitude. And we're really I mean I'm getting calls like every day about students who teachers are having trouble not only knowing how to handle because they're getting repeatedly punched and kicked and and that sort of thing. But other students are witnessing this behavior and it's traumatic for them to see their teacher be beaten up by another child in the class.

128I think you know teachers are functioning in local parents at times and so for them to see their teacher um being hit is like for them to see their parent being hit and um we're just >> really asking for some um that the board experiences a sense of urgency around this issue that we are experiencing and I'm looking for more solutions for teachers. Um, so anyway, >> thank thank you for sharing. Thank you for coming. Um, I would like to ask while we're here whether our administration has ideas for how we might be helpful. >> Yes. Thank you. Um, I do want to acknowledge that we do have uh challenging situations in our schools and in our efforts to educate all children. Sometimes children come to us, we don't know what those challenges are until

129they begin to manifest themselves. So I do acknowledge what Karen is saying. Um I also want to say that we also have to do due diligence and due process for children when there are particular situations. It is a process to be able to identify students for additional supports. Sometimes families are interested in that, sometimes they are not. It is challenging. I want to acknowledge that our Department of Student Services is working really hard to identify where we have gaps and what we need to do to address the very gaps Karen is speaking about. In the case of teacher assault, uh there is a process there and we will remind principles if there is some sense that principles aren't sharing information that um our general counsel and his team work through a due process scenario with

130teachers as well when they are assaulted. Those things are in place. Um unfortunately some of them take time because of making sure we do things with due diligence and in the right way for everyone um to be able to come to um the best solution for students. There are some students who need uh different placements that don't exist and so we have to do our best to keep trying to educate them where we can. If it's a situation where there is home instruction that is needed, we still have a due diligence to see that through to make sure that kid is in the right >> [clears throat] >> um environment. So I acknowledge and I know that there is work that has to be done and I know that um there are resources that are

131times limited because even outside agencies don't have the space available. Is there is there before we we move on like I'm wondering is there um something that we as a board or a committee could check in on in say our next meeting or as as as evidence that like people are working together to try to figure this out like what what could look different in a number of weeks. I don't know how long that is. I know for me, Lindy, I can um check in. Oh, two things I do want to say. I can a check in uh with the CFT and general counsel to make sure we have our arms wrapped around all of the these 14 assaults or whatever the number might be to make sure that we're aware and that we are

132dealing with them so that people don't feel like it doesn't matter to us. But then two, um, the communication about calling mobile crisis. The president did, CFT president did share that with me this morning just before this meeting. I did ask her if she would consider allowing us to have a conversation about what this looks like, sounds like, feels like going out to our 3,500 um, teachers and the rest of our staff before it is done. I don't know what her response would be to that. um to the mobile crisis unit having had to you utilize that service as a counselor as well understand wholeheartedly what that process is. Um but I this to me speaks it speaks to the mental health and wellness policy that we worked on. And so there are so many

133resources that I I know that is able to be of support to our teachers, to our students, such as our counselors, such as our social workers. Again, the policy and and part of it was about creating that level of awareness and education about what resources we do have, what type of support should be in place or could be in place to help with the deescalation practices. Um so and then also talking about our own crisis response team. Um, so I would I I I believe that it would be helpful for us to have some awareness and some um true implementation of that policy, not for it to just be a theory and pra uh a theory in place, but actual application of it because again we have trained professionals that in some capacity I think

134is able to help speak to a lot of the issues that are occurring but not being utilized or being utilized in the best fit. Right. And so making sure that we are maximizing and optimizing the resources that we have in our district, we have in our building and then if our crisis response team is not able to support um then we defer out to the mobile crisis unit. But I think there needs to be that awareness of what supports are in our district and utilizing them to the full extent and people want to be able to show up in their scope of practice, right? So I think that it's helpful for us to want honor that and um and also again I don't know where we are as it relates to um implementing um the

135SEAL curriculum. This would not only help for teachers to be aware or or uh district leaders to be aware but it will also help with the students to have that um that resource in place for themselves to be able to regulate their emotions um more effectively and efficiently. So I would to your question about what can we do that's a area that I think that we should make sure that we're leaning into >> and it also goes back board member map to just the process of the different stages of who's called when are they called how are they called and everyone being on the same page about that >> Karen did you have a piece you wanted to add >> well I do want to add that I'm concerned about putting um levels of protocol

136between a teacher making that, you know, call and because a lot of times teachers call the office and nobody answers. Teachers call security and security doesn't come. And at the end of the day, teachers, you know, as we all know, their license is on the line, their livelihood is on the line, and they're dealing with very challenging situations where they're trying to protect themselves or other or other students or, you know, the student who's in crisis. And but all those all those things get viewed, you know, with the benefit of 2020. And that kind of hindsight might look different than it looks in the moment. And so we're not encouraging teachers not to call the office, not to cure call security, not to ask their parro to run across the hall for help. I mean,

137I think in the moment teachers will continue to do all of those things, but I'm concerned about saying before you call the mobile crisis unit, you have to do A, B, C, D, and E because we, you know, um because I think teachers will be using their best judgment in doing that. I don't think that will be people's first call. But there are situations that could warrant that. And >> for me honestly it was a breath of fresh air to become aware of this as an alternative because >> we've been >> you know wondering like oh like what do you do? I mean >> um >> sometimes people get to the point they don't know what else to do and it's dangerous. >> Yeah. No, you're absolutely right. And I think uh just what I'm

138hearing you speak about is most importantly safety and having resources that can help support with that level of safety. Um, but I'm also hearing you speak about culture and there needs to be something done within our culture where these situations aren't uh I don't know how often they're occurring, but to your point, I have heard those concerns and the concerns about um, you know, students not being in the least restrictive environment, right, that will honor their academic experience. So I do think that you know we we need to know honestly what those resources are first and what levels what tiers do we implement those different resources because we don't want to overutilize a resource or underutilize a resource or utilize that resource in the wrong manner. So we do have to be intentional with that.

139Um, but again, at the root of what I'm hearing you say is it's addressing a culture issue that we need to lean into to ensure the safety of our our students and our staff. >> Yeah. I mean, I looked at the policy. I have I had not really reviewed uh policy 8410 before and I thought it was interesting. It says students of the district as well as visitors are entitled to function in a safe and drug-free school environment. I thought, wow, it doesn't even say staff. So, um I think they are too. >> I I agree. >> So, thank you. I I appreciate your >> No, and I would just I would just say a couple things like I I know we're we're over a little bit and I appreciate everybody's patience. I think this

140really matters. I think it's worth staying over for for for things that are really important. There are going to be limits to things the policy committee can do on this front. Uh an easy thing would be to add that language. Uh but if there are others, too, I just wanted to keep that door open for this committee. Meanwhile, I'm sure this will come up uh at board meetings with with a large group. Um and my my hope is that as people work together on this that in a couple of weeks this can start to look and feel pretty different. Um and one thing we can do as a board is check in to see if that's happening. Um I would like to try to get us to real quick >> that I sorry that I

141just want to say because this is a public meeting. I we have said a couple of times that there are students who are not in their least restrictive environment and I just want to be careful about using that language because that is um something that is a decision made by the IEP team and we follow the IEP and some people may not feel they may not agree with that team decision and may not think that it's the student's least restrictive environment but it is something that is is a you know on a legal document and we do follow that document. I just wanted to mention that. >> Thank you. And um >> do we have anybody for hearing of the public today? >> Comment to be read. Let's hear it. >> Um this was on

142the grading policy and this is from Alice uh Allison Goodman, one of our um parents. I'm a mom of three of the district at three different schools. Only one is still in elementary school, but I think this conversation is great. I also sadly think test fatigue is real for kids and parents, but I do agree that anything that helps a parent understand where their child tracks based off of those important tests would be a benefit. Getting a good grade in a class does not necessarily mean, sorry about that, I had to move it down. Um, getting a good grade in a class does not necessarily mean uh uh that a child or is above grade level for various reasons. and communicating this with parents feels critical. As long as additional work isn't done uh doesn't

143fall on individual classroom teachers, then getting this information to parents would be a great idea. Thank you for pushing this um forward, leaving room for teachers to decide how to build their work. As uh uh Mr. Lindy just said, it's important that empowering parents starts with a conversation and feels like an added benefit of this policy. Thank you. >> Thank you everybody. We will see you uh in December. for heaven.