001Oh, dang. Oh, dang. Oh, man. >> Okay. Sorry, y'all. Supposed to make more noise than that. [laughter] Dang, I took my fire away. Seeing a quorum of voting members, I call the November 10th Cincinnati School Board meeting to order that is taking place now at this wonderful school, Evston Academy. Superintendent Murphy, please introduce our students. I am excited to introduce to everyone the students from Whitten Hills Academy where their principal is Ben Fulton. They will be leading us in our pledge of allegiance today. >> We have a flag. Stand for the pledge of allegiance. And let's where's the flag at? We're looking for the flag. >> Look at the screen. >> So, we're going to just imagine there's a flag there. >> It's in your heart. >> Please join me in the pledge of allegiance.
002I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Amen. >> Treasure Augustine, would you call the attendance role, please? >> Certainly. Mr. Craig, >> here. >> Mr. Crosset here. >> Mr. Lindy, Miss Math >> here, >> Mrs. Weinberg, >> here. >> Vice President Bolton, >> present. >> President Moffett >> here. >> Uh, Vice President Bolton, please explain the virtual hearing of the public. I don't know if we had any. We didn't have any in person. Do we have any hearing of the public virtually, Rob? >> Oh, yes. Okay. >> Okay. Members of the public who are online and wish to speak during our hearing of the public this evening may do so
003by clicking the chat button now. The chat feature will be open for your requests for 5 minutes. If you would like a direct response to your questions, please make sure to share your name, your affiliation to the district, your school community, your topic, and your contact information. Thank you. I need a motion and a second to approve the November 10th business meeting agenda. >> So move. >> Second. >> Judge Augustine, can you call the voting role? >> Mr. Craig? >> Yes. >> Mr. Crosset? >> Yes. >> Miss Matt? >> Yes. >> Mrs. Weinberg? >> Yes. >> Vice President Bolton? >> Yes. President Moffett. >> Yes. >> Tonight's agenda is approved as posted. Do board members have any acknowledgements or announcements. Board member CR. Um so first I want to thank the wonderful folks here who
004allowed us to be here today. But um I also wanted to highlight a couple of things. Um, first I got the chance to attend last week's with row game and they did a phenomenal job against Piqua. Unfortunately, didn't quite uh win this week, this past weekend. Um, but it was a tremendous game. There's a lot of fans out there. And then this week I got to go to Taft's game um where they held it down against Clinton Massie. It was a great game. They move on to uh hit up a little rivalry return, kind of a a revisit game from last year. Um, and then I also want to uh give a kudos to the folks with the Clark uh foundation, the alumni group. Um, I went to the Clark after dark the other day.
005Um, and it was tremendous amount of money that's raised to support the students at Clark. It's a great event, wonderful turnout. Um, they raised upward of uh I think it was over $11,000 at the event. Um, and they're still raising money. So, if folks want to donate to Clark for to help the students, feel free to. Uh but it was a really great event that they uh have each year and this year it's actually at Clark so it was kind of even even better to be back at the campus. >> Great. Great. So wait we didn't clap them up. Let's clap it up. [applause] >> Anyone else? Well member map. >> Uh yes. I want to uh thank Principal Tutor for one allowing us to be present today, but also for allowing um members of
006Alpha Cappa Alpha Sorority Incorporated, the Omron chapter and alum of the Omron chapter, which uh board member um Weineberg as well as myself as well as principal tutor are um a part of. And so we had the opportunity during Jussi's homecoming to support uh Evston uh seventh and eighth grade girls. Um and so we had an awesome time with uh just connecting with them. Um we also had a service project where we donated over 500 hygiene products uh book bags as well as over a hundred books to the girls and they were able to see the uh young ladies of the chapter stroll. And also we had a panel discussion just talking about um the positives and some of the experiences of being a seventh and eighth grade. And so I just like to thank
007Principal Tutor for allowing us to be present. And I wanted to share this photo that was sent to me um by Mr. Stanley uh in appreciation to the community for uh passing our levy. So, thank you so much to the students at Cheviat and to U Mr. Stanley for taking this picture. Did I have another one, Rob? And I went to Rothenberg and for their parent pancakes with parents event, there were two gymnasiums full of parents that were having pancakes. They got shirts. I'm going to have to request a shirt. But if you guys should have could have seen the amount of dads in the building. It was phenomenal. And the food was great. It was catered well was provided by um Brunch Deluxe. Mr. McMillan was there and uh their resource coordinator. They have
008an agency. It's escaping me at the moment, but that is very instrumental and I [clears throat] apologize. It u wasn't Emani. It was another one. >> It was another one, but it was Imani is an agency that was there, but there was another um agency that partners with them too. But Imani, thank you too. They came in. They are they said they always support the school and the students and they were serving and um they it was really really phenomenal. So thank you for inviting me. Every board member was invited. I think I was the one that got captured in and it was a good breakfast. Is that the last one that I had Rob? And then I was joined by my colleagues uh board member map and I along with Dr. Smith went to
009art in the courtroom and board member map you can share but some of our students were in a competition um with Congressman Lansman's office and they had their artwork this these were the second runner-ups that had their artwork actually in Judge Silverstein's um courtroom. The winner is at the courthouse in Columbus and she's a Wana Hill student. But these are students I think Oiler was there. What was another school? Do you remember? Performing arts and um Oiler was there. And the celebration was during it started at 3:00. So some of the students couldn't make it, but I tried to take pictures of their artwork. And that's one family at the bottom and the left that was there. And so they're thinking about making this a a normal thing where students compete to have their artwork
010in the court. Well, they compete for the state house, but then uh what doesn't make it to the state house makes it into a courtroom and they're super excited to put all of the art from Cincinnati students around in the courtroom. So, thank you for to just Silverstein. Did you want to say anything else? Okay, that was good. Well, we'll clap them up. [applause] And then the last thing I want to do is um thank some students who were very instrumental. I just lost it on my screen. Um they earned community service hours um with me. There were other students there, but these are the ones that earned community service hours with me. They were from Aken >> Swoop. >> And um they were uh Zion Smith in the 11th grade, Ava Lewis in the
01111th grade, Dana Massie and Brooklyn Williams. they stood out and um earned community service hours in the cold for lunch um this past election cycle. So, I want to make sure that students know you can earn community service hours doing volunteer and community service stuff and uh they did that. So, thank you to them and the Aken Swoopsters uh for all their time. There were some shorter students there. There was some Walnut Hill students there um as well. I just reminded me, I forgot uh you and I both attended the uh student leadership um uh event that uh the Walnut students did. So, we gave kind of the entry conversation to it. It was actually student driven, student led, and really focus on building up their leadership skills. It was kind of cool to see
012all of the different student groups represented and and having a discussion about what leadership means to them and how they can be leaders in the future. Um, so it was was kind of a fun activity even though it was at 8:00 a.m. on the night after election night. [laughter] >> That was tough, but we did it for the students. And I do know that board members attend events. So, you're going to hear our kudos. We attend events out here in our schools to highlight the awesome stuff that's going on. So, you'll hear more about that at the board meetings. Anything else? Oh, she said, "Let's clap them up." comments. [applause] The only other thing I want to say before I pass it over to Superintendent Murphy is we apologize for being a little late. We
013were coming out of exact session and um we were a little late so we apologize for that. And then thank you to Principal Tutor and her entire staff for accommodating us. >> All right, Superintendent Murphy. >> Thank you. Yeah, I would like to take a moment to just recognize some of our retirees that we have. And so we'll start in our civil service category with Teresa Bulocks Leadford who is a part of the security response team at Aken High School. We also want to congratulate Kathleen CrarAl. Uh she is a part of our uh office of general counsel and she is a senior executive secretary. We also have Jill Crawford. She's a cook at Sans Montasauri. Miss Joyce Fiser, another administrative secretary in our human resources and talent department. We continue with CI civil service
014employees. Maria Horn out of research and evaluation at Walnut Hills High School. Michelle Monroe, a senior support specialist at Schroeder High School. And then finally, we have Jay Rhoden, a Glazers foreman and in our facilities branch. Congratulations to all of our retirees. [applause] And then uh President Mafet, I do have some kudos if that's okay. So we'll start with our college team out of our office of secondary uh education. We want to congratulate them on an amazing college week. Uh it was kicked off at Wro University High School with the college fair and there were activities that uh talked about how do you even get into college? What is the financial aid process like? What is it like if I am a student athlete? And so there is a video uh that people can look
015at a little bit later that is linked in the deck. Uh but congratulations to uh our college access team. >> [applause] >> We are all aware of um the challenges around not having SNAP benefits uh for the month of November. And so I'm very proud of staff members from both uh Iowa Street and Central office and the culture team in particular who have put together this opportunity for staff to be able to donate uh to families who are temporarily hopefully experiencing uh a lapse or suspension in their supplemental nutrition assistance program or their SNAP benefits. And then before I get to my last one, I'm not sure if board member Craig announced the date and time for Taft. Yes. So, I brought a cheat sheet. So, the Taft Senators, congratulations, uh, will be playing Friday
016the 14th. The big game is against Indian Hill. It's at 7:00 and it is at Indian Hill. Both teams, Tab Senators and Indian Hill are 11 and0. So, we expect this to be a huge uh game. And then finally, there is a note to everyone who supported issue 28. I'm sure more will be said about that a little later as well. [applause] Thank you. We're now at the item on our agenda for hearing of the public. Each um Let me [clears throat] pass it over to Vice President Bolton. I'm sorry. >> That's okay. [laughter] Go ahead. I'm more than willing to share. >> No, go ahead. Go ahead. >> Uh, thank you very much. We are now at the item on our agenda for hearing the public. Each speaker will have two minutes and we'll
017address all comments to the presiding officer. If you have any materials or presentations needing to be distributed to the board, please give them to board administrative assistant Phyllis Davis. If you're online, uh, once a request to speak has been granted, you'll be invited to enter. You should click on the camera icon and go interactive. Provide your name, your affiliation, your district, your school community. Your topic and your contact information if you have a need for a response for any questions you might raise. This is a request is consistent with board protocol and we appreciate your help. In the unusual event that others are not willing, some are not willing to follow the protocol, we reserve the right to limit time. Again, each person will have two minutes to speak. When the timer goes off, your
018time is up. We please please refrain from discussing any personnel items. After speaking, if you're online, you'll briefly see the welcome screen again as you transition back to live stream meetings. Finally, we ask that your public commentary be respectful of all listeners. And I'm I believe we have no virtual speakers. We got one. Okay. Well, good. I'm glad I read all that then. And then I think we have at least one in-person speaker. And that one in-person speaker, just so folks know, it is not uh uh having to uh operate by some of the same rules uh regarding length of speaking and that is the president of the Cincinnati Federation of Teachers. So Rob, let's hear our first guest. >> Thank you. Our first guest today uh virtually will be Hershel Daniels. >> I'm sorry.
019I'm in transit. [laughter] >> Can you hear me? >> Yes, we can. Mr. Daniels, >> just so you know, I'm coming back to Cincinnati a bit uh under the weather uh for Veterans Day, the 67th annual Veterans Day at the main public library. And I want to congratulate the Cincinnati Public Schools on its levy. And but I am also, as I said the last time, we're ready, willing, and able to re-engage the Cincinnati public schools on the proposal that we put forth uh for a structured revenue anticipation note. Uh the uh we now know after this trip to New York and Washington uh how uh this would work. Uh we just came back from a uh meeting in Columbus and we look forward to working uh with the investigative team that was assigned by the
020superintendent uh to prepare a report uh for our proposal to make the Cincinnati public schools uh the best in the nation around STEM and other work in progress uh with the United Nations. Uh thank you very much for your time and uh we'll start with diversity schoolhouse uh in sponsorship uh from Evston uh with uh the uh ARC project uh that was decided uh last week. Thank you very much. You all have a good day now. >> Thank you Mr. Daniels. President Sellers. No. Hello. No. Okay. Um I just um this evening in the um treasurer's report there is um an award >> that was for Mr. Daniels. You're okay. >> There's an award of a proposal to um um to give to the um a vendor named um teaching lab. And when we went
021through that, we're really not I don't think we have it figured out exactly what they'll be doing at six schools, but it is $350,000. That is for one semester of work just starting from the second semester of this school year. We don't believe that that is sufficient, but we believe that the $350,000 can be spent on things that will be much more productive for our students and resources for our students um to make sure that students have the resources that they need to be successful. Um when we were meeting with the two vendors they said that it would don't expect anything quickly for any kind of improvement that it takes 3 to five years. So if a half a year is $350,000 five years would be 35 uh would be 3.5 million because you would
022have to double that each year and then multiply it by five. We don't believe that that is something that would be appropriate for our district. Many of the things that they want to put in place for monitoring of curriculum we already have in place with our um um leadership team and the instructional managers. So, I think that you should pull that and we should have more conversation because um of all the teachers I've talked to, they didn't really feel that this is something that is beneficial when we are in um cost reductions. So, thank you. >> Thank you, President Sers. And I believe that concludes hearing of the public. >> All right. Superintendent Murphy, please introduce our first presentation. >> Yes, ma'am. So, this first presentation is on our newly created instructional dashboard, uh, which
023will lead us to our monthly scorecard that we plan to present to the board on a regular basis. And if we're able to click on this link, uh, Sierra Badget is going to join me in this conversation. And I do want to acknowledge Miss Kate Meyer as uh being someone who uh actually did the work to pull this all together. Uh I was inspired by our internal auditor's work. That doesn't look so great. >> Rob, can you turn it? >> It's Yeah, it just needs to be rotated, I guess. if possible. If not, we will simply talk through it. >> It's like that on board docs, too. >> Public can see it, too. Right. >> Okay. Well, um, assistant superintendent Badget, can you see it well enough? >> I can. I have a copy. >>
024Oh, you have. Oh, wonderful. >> Thanks. Okay. >> So, what we are are asked as uh assistant superintendent Badget walks us through this is if there are data points that the board is interested in us reporting on on a monthly basis, we're interested in your feedback and interested in your feedback on what you do see today. >> Mr. Badget. >> Thank you, Superintendent Murphy. Good morning. Good afternoon, board. Good afternoon. Um we're going to talk about our dashboard. It is a very simple um dashboard where all of our stakeholders can come to and get information. Um the first thing on our dashboard is our enrollment. Um so we heard from the last few board meetings is we want a dashboard that can first tell you how many students we're currently have in our in our
025buildings. So you can see enrollment this is as of October. These all these numbers today are presented are as of October. So, as of October, you can see we ended the month at 33,887 students. We started the month in September at 34,037. And then you can see to the right the percentage of students in the buildings that month. So, you can see September we had a 90 90% out of those enrolled. And then in October, we had an 88.14 of those students that were enrolled. Okay? And then you can see what we charted for you a little bit where you can see per grade where our students are and then we have a graph for you as well. Scroll down for us please. Next piece is discipline. So you'll be able to see discipline um
026reports month over month and you can see the total number of referrals for the month of October is 5,751. I do want to point out that just because a student got a referral or infraction does not mean that they were suspended. It just hey I need you to talk to this student or they were doing something I need um redirection. So it could be sent to the counselor, it could be a conversation with the student. Um it does not mean suspension. So we'll make sure that that that is clear so you understand that and you can see the month for September and then you can see the month for October. So again, once we go further in the year, you'll see more data points on there for these particular items for discipline and enrollment. Okay,
027the next one is going to be district um approved curriculum usage. Just want to just say this is a snapshot. So, we do curriculum reviews where assistant superintendents and the curriculum managers go into a few rooms at a time during those times and we just look to see are we seeing um curriculum um that that was adopted being used in the classroom and we put that in our report and that generates our quarter one um snapshot of high quality instru high quality material being used while we're inside the classroom. Okay, our next point that we have is we have a we got a a grant. Superintendent could tell us a little bit more about we have a grant that paid for POSA and POSSU is doing surveys for our middle school students, false post checks
028and families getting their feedback on our middle schools. So that will be a point for us to use from now to the end of the school year. And then last but not least is our fall benchmark. You can see that we have um you can see where our data points are with reading, math, and science as listed up there. And then you can see a fall-tofall comparison of where we were fall of 24 to where we are um this year. And like Superintendent Murphy said, this is totally we can add more points um you just let us know. Thank you. Board members questions, comments, board member Craig. Um, so thank you for putting this together. And I think as we kind of evolve this, I think we can start to attach some of the other
029data points for each of the schools to something like this so that you would be able to for both parents who are picking the ch the schools that they're trying to choose for their child be able to kind of see information about them, see what programming like kind of connect up that way. So I think some level of either linking out to the schools pages or something to that effect as part of the dashboard will be helpful. Uh because I do know that's the one thing I I've heard from a lot of folks who want to learn more about the school that it is kind of a challenge still at times to find the individual schools as you're trying to look through them outside of what's in focus, right? Um the question that I would
030have with regards to just kind of how we are tracking some of these things I think uh stuff that comes on a regular basis that we're doing kind of either a pulse check or doing some type of question and answer we get information from can we set dates so even like for instance discipline are we setting a certain date of the month that we're going in and saying this is the date that we would look for records to work more consistent so whether that is the complete lead month and then we would kind of run those numbers on the first or that type of deal. So we just put that information out so we're sharing the procedures and practices so we have a system of how we do this rather than just putting up numbers.
031Um and I think the same thing for things like the pulse check and other things that it would be stuff that would be data points that would come in a regular cadence. Um and then the last part I would say is I think we at some point we'll have to kind of do the assessment of how does how many people use the uh the tools we put forward for them to be able to look at. Right? So is this something that people are going through and touching on and seeing and looking at or is this just something that gets presented at board meetings? Because I think while there's a lot of value to that and may still be value to have it up there, if we're putting a bunch of effort and time and putting
032information that no one goes and looks at, then maybe we need to think of why they don't go to look at it >> before we do anything more with it. Right. So, those few little points there. >> Thank you. I I have Did anyone I didn't want to speak over I have someone. It's so awkward to see you like way over there. I can hardly see you, too. Um, and I'm trying to switch it around. Bobby, can you make that just a little bit bigger? I'm sorry. My my eyesight, y'all, is just a little getting older. Um, for me, I I'm not really I'm I'm very much interested in attendance and I heard enrollment and that just um is offputting to me because absenteeism is counted by attendance, not enrollment. So, we need to and
033I'm also very interested in school data. I think it's really beneficial to have something that's useful, not just pretty. And this is beautiful, but I want parents to be able to say like, okay, at W with the average attendance for the month of September was X. So that that's some data that people can utilize, not just enrollment, because enrollment doesn't mean that they're coming. It just means that they're supposed to, but actual attendance means that they are. So, I kind of wanted to ask what is the what is the goal of this before I you wanted feed you all wanted feedback and I want to know is the goal to just put this information out so that the community is aware or is it actually to have people manipulating the information being able to help
034us per corridor say hey we got some maybe it's a transportation issue like what is the point I don't I don't mean it in in any negative I just mean it as that will help me to understand what what I can make some suggestions to you on once I understand the the intention and usefulness of it. So can you share that part? Superintendent one of the two. >> Very very fair question. Um for me last year um I would get questions about what is the number four and I wouldn't have it in front of me or I couldn't access it as quickly as I wanted to and so I wanted this to be built out so that a we could do that. we can do these very things school by school. The second reason is
035because when we get to looking at report card information, yes, we get it school by school, but we also have to be conscientious of our overall grade and where we're headed and making sure that everybody understands here's where we are so far in terms of these benchmarks. Um, these data points are shared out amongst the senior leadership team. So the instructional pieces, the deputy assistant swoops and I, we talk about these instructional pieces on a regular basis every two weeks. And then on a monthly basis, the assistant superintendent and the deputy have data conversations with the principles. During their principal meeting, they report back out to us where their data is and what strategies they're using to improve it. So is the same truth for our uh positive school culture team and the school social
036workers as they dig into their data. To your point, Dr. Moffett, around enrollment, attendance, chronic absenteeism. We're trying to we we totally miss the chronic absenteeism points last year on the report card and we're trying to avoid that. And so if we continuously uh are looking at this on a regular basis and we are aware uh then we know where to put stop gaps in. We heard uh Dr. House share with us that a critical point for our district is January. So we met with her to talk about a strategy strategies actually around what we're going to do uh for January. So the purpose of this for me overall is just deeper awareness and to keep us on top of what our current data is so that we don't miss any potential areas that we
037need to address or celebrate. >> Thank you for that. But again, I guess I I'm kind of this is still global but and the report card is global but the report card also is specific. So to have school specific information would be extremely helpful um I think to the community. But when you mentioned the survey, can you go back to that slide? What is the survey asking? >> Just go ahead >> because I I tend to want to um agree is did the survey tell us that parents want this information? Did the survey tell us that this is a tool that parents can um can utilize to do what? So I I just don't want us to be I want us to be very effective with our time and what does this all come back
038to is what it's useful information for our teams. I get that. But what is is this just internal or is this >> the survey? Uh you may remember approving in the spring a grant that we received from interact for health to um help us to survey the staff, the students and the parents for the middle school. So this posup survey is only specific to our middle schools. Uh and so what we decided to do was add that here to be able to share with you. There's a single question and some may remember when we did the POSUP surveys probably four, five years ago. It's a single question and it is really a a sentiment question. How strongly are you feeling about your school, about your school district? And so you can see the first go
039around we did we missed including I forgot >> South Avenue. >> South Aenddale. Thank you. That was a mistake. And so that first uh graphic and it's really hard for me to read this at an angle. I'm sorry. I was used to having the monitor in front of me. But um that that was just from the first go round from um the students and the staff and then we had one um with parents um responding but again only seventh and eighth uh middle schools. >> Okay. I I is this internal this is available to the public right? >> This will be yes ma'am you are this is the first look >> uh here at the public board meeting. >> Okay. And we can we can add more too, Dr. M. So if there's more things
040you want to see, >> we can add to it. >> So I guess to succinctly answer your question, I'd like >> that's the motion. >> Woo. Do we need to leave? Like you know, [laughter] I'll keep going. Um >> I'm sorry. The lights just got hotter. So um I I think I am interested in seeing the data by school. I'm also very curious around the data by gradeband. Um, we just got a lot going on up here. I'm [laughter] sorry. Uh, so grade to answer the question, school corridor, grade band, and I'm interested in uh attendance data, not enrollment data. Uh, that's nice. It would I I'm interested in enrollment data as a percentage of attendance. So, if there are a thousand students that are uh enrolled and only 600 of them are showing up,
041then that's a 60% population that's there. I'm interested in that as far as that goes. But I'm also very interested to see what grades are missing um or having absenteeism issues because I think that's something that maybe we could notifi be notified um quickly like hey the seventh graders or hey the sixth graders. Curiously, I'm interested in um the survey data. Is that going to be monthly? >> We do that monthly. Sorry. >> So, I'm looking I'm interested in looking at what was the difference between September and October. October, November. November, December, first semester, second semester. >> And you'll definitely have that. This was just our first >> Sure. Well, you guys asked for feedback, so that's that's my feedback. And then um I saw that staff was asked, students were asked. I don't see
042where parents were asked. >> There's a Did I miss it? >> Did we not include that one? It will be on the next one. >> Yes, ma'am. >> And I would also open that up to the community. I would be very interested to see what the community perception is because we have a community comment about middle schools. So, um I think it would behoove us to ask the community um particularly those neighborhoods that are surrounding our middle schools, how is it working? What can we do to be better? Um ask our partners. Since we're putting all this information together, I I didn't know we were doing all this, but since we're putting all this information together, I think it's very um prudent for us to be responsible to put all of the information out, not
043just those that those things that make us look okay and better. >> So, Dr. M, we tonight we have another um update for you on middle school engagement. >> Okay, great. >> Which gives the community feedback. >> Gotcha. >> Yep. >> Well, remember map just cuz I'm looking that way. Uh so thank you for one stating what the the goal or the intended uh purpose is for uh this uh scorecard. Is it scorecard or dashboard? What >> it's a dashboard you'll get in a form of a scorecard on a monthly basis. >> Okay. Um so I'm not necessarily going to add um any additional data points. I think for me in seeing this is um I think it's important to highlight uh or have some type of summary or synopsis of what this overall data
044um entails like what is the conclusion of this data right and also what are um you know again in a summary stating what the overall plan would be to target these certain areas. So, if this is information that we're sharing out to the community, um, as well as this information for us to have internally, again, what is the conclusion that's being made from all of this information? And then, how are we going to make sure that interventions are outlined? Again, I think this is a way for it to speak to um everyone at large um and not just from a standpoint of okay, we're going to frontload you with all the information and not share what our uh interpretation of this information is and also what our course of action will be. So, that's something
045that I would be interested in seeing um with the the scorecard. >> Thank you, Bo. Vice President Bolton. >> Yes, thank you for this. Uh I want to also remind myself that just last uh meeting we uh were introduced to the uh mapping the interactive uh mapping of uh our facilities our where we had health centers or what have you and then the introduction of this scorecard or or or uh dashboard. One of the bigger issues for me is with this greater interactive capability uh and with the our willingness and our intent to share so much information in a timely manner. I think we have to really think about the redesign of our website and homepage and what have you. um it is rather static compared to what it seems to be the forward thrust
046of what we're trying to do here with sharing information uh as to anything to put on the scorecard or dashboard. Scorecard is kind of it's a it's catchy, but it it tends to give me the idea that there's going to be we're going rating something instead of necessarily just sharing information. But I can live with the scorecard. uh every month uh the treasur's office shares where we are on a monthly basis the five or so major financial uh realities um and I think uh it it might be people may or may not come to the finance budget and growth committee but you might want to put five or so of the uh most important financial pieces that they that that the community could follow whether it's the decline lining balance or uh expenditures or whatever.
047Nothing as specific as the um you know the the uh ma money matters with Mike or the um uh you know Friday results of all the financial stuff but maybe five or so. And I and I wouldn't want this scorecard to have so many things on it that it that it it might be too cumbersome, but there there's got to be a dozen things that general population would like to particularly follow. And for me, I think there should be some referencing here. Finally, besides some finance, maybe some staffing, uh, if there's vacancies or how many licensed uh, uh, professionals we have or, uh, that kind of thing. And I do think it makes sense to link in or be able to link in to a specific school out for those 10 things that you're listing,
048not necessarily to get their report card and everything else, but if it's about a finance, how's that school's budget? And I know that that would be appreciated by LSDMC's as well. Thank you, >> member Weinberg. And I think I would just like to add on the uh CPS scorecard if we could have some highlighting of the school whether we talk about the program that they are offering or just something um that explains to the community what the school has to offer some of their accolades etc. I think that would be helpful for some individuals as they're looking Matt. Um, can I ask the question about um, we were presented maybe last month with something Mr. Galah Galahghue shared. Um, how is this connecting to that piece? I mean, this seemed like it's two separate things,
049but also can be intertwined. So, I don't recall what he what he called it, but how do those uh how do these two different methods work together? >> Yes, ma'am. So he presented out uh how we have mapped out resources in our district. So where are the school-based health centers? Where is their afterchool tutoring? So with this uh instructional scorecard or what we grow it to be um this will also help us to be able to see okay well this group isn't growing according to their reading benchmark. Maybe we need to add a resource here or repurpose a resource. Um so I think it will help. I'm hoping all of this is tying together and can make sense for a more long range plan for us. >> Okay. Thank [clears throat] you. And then just
050the last question um around um just what uh to add. I'm curious to know it may not have happened at this point but has there been some type of inference or made based off of this data that you all have shared with us? >> No, not yet. >> Okay. Not yet. Uh except to say um let me say this. Uh we are looking at our um [clears throat] plan for um starting in January. Um where are we with our data in the various areas as I said uh assistant superintendent badge and I had a meeting just today about our attendance and our positive school culture. Uh what's working? What seem what incentives are students interested in? what is seeming to work uh in one school and what can we do as a district to support.
051So yes, we are having those conversations. Same thing um is true with the instructional pieces. Um are we headed in the right direction to reach the goals that we have set for our school district? Where might we see a gap that we need to do something differently? And then I'm also hoping I should have said uh all of this will lead into work that we'll have as data points and items as we begin the strategic planning work. >> Okay. Can you just share one I guess um observation from the data that you have shared with us today? >> Yes. So for example um in the um with the attendance um is a very hot topic as I mentioned. And I'm super concerned because we did not earn any of those points on the report card
052last year. I think with a little bit closer monitoring and sharing and discussion that in and of itself will help us. But the question is what um kind of incentives for young people work? What are they interested in? And it's interesting there are so many things that don't even necessarily cost a lot of money. for example, um getting 10 more minutes at lunchtime. Uh for example, um being able to go into the gym and turn on music that they like to listen to. Those kind of things that we can as a district do. Um but then there are other things that they like too, like the hot Takis. I hope Jessica Shelley isn't listening. Uh those kind of things. >> Okay. Thank you. and I'll just [clears throat] reserve uh questions around the um curriculum
053and high quality instruction probably for the strategic plan goals. >> Yes, ma'am. >> Great. board never crossed it. >> I just wanted to [clears throat] um reiterate what uh board member map said about having um writing about the data and having a synopsis of the data uh really go first and then have the data support that is a really good idea and uh you know it ought to be the kind of things that uh are highlighted by you and the assistant superintendents. the things that are on the top of your mind when you when you look at the data I think would be helpful. Um yeah, I think a drill down to the schools is good within the dashboard. And I do want to applaud you and uh your staff for coming up with a
054dashboard. It's it's a you know a picture is a thousand words. So it's great. Keep it up. It'll be a great tool to use and hopefully hopefully you'll be able to integrate it with the resource coordinator data that we had before. So thank you. Thank you. >> Great. I I just want to add that I to uh Vice President Bolton's point around specific maybe highlighting a couple of topics. I would like to invite perhaps those topics should be report card topics because there needs to be more education to parents around the report card. They see the topics on the report card. So why would we not explain those throughout the year in this dashboard scorecard or whatever we're going to call it? um so that they're seeing those that trend data consistently over time. So
055by the time the state comes out with a report card number, they have seen it multiple times. Absenteeism is what we talk about. That's a buzz topic, but um we really should align with the themes of the report card. No matter how bad it is, align with the themes of the report card. Um and then goals and guardrails. So highlight while you're putting some of these out if we have it by grade band third grade maybe that's in orange because that's a goal and guardrail that the that the board has stated we're looking at. So I think that there should be some consistency in the in the in a theme throughout whatever we put out to the public so that they can understand that all of these things tie together. They're all relevant and this
056is what they're um this is what those numbers mean. Again, my suggestion was just grade school corridor um as as well. All right. Thank you so much for this and then we'll get another update. When >> is this when do you plan on rolling this out? >> Uh hopefully December. Hope the goal is every month we should be able to give it to you. >> But like by the second semester January it'll be available to the public. >> Yes. Yeah. Absolutely. And um as you mentioned before, some of the data will still be relevant December. Uh we'll have winter benchmark data. We'll have third grade reading scores start to come back. So >> So is do you all anticipate that this will be like a month behind? So we're in November. We're going to be
057talking about October's data. >> So um it'll vary. Uh so the attendance, the discipline we can do monthtomonth and doesn't necessarily have to be behind. It just depends on when the board meeting takes place. So, for example, the December meeting, I don't remember the date, >> will be in the middle of the month. So, we may not see a change or a shift in discipline, but we should be able to report back third grade reading for the first time. Um, and we won't be able to do the winter benchmark probably until January. >> Okay. >> So, it'll it'll vary. >> Thank you. Okay. Oh, thank you, Mr. Badger. Um, Superintendent Murphy, I think it's still on you for our next presentation around multilingual learners. >> So, we have Dr. Adam Cooper here and he's going
058to give us the update on our multilanguage learners. Dr. Cooper and Emily Campbell is joining. >> Come on down. >> Green dress. Yes. >> And we got some light so you're not in the dark anymore. >> Watch those wires. [snorts] Okay, good evening board. Uh, board president Dr. Moffet, Vice President uh, Bolton, Treasurer August, Superintendent Murphy. We're excited to um, present an update on from our office of multilingual and English language learners in CPS. We are um we have a phenomenal team who has really spent a lot of time in the last couple of months digging into what is our data saying and where do we need to make some strategic moves uh to do better. And so um we have Dr. Cooper our manager. We have an ESOL instructional coach. we have our um
059curriculum council chair and our ESAW lead teacher and then um the other people on here are crucial members of our leadership team. So we have um like I said done a deep dive into our overall um student outcome data and have built a um strategic plan this year centered around three big buckets. student outcomes. We um and we'll get to the next slide in a moment, but we actually have a goal of um increasing from 46 I'm sorry about this error here from 46% to 57.25%. Um, one of the components of our report card is the gap closing component and there is a subgroup of um that calls out for our English language learners and to meet that subgroup um data goal we um look forward to increasing to 57.25%. The other piece is to
060close alignment to our goal um in the strategic plan related to closing the gaps for our ELA ELA students. Um and so right now we have approximately 203 students who are um in the sixth grade who will be taking the ELA test along with their peers and 1% are projected to be proficient. We aim to increase that to 30%. We cannot do this work without our educators. And so really helping our educators understand chunked components of the SCAP model um in our high language population schools which there are 21. And then um making sure that we increase those appropriate interventions for language um in ELA and reading because we want to make sure that our ELEL students the gap between what they are doing and what our their typical peers are doing um decreases. And
061then we cannot do this without our families. So we also um are working closely with our welcome centers to increase family engagement. How will we know um that we made the improvements that we um set out? This like I said earlier is um a screenshot from our report card. This is the our students take what's called an Oelpa assessment and this measures speaking, listening, reading and writing and our goal is that our EL learners improve in speaking, listening, reading and writing English language and um it's measured and our goal for this year is 57.25%. But how are we going to get there? Thank you for welcoming me here today. I'm excited to describe our uh services for English learners and their families. Um if we could go to the next slide, please. This is just
062a brief description of where we are at the moment with our MLL families. We have approximately 5600 to 5,700 ML uh students enrolled in the district. So that's about 16% of our total enrollment. Um, we're often asked what languages are spoken in the district. So, there are 67 different home languages in CPS. Of course, the uh the most prevalent is Spanish. 70% of our eels speak Spanish, but we have um and then followed by French and Arabic. We also have a range of languages from Africa that are in our top 10 as well. Our fastest growing uh has been sin. Okay, next slide. So um it's important as our multilingual families um as they engage with the school, we are engaging with them in a way that keeps them engaged in a way that they
063understand the processes of school in the United States. So we do that through uh clear communication. We have 24hour interpreter hotline. Uh we have uh the ability to request interpreters at any time for any purpose. We translate documents for families uh and we ensure that there's appropriate placement for those families depending on their need. Across the district, we have different programs that address the needs of English learners depending on their background, depending on their levels of proficiencies. So, uh we're very careful about where we uh where we recommend that placement to take place. uh we're very careful about ensuring that we understand the background education of those families and those students uh so that they're placed in a school that's most supportive for them. This is really the process that any English learner needs to
064go through uh across the state, really across the country. Uh all all students in Cincinnati public must answer three questions about their language uh a home language survey, their home language, their primary language and native language. If there's ever um another language other than English that is answered on that home language survey, then we ask about their US entry date. What date have they entered US schools? And we then um we administer a language proficiency screener, the Oelsps, the Ohio um English language proficiency screener. And then from there, we're able to determine what is the best service delivery framework for that student. I mentioned how different schools have different programs. We have a range of frameworks that fit into different programs that then um the that screener that background information gives us the information we
065need for appro appropriate placement. Uh and then from that every year we must write our LEAP plans. So, our um our teachers have been very busy finishing up our LAP plans for most of those students who enrolled from the start of the year. Um like an IEP plan, these are individualized uh plans that help outline what the services are that are required to help that student access the content um grade level content in a way that they can understand. So, those LAP plans list proficiency levels. They list um their path uh past performance on um Oelpa assessments. They uh list appropriate accommodations and modifications. And they provide an avenue for us to communicate closely with all teachers, with all families about what can be expected in the classroom for English learners uh through those LAP
066plans. They're assigned by family members. They're signed by uh teachers of those students and they're updated annually. So that is the typical process. That's what every school engages in who has English learners in uh on their rosters. We've been able to really respond to some of some unique needs that have coming up come up in recent years. Um some of those being around uh the need for MTSS, the science of reading implementation uh and also a need for our teachers to kind of shift some of their work from uh tier 2 interventions that has been a typical approach to ESL instruction in the past to looking more at tier one support for our general education teachers. So, one way to do that, one way to help our English uh our ESL teachers know how to
067collaborate in a tier one setting is we have um provided them with one strategy and two look fors to take to their uh to their colleagues in the schools to uh to support them in implementing in the classroom. So regardless of um a teach general education teachers background, these are some easy things that our ESL teachers can support those general education teachers with with implementing for our English learners success. Two of those look fors are just language objectives posted that align with the content objectives. So our uh general education teachers are familiar with their content objectives and objectives and our ESL teachers can help support in writing language objectives. Uh the other piece is having more interaction in the classroom. More opportunities for the speaking and listening. As Emily mentioned, we have four domains of
068language de development. Good instruction offers more opportunities for speaking and listening in the classroom. So we provide um strategies for that. We've recently uh last year purchased a platform called Elevation. Uh it's a uh student information system that does track uh assessment data and it allows all teachers in the district for all of their students, whether they're English learners or not, uh to see all of the assessment data for all their students. And then it provides instructional strategies that are tailored to the needs of individual students on their rosters. So, we pull a lot of those strategies from elevation um and use those as we're working with our general education teachers. Okay. The English language cadre or the L cadre is also uh a means for us uh to use our ESL teachers expertise to
069strengthen the instruction of general educators. These are 15 practicing ESL teachers across the district. They are all teachers in buildings with high enrollment of EELs. They um have over the past two years spent a significant amount of time together planning professional development for general education teachers around the uh instructional strategies that help eels's access uh content in the classroom. They have done uh centralized PD short PDS at launched. They have provided uh some conference style all day PD for an entire building. They have most recently worked with their cohort uh buildings in district-wide professional development for short sessions. Um and most recently, the second part of that table on the right, um we're doing an OALPA push, OAPA occurs in February and March. So, we have identified uh the buildings that can have the greatest
070impact on our uh performance as a district for EL growth in the gap closing measure. So those um the EL cadre is working with th those buildings to look at uh the uh the performance growth of those students, the ex exact uh growth targets that every single student has and then giving suggestions to the teachers on how to analyze that data for each and every student and implement strategies in the classroom. Um and yet another way that we've been able to respond to some of the um new direction uh that we've had in education and as a district is we have uh last year implemented uh our part or I should say how we look at English learners in the um structured literacy decision rules. So as part of uh MTSS every student we must
071use data to provide interventions to students who might be performing below a certain benchmark and we've been able to identify which students should receive which interventions. It also provides a good opportunity for us to collaborate with reading specialists uh sometimes with math specialists uh intervention specialists and making sure that every student uh gets the intervention that they need including our low-level EL students who need uh speaking and listening support. And this brings us to a very exciting uh change from our growth plan. Uh the development of new welcome centers. We have um we have a nice history of some welcome center work at Roberts and some at AWL as well. Uh but uh the superintendent and the board has rec uh recognized the need for us to ensure that all families across the district, no
072matter where they're enrolled or where they live, have the services that they need from the very first moment that they approach our district. Uh the very first moment that they approach uh the school, we know how to engage with them. So we've worked over the past um year really to uh make sure that we have other welcome center sites. Two of those are at high schools. That's exciting. Dator High School is one of those and Wro High School on the east side as well. Um, Dater High School provides a nice continuation of the students that are enrolled in an IB program. Um, and then we also have the addition of an elementary school in the central corridor, uh, Hartwell. So we have um this year worked closely with uh assistant superintendent Badget's team uh to
073bring together resource coordinators at those sites with our EL uh family coordinators so that they're talking about the services and roles that they have. The principles have been a part of that conversation um so that we have an alignment of those services and events. There's communication with families across the district to know where they can go and when to receive the services that they need. These are some of those services uh that we find our MLL families are in need of receiving when they work with our schools. Some of those are just navigating CPS systems like um enrollment, school selection process, but there's also uh a need to be connected with the resources that our um our uh community partners provide. Okay. Another exciting thing this year is we have a pilot program for our
074um for a satellite virtual op option at West High and Dator High School. This uh program really was uh born out of a need to address um maybe a lower graduation rate and absenteeism among our eelss at those schools. It is a program that addresses that for yells, but it also addresses uh that for other students. So there are 52 students currently enrolled in that program, but 33 of those are LAP students. Seven, seven of them are dual identified as students with disabilities. So, we bring together a gened teacher, an ESL teacher, uh an intervention specialist, and bilingual social workers uh to make sure that it's uh supporting the whole child, the whole student in that virtual option, providing some flexibility for students uh to meet the requirements for graduation. And finally, most recently, um
075we received the word from the board of a need for a multilingual learner task force. So, we did uh have a an initial um focus group, I guess you could call it, but it was a very wide uh invitation list of principles, um ML coordinators, teachers, bilingual social workers from our 21 buildings that have large EL enrollment. Um it was kind of a needs assessment of what they're seeing as being challenges for their families of being needs within their school. And from that we were able to identify three buckets of work that uh we will um we've been able to recognize some things that we're already in the process of addressing some short-term planning that we need to uh conduct over the over the course of the next semester the the course of this year.
076and then also some long-term planning uh around these three items consistent communication, staff training and capacity building and integrated mental health and safety planning. So, we thank you for this work. We thank you for this opportunity uh to make some shifts in how we organize that work. And I welcome your questions on how we're doing. >> Thank you so much. and you all put a lot of time and effort in this and thank you so much for all the work you do. Do we have we do have some questions. I see board member Weinberg's hand up. >> I will go first. I guess I will. >> Um so I just had a couple of questions and I feel like no one can hear me but hopefully you can. >> They can see you. >> Um
077oh there you are. Um couple of things I just wanted to know. Um you had mentioned on slide number three in regards to the family engagement so far. Do you have any data on how it's going in terms of from the welcome centers? And then if you do and you've collected that, um, how often do you expect to share that out with us? That's my first question. So, you can go ahead and answer that one if you would like. And then I'll go into the next one. >> So, we Oh, sorry. We are um we're depending a lot on those two welcome center sites that have done a great deal of this work in the past. So, Roberts and AWL, they do have systems uh in place. is driven uh in large part by some
078of the grants that they receive as a as a lead agency. So, we do have uh some of the data that they manage, but we're using that as a model um as we bring all of the welcome centers together. Um we had our first um collaborative meeting with those resource coordinators and ML family coordinators just last month. The second one will occur later this week. Um, so we do uh recognize a need for more needs assessment, but some of what's been done in the past is really just a frequency of which families are referred to different community agencies, what kind of followup there is for that. Um, but we do recognize that every lead agency is um driven by different grants, driven by different um priorities. So, we have to come together. That's that's why
079I think this is an exciting project because it allows us to come together across schools and agencies to recognize uh some goals and some ways to monitor that growth that's specific to our needs in CPS. >> Okay. Thank you. And then on um slide five, you referenced in terms of the top languages that you know have been um shared that our families either will speak. Um, I think my question was regarding the 24-hour interpreter hotline. How is that shared out with our families? And then, um, what are we doing or what's the process to ensure that any documents that are shared from the school level are, um, able to be translated for these families? Um, whether it's the test results, whether it's important documents, what's the process on that? >> Yeah. Um we do share
080the interpreter hotline is actually shared to uh every building in every department. So if a family comes to let's say a front office in a building that building has a code that's kind of specific to their uh to their school that they can call on demand. If there are teachers within that school that have some sort of emergency at night before uh school the next day they have access to that code. Um so we recognize really by law and by uh ethical practice that any family that comes and needs to comes to us um and needs clear communication, we as a team recognize how we can do that. We have the processes for it. As far as translating documents are concerned that also is done in large part um by different departments. So, dining services
081may have some translated documents. Transportation, uh, the college team, they also manage some of their, um, translated documents. If there's ever, uh, a a need, oftent times, uh, those requests come to us in the office of second language acquisition. Um, we are able to locate those or communicate with the different departments across the district to find the translated documents that are needed. or if we're not able to do that, we work with the native language support team to uh to do some of that translation uh or to uh or we work with our uh interpreting service to do that as well. >> Thank you. And then finally on slide eight, um terms of the communication plan that you're sharing, um I appreciate that you're making an emphasis on ensuring that both the student and the
082family, they understand the communication and that it's signed by the students full education team. Um but on the part here where it says signed by family member to indicate agreement. Um I just wanted to state and make sure that um in that entire process that although the parent is signing that you are also ensuring that they do understand that they're just not signing. So >> yeah, thank you. That's a great question. Um we provide those leap plans in the top three languages. So we do print those and send those to families um in Spanish, French, and Arabic. Um, and there's also, um, a recognition that for all of the other languages, we uh, we provide the, um, an in-person interpreter for, um, an explanation of those documents. And usually that occurs on the building level
083with our ESL teachers who meet with parents during family conference nights or communicate directly with them via email, robocalls, or texts. >> Thank you. Well, member Craig and then Vice President Bolton. >> Uh, so again, thank you for presentation. Um, one of the things I wanted to kind of point out, I think it's important for us to important growth part to what we've been doing is the welcome centers that are now at the high school level because we know that even in the past students were coming in at the high school level. we just didn't necessarily have the ability to necessarily address them separately at their school in the same way we can with having the weapon centers now and and really focus on those attention that a student coming at a ninth grade or
08410th grade level with the expectations they would need the things that they're looking for the things that they're um wanting and I think that's actually even more important because of some of the students who are now coming in from our neighboring districts who had previously not been in CPS who are now in CPS Um, and one of the experiences I've heard at least with students coming in at different levels is that they may come in at a grade level as their assigned grade level. That is not the grade level that they come in at with regards to their level of um understanding even of their native tongue in some cases. And so I think that's it's another part to the the challenges in some ways of like addressing those specific needs. So I think adding
085those at the high school level has been a a great gain for us. Um the and again this is maybe a year and a half back but we saw a lot of growth that happened when we made more opportunities available to the parents of our multilingual learners to be able to understand the materials and understand what their students being tasked with doing understanding what their assignments are making sure they got to school for for uh attendance purposes and those type of things. and and I know we saw some of that kind of the attendance and that type of deal fall off a little bit because of some of the other stuff that's going on in the world that may have affected how some of those folks felt comfortable bringing, you know, leaving their homes. But
086I guess are we having conversations more regularly about the materials they might need or the information that a parent might need to be able to support their child throughout the entirety of the class because I think it is one thing to support them getting into the school. It's one thing to support the regular things they have to do for school. Um, but where we I know at least nationally they've seen advancements at when there were education on parents on how to help their child as they're learning and even if they're, you know, having to educate the parent as well in some ways. So, you know, are we seeing some of that um as an opportunity in our district? >> Yeah, I thank you for uh bringing that up. I think that is an area for
087growth for us. We do um we do that through our um our ML family coordinators. They have very close relationships with our families. They're kind of the trusted face of of CPS. Uh they're able to um really um provide the families with knowledge about what's expected in a US school because that's very different from what might be expected from a school in their home country. Um but I I do think um education changes all the time. expectations change all the time of teachers. So, I do think that that's something we can continue to look at how we can um do more work for with families so that they understand specifically what are the needs within the classrooms. Thank you. >> And then the the other part I would just uh I think it's an opportunity
088for us to even grow further is there's a at times with multilingual uh learners the ability to connect them into the rest of the student body, right? The ability to connect students up with them and make sure that those students are looking out for them, that they're working together on projects, that they're incorporated as much as possible also exposes them to language more, right? So, the more you're out there talking and speaking with folks and incorporating those things into your daily activities, the more you're more likely to recognize and be able to use it. And so I think the and I don't know how we may monitor this or how we may survey this or how we may talk about this with students, but how much are they feeling like they're a part of their
089school community as opposed to like a singled out section, right? So like how much do they interact with their other fellow students? How much do they feel like their other students are learning about their culture, learning about their world and their experiences? And how much are they learning about, you know, another student's family and that type of stuff? I I don't know if we've done any discussion around that or any any kind of talk around that or even just getting anecdotal stories that we can start to push out because I think that's also part of that community feels more incorporated and more likely to participate if they feel like their student is a member of. So we watched this with a student where the soccer player where the community came forward. They were there to
090support they loved that student as a student as a person and that really showed a a sense of pride in that community and I just want to make sure that we're kind of looking into that type of stuff as well. >> Yeah. I'm not sure we quantify how much someone feels um a part of that community, but I think um in the case of Emerson, for example, um it it highlights how the schools that have like Dator High School that have um these significant populations, these programs that are specifically designed to meet the academic needs of students, they have large um staff that understand how to meet the social emotional needs of those students as well. So there's a lot of examples that um our office can do to um you know we can work
091to share with you as a board that are um oftentimes cultural celebrations or just the success of our students in both academics but also in extracurricular activities. Um we're we're very careful about making sure we're using the student data for placement in th in those programs. So we um we ensure that only students um that should be kind of uh what we refer to as sheltered or in self-contained classes are there for a reason. It's very uh temporary as professionals uh educators work to transition them into a fully inclusive environment. And even in those settings, um there's opportunities to participate in extracurriculars, in um elective courses, um even in the satellite virtual program. And that was that was really one of the key um caveats that we had that even though they might be in
092a virtual program where they're from two different high schools that come together into a virtual setting, uh one of our key goals is to make sure that they're still included in any events of uh those broader high schools so that they're part of uh the larger culture. >> Thank you, Vice President Bolton. Thank you very much uh for the presentation. I really appreciate it. U uh perhaps I missed it. I I think you mentioned perhap it was Emily that mentioned the 21 of our schools are high language schools. Um and I it'd be great just to see that list down the road or if it's somewhere in the presentation that I missed it. I'm sorry about that. But I think that might be interesting. The other one of the other Oh, I'm sorry. Go ahead.
093[snorts] >> Um thank you. Uh then another issue is is since we are unfortunately you know dwelling and we have to regarding the report card piece uh it'd be interesting in the future to kind of have a sense of uh the impact that um this cohort of students districtwide or school by school. uh the additional kinds of efforts that have to be made in order for them to continue to have a positive impact on our report card and also those things that we want to also build in the defense mechanisms that people don't get mad about if they're not going to have a positive impact if unfortunately the way that you know Columbus writes the report card it might it might be damaging to have this wonderful experience of having the world in our district
094which I think is is an attribute of our district to have an international uh cohort. But I think that would be important for us to know that that can have an impact positive or negative on the school report cards. Uh I would say to the treasurer uh for FY27, my my wish list as some people refer to it. Obviously, we need a second welcome center in the central corridor probably at the Aken just to suggest. But I have a question budget-wise for you all too. What how important is that elevation program? Uh because I know sometimes curriculum programs or curricular related programs get kind of short shift. Tell us the value of elevation. Um I cannot sing enough praises for that for the program. It it um it is something that uh districts uh our
095neighboring districts use. Um it's something that provides direct information to all teachers whether they have um whether they have experience working with English learners or not. It provides them with direct information about every child's um growth in all assessment areas. It provides data on their OSTs, their EOCC's, their Aadians and I Ready uh benchmark uh measures. So, uh it's a very accessible tool for all teachers. Uh on the other side of that, it provides um a a long range of strategies that teachers can easily implement in the classroom. principles uh are excited when they're able to share that with their staff because um they recognize that staff want, you know, we ask our uh our teachers to do a lot. Um and sometimes they're not always given all the tools they need to do it.
096Um so principles have been really excited they show the about the tool that can actually give something to teachers that they can use right away. Um, it provides graphic organizers, translated graphic organizers, uh, step-by-step instruction, um, scaffolded groupings with suggestions for how you address different groupings. Okay. Um, and professional development, uh, online modules for professional development. >> I guess that's pretty important. >> Uh, thank you. Uh I want to link into what uh member Craig mentioned too about the cohorts of kids that are our international uh you know kids that we welcome. I know at Aken one of the things that is difficult is to make sure that they are a part of the whole group and and the whole school and there's great effort by every school that I know of to make that
097happen but they but as a cohort they are so strongly connected with one another that they they do tend to kind of find um they um that comfort level. So I think that is something that schools do have to to work on to make them be part of and I know one of the best ways that that to happen is through athletics. I know that from the long-distance running and whatever uh that uh that those teams uh I'm concerned about whether or not our our young people are religious uh practices and religious freedoms are preserved. Uh, I'd like to know more about how we're doing that as well as their nutritional needs. Um, I'm very concerned about that. I know years ago that it was on even the cash registers as uh things started to
098uh as we became much more international and I don't know if that's still the case, but years ago the kid would come to the for the in the food line and the cashier would know what they could have or not have. uh and I'm but perhaps we do that still but I'm interested in nutritional issues also in in the religious practices. I want them to be able to have that freedom and and then finally uh I do want to see an update somewhere down the road uh because I know this is true in in my experience uh in my neighborhood uh the value that these kids have uh in career pathways um and their full participation. And I can see it at the in the egg pathway in the medical pathway. As a matter of
099fact, uh at at uh Aken, uh the health justice coalition, which is a community group, actually goes into the school and the kids run their own health fair uh and they expand it beyond uh the school and actually into their immigrant refugee communitywide. and they it's schoolled, student led and whatever. I think more of those sorts of things to make them feel a part of of the community would be great. Thank you very much. >> Thank you Matt. >> So, thank you for the presentation. It's so hard to see you guys except for Emily. Um, so I do want to echo the u comment about the students um feeling that sense of belonging in their schools and having that level of inclusiveness. I do know that some schools do it really well. I definitely would
100encourage us to find ways to strengthen that in others um because again I do recognize that that will help to um you know not only create that sense of belonging but help to connect to the academic right experience. Um so just wanted to share that but my question is around the uh oppa results and it's been a little while since I've looked at this. So if the students um have not met proficiency, right, they are assigned that LEAP plan or are they assigned that with or without meeting proficiency? >> Uh an LEAP plan is only written for students who have not yet met proficiency. >> Okay. And so once the um student reach proficiency on the OLPA, um do they still receive support from the LEAP plan? Um and if so, how long uh is
101that support in place? >> Um we are required uh by uh state guidelines to monitor progress for 2 years after they have exited um that leap status. So we do that uh through teacher feedback forms um and also through um the benchmark data. >> Okay, thank you. That's uh really helpful information. And then lastly, with those students that uh transition out of receiving the LEP, um it's kind of really for both. I know you talked about the uh MTSS supports in place. How do we also assist our students with getting that level of rigor uh within their coursework? So, yes, they have that assigned LEP, but again, making sure that we're still also offering that stretch for uh our MLL students as well. Um yeah, I mean I think that we have done a lot
102in just the last couple years in ensuring uh that we h that we have clear expectations for all teachers or I should say clear tools for all teachers to make sure um that they know how to provide the access even though when it might seem a student can't access uh grade level curriculum there are ways that uh through strategies instructional strategies that they can do that. So, we support them through our teachers. Um, I'm not sure if that fully answered the question. Um, >> you're asking about students who have exited as well without the LEAP plan. >> Say that again. >> Are you asking also You're asking about students who might have exited and may not have an LEAP plan as well. >> Correct. Yes. How do we continue to strengthen their growth um and
103provide that level of rigor? you said that supports are still in place um even well after um exiting the LEAP um but again making sure that we're continuing um you know uh stretching them in their coursework as well. >> Yeah, we we have um also close alignment now with our uh our content managers and content instructional coaches and uh curriculum and instruction. So we have regular conversations and collaborations uh across the aisle there to make sure that the support for uh teachers are coming from all content areas. >> Okay. >> Thank you. And uh one other um thing I wanted to add to that is in the parallel world with world languages, we do um what's called a stamp assessment which identifies students who are fluent in for example Spanish and know um know that
104work and they might be ready for an advanced placement class in grade nine where um where they can really like be challenged and get that that course work. >> That's really good information. That's my first time hearing about the SNAP assessment, so I'll look fur further into that. But thank you, >> board member Crosset. >> First of all, appreciate the presentation and uh the uh comprehensive nature of how you're addressing this is very impressive. So, thank you very much. Um I just curious about one thing. Uh my fellow board members have already asked lots of questions which is great but you mentioned that you set targets for your students and I'm wondering if these targets line up uh well how you set them are they achievable and do those targets line up with the uh
105state report card uh goals for the superintendent? >> Yes, those uh targets are set by the state. There's a very clear formula for how they're determined um in all four of those domains. Um it has become uh as we look at the what you see here with um our growth over the past few years and a recognition or um a desire for that growth to um improve even faster. Um we uh we're starting to look uh a little more closely at that at those targets per student so that we can talk to each teacher about which part of those targets or that formula we can target to increase that growth faster. Great. Thank you. >> Thank you all. Um I am going to go last. I have a well last in this round after board
106member Lindy. Go ahead. Let everybody go once. >> Thanks very much. Um could we just flip back for one second to the slide that said um I had it right here. This was the multilingual uh task force. It's the multilingual learner task force. That's great. Um, thank you. I wanted to just connect some dots for myself from past meetings. Was this the piece that was in response to the assignment? Great. Thank you. Um, I heard a lot in the discussion about perspective from internal folks from CPS. Part of the idea with the assignment also was to gather external perspectives, not because I I really um value and think highly of the work that so many of our folks do. And um there are other organizations that are embedded more fulltime in immigrant communities and certainly
107know more than I do. Uh, and I was just curious what what kind of external perspectives came from these meetings and to what extent did that inform um I'm just trying to figure out are there things we can be doing we haven't thought of yet given the particular moment in time that we're in and given some of the challenges that communities are facing that are um I think different uh and um a big deal. Uh so after our first uh whole group meeting which were all internal partners we uh we did recognize a need to include parent voice of course. So uh but it wasn't really the best uh forum for that for their voice to be heard and for us to follow up with those concerns. So that's one uh area that we uh
108are working to develop uh as we move into the second part of the year. Um this is an excellent point. We can also work to develop how our um our community partners uh particularly who work in those uh buildings are able to participate in similar focus groups and provide feedback. >> Thank you. So I heard definitely heard you mention parents. Were there any external groups like immigrant refugee law center any any noncps non-parent groups that were a part of it? Not >> no not in this initial task force um meeting but we will certainly work to include external community um partnerships. >> I appreciate the the the update. I think um we're absent our superintendent at the moment. I'm sure we'll get her back in a second and I apologize. I was at a family
109commitment earlier tonight, but um I think a core part of the assignment was to get outside of CPS. So I I don't think this is your fault at all. I just like to note that what we're getting back is inconsistent with what the assignment was. I I did recommend it and ask for support of board members that we do it because I do think it matters. Um, and if it hasn't happened yet and is now gosh going on 6 months late, uh, for for my part, I would still like to see it happen. Um, and I can bring this up when we have the superintendent back. Thanks. >> Well, that's a it was a perfect segue for you to go first because I was actually going to bring that up um because I I I
110thought that the external communication was missing. Um, we partner with a lot of organizations and you've mentioned a few of them. Board member Lindy brought up one or two others. Um, but I attended an event that I would like for you to speak about, Dr. Cooper, at Northern Kentucky where some of our students and our staff were highlighted. I did bring that to the board meeting as a kudos. But we've got a lot of different partnering organizations in addition to the city um that has also done some of the um the uh the ID training in our buildings that I just don't know if if we're hearing enough of those voices. And part of my questions, and we can definitely bring this up when the superintendent comes back, but part of my questions were around
111collecting the actual voices of those students. Um, safety and security of students in general is a concern. We've gotten that as a pretty targeted um directive to the staff, to the to the superintendent and her and her teams. But I didn't hear you all talking about surveying that population that you all have a a great grasp on and have probably they have probably some significant safety and security concerns in the building and within their communities and I just didn't hear that. So my question my questions are around are we collecting any feedback from our CPSL current students graduates parents specifically around safety security and mental health supports. I think we have we're doing a lot with um the language education plan. I think that's great since we're already engaging some students within their language. I
112think it would behoove us to also collect that data as well. In fact, I knew it would be. So that's that was one thing that I think is missing. And then also because culturally our ELELLL students typically tend to gravitate towards organizations that they're familiar with. We should be gathering information from those organizations around what their clients are experiencing. And we're not doing that either. I don't think it's a heavy lift, but I do I think that there needs to be some sort of charge to do it. Um I would want I kind of want to go back to slide um number 12, Rob. And you know, I I heard a push for welcome centers um from one board member for Aken. So, I'm pretty sure we tend to to do um what is urgently
113pushed, but I I would like to know how did we decide on those welcome centers? What was the data placement? What was the data around where those welcome centers are placed strategically? I think it's great to have a desire to have one at Aken or another school building, but it should also be data driven around the need there, around the the community that's there and the utilization, not just to say that we did it, but that it's actually beneficial to the community. Again, an engagement survey would be perfect of the current existing welcome centers and their usage and what's needed rather than what we think just by visually they should be. But also, what data pointed the welcome centers to these particular locations? That's a question I kind of want to ask you. I'd love
114for you to answer. uh they were really recognized I think as you mentioned by uh geography and looking in because it was part of uh phase two of the sustainability uh growth plan we were looking at different corridors and how we can ensure that those services are in each of those corridors. These are the schools um that had some of the um most significant population of students enrolled or families at Hartwell for instance also have um a lot of siblings or uh uh students who then go into Aken. So it was really looking at the current enrollment by corridor. So before we talk about building something else, I would love for us to collect data on the efficiency and utilization of what we currently have and how perhaps it could be expanded more efficiently rather
115than just as a checkbox item. Um and again that involves surveying students, surveying families, community partners. perhaps we don't need to put that there but maybe our partners can come in and provide some services that we are there that there is an existing gap for and um I'm interested to see the data around um these current corridors and then what is missing and how we can fulfill that too. Um, my next question, uh, let's see. I like the language education plans channeling an old board member, Moroski, who said that every, I think board member, Vice President Bolton has said this, too. Every student should have an IEP on some level because it's an individual plan of action. And I like the fact that this is something that our ELLL students and families are getting. Um,
116and it's a great idea. Uh, let's see. Um, one thing I want to bring up, um, I want to ask about centralized enrollment for our ELELLL students. That was um, the feedback that I've heard from the actual community is that it was slightly problematic for that particular population, although we didn't hear that, you know, as a presentation, but it was slightly problematic. And then what are we doing around areas that we know are a concern for our general population i.e. transportation for our ELELLL students? Um central centralized enrollment having them come to the board. Did we did we have them separate for enrollment or was was that [clears throat] something that our ELLL families could enroll at the schools? We have had some collaborative conversations with customer care about um some needs for MLL families
117and using the welcome centers for those sites. Um for this initial phase of the centralized enrollments, our MLL families were asked to do that in the same way that all other families were asked to enroll as well. Um and then we are uh we have a lot of tools uh in place as far as bilingual social workers, our EL family coordinators. um close uh connections between uh the the district and families. Um so we are working to use those tools uh so that we can communicate more closely with customer care and make sure that uh there's more ease in that enrollment process. So, I'm really interested to see the enrollment from last year where they could do it at the school site and this year's centralized enrollment around um if those numbers are consistent, if
118those numbers are the same, and I'd love for a feedback survey for that population as well. We've heard some the individually we've had feedback sent to us, but I'd like for that to be more broadly collected so that we can see um if if that's efficient for them. [clears throat] some of the feedback that we've had um internally and externally is that they wish that it were not. But I'm wondering are we collecting that data that equality is doing everything for everybody the same way but that particular population needs something different and we had a significant transportation concern that um warrants us to look at it more individualistically. So I'm curious. I guess the overarching theme I'm asking for is to collect data quickly, not for a whole another year, but collect the data for
119the first semester from our population of ELELLL families and students um and parents around their experiences for mental health enrollment um education attendance all of that and in also with utilization for our um in collaboration with our parents because I'm very interested to see what that data is and then I'll I'll kind of keep can you just last thing I attended that event every board member was asked but I attended that event and can you talk about what that was and hopefully the board members will know when it comes up this year. >> I'm not sure what event you're referring to. >> It was the celebration at Northern Kentucky University and some of our staff were um it was for our ELELLL families and students and our EELL it they had a raffle. I don't
120know if you guys remember what I'm talking about. Our board staff >> Yeah. Yeah. Thank you. >> Okay. um that the uh ELELLL Foundation, that's right. Um that is uh an organization that has provided scholarships really across uh the tri-state area um for our graduating seniors of EEL's. Um and it's an annual breakfast. It's held in February. Um it's a really uh moving celebration of what our students accomplish and it provides them with tools sometimes that they do not always get like um they don't always have the same tools that other students have. So it's it's an opportunity for them to receive scholarships. Um we also recognize um uh sometimes a social worker or a teacher who does uh the work within our buildings uh to support those student and make a difference uh in
121the lives of those students. So we've had every year um somebody from CPS some years more than others uh from Aken Dator uh Withro and Western Hills High School receive some of those scholarships. >> Great. Thank you. >> Thank you for me. Did you want to before you we finish this topic out, did you want to say what you want to say? Superintendent is back and then >> Oh, sure. I I think I I just have um [clears throat] the a core part of the assignment around thinking creatively around how we can better support our immigrant families during this particular moment in history. Like a key point of that was was gathering perspective from people outside of CPS. And I know that because I thought I'd made that in the assignment the first time and
122the initial response was around a series of things CPS was already doing and I remember clarifying in a meeting that we need to get that that part of my request was that we we get outside our space and and learn from some others. So then I think I was particularly concerned with the information tonight that in that stakeholder group there there there still were no external perspectives. And I think um I think I'm [clears throat] both concerned about that absence in in our ability to think creatively about what we can do to be helpful, but I'm [clears throat] also concerned about the number of times I've had to follow up on it. Um, and if I hadn't noticed or asked the question tonight, I think I'm I'm I'm wondering if anybody would have noticed. So,
123I I I don't I don't I don't know that I need a response about it tonight. I frankly think we have all kinds of other stuff to get into. Um, but I'm both um I both want to pay attention to content and process, and I think there's important ideas that we could potentially learn to better serve important families in our community. And um [clears throat] I think that if I I think in my in my tenure on this board, which is nearly six years, I've made fewer than five assignments. Uh and so um I think that for our own processes, like if there's a part of a a process that's not working, I think we should get it addressed and make sure it works going forward. Um and I'm happy to but but I might
124be missing something. Like I really I'm open to the fact that I'm missing something. Well, I apologize. I thought we were addressing um [clears throat] the assignment and I was thinking that the conversation that was held included some external stakeholders. So, if I have that wrong, I apologize and if given an opportunity, we can definitely make sure that we expand upon that. I'm sure I'm sorry it's not meeting the time frame for tonight because of what I did not understand. Well, and that that's that's helpful because it sounds like there may be a breakdown somewhere else, too. Uh, but and again, I think um [clears throat] we have we have lots of other important things to talk about. I appreciate the time and attention for this. I really do. Um, and um I'm I'm working
125very hard on only asking for a very small number of things, but if I do ask about them, it's because I think they're really important and I'm going to follow up on them. Uh, and I really appreciate it. >> Absolutely. So, let me remind the board members just as a um [clears throat] just publicly. We have an assignment log that the administration is keeping and that our own team has access to as well. And the ask of board members is that when you make an assignment that you follow up with the assignment log and you initial that you have seen that assignment and it is to your satisfaction. So, board member Lindy and to all my other colleagues, go to the board assignment. Uh, Superintendent Murphy puts it in her weekly update. Go to that
126particular spreadsheet, see your assignments listed, and I believe the someone on the administrative team is capturing those every meeting. They mark when they have completed it and who has completed it. And it is up to the board member to check that off once it has been completed to their satisfaction. So if the the staff has done something and that's not quite what you wanted, then you are responsible for going back and actually saying, "Hey, this is kind of not what I wanted." That came just as a 30 secondond aside because one board member was asking for something that I was trying to clarify with and I was getting it wrong. So I said to Superintendent Murphy, "We're going to let the board members check their own assignments." So I want to invite you. I don't
127know if you if anyone else has done this, but go look at those assignments that are linked in her weekly updates. Check to see that your assignment is actually captured the way that you want it and then maintain that same accountability to ensure that it has been done timely and that it has been done to your satisfaction. If you find that it hasn't, uh, uh, our board admin, Phyllis Davis, sends out multiple emails to say, "Hey, we need topics. What do you all want on the agenda? What do you all want for exec session? And you can bring that back up to me and say, I want this back on the agenda. I want this back on executive session. And we can talk about it. And I've had her send those emails out multiple times,
128text messages as well. So, I'm putting a little bit of the accountability back on the board members. I tried to do that this year. If I've missed it, then I apologize. If I've missed holding the superintendent accountable, I apologize. But moving forward from this point forward, I want to make sure that everybody understands how we're trying to do that now. Make sense? Well, member Lindy, >> I think for now I'm in a good place. I think there are um other issues around government that the that I think I'm in a good place for now. Okay. >> And um if other issues arise, I will bring them up. Thank you. >> Okay. >> Board member Matt, did you want to finish this out? You look like you had another comment. really quick. >> It's just it's
129just real quick real quick question and it's really following up to what um board member Crosset brought brought up about the um the growth targets. I think it was stated that by the state we have a certain target or benchmark that we have to meet. Can you share what that uh benchmark is and also uh where we are in terms of tracking with meeting that benchmark? Uh yeah, Emily um referred to that I think in one of the uh first few slides or one of the first slides around our goal. So the goal for us is to reach that target. I do apologize for the typographical error there. The uh rather than 51% uh that should say 57.25% that is the target that is set uh by the state. We also do have an opportunity
130to reach our um our um points on the state report card by closing the gap by 10%. Um which depend at the building level is sometimes uh an easier reach. Um but of course we're always aiming for uh for what is expected from the state which is 57.25%. >> Okay. And you're saying we're currently it's hard to see this. We're currently at the Is that the 46%? Where are we currently? I can't. >> Yeah, we're currently at 46%. Rob, if you go to the next slide, please. Um, each year the state sets a goal up in the top right hand corner. Um, that is our target for the OALPA measure. So, when a child is enrolled and they take the OALPA assessment, it gives them a growth goal of one or two. and they get
131those points by increasing their speaking, listening, reading and writing in English. If they meet their growth goal of one or two, then um that gets factored in our growth percent. And if they meet proficient and then they exit out those two um percentages we were the sum yeah I know that our statistitians don't want us to sum up these averages but they um they equate to then what our overall um blue 46 0%. So this year you can see that we have um we did not meet the growth target in 2324 2425. Our goal is um with these strategies to make sure we reach our growth target this year. >> All right. Thank you for that breakdown. I definitely will be looking um to follow back up with uh this superintendent as we're talking about
132um reaching our um state report card targets. All right, moving on. We are now ready for Superintendent. Thank you all. Thank you for the presentation. Follow up. Superintendent Murphy and Treasure Augustine. The followup for the preschool promise renewal. >> We have one particular slide in here which is a celebration slide. Um my understanding is um the percentage of voter approval of issue 28 uh equates to about 72.89%. I believe I'm told that this might be a record for Cincinnati public schools. So congratulations. [clears throat] [applause] >> Not much else to say but you know thanks to the voters, thanks to the community. Um, this [clears throat] is a 10-year renewal of this levy. So, we may actually be the last emergency levy in the state of Ohio, you know, as as the state has changed
133what taxes we can do. So, that might be might be another claim to fame for CPS, but [laughter] definitely preserves um the preschool funding and as well as some important district funding for the next 10 years. While this is a record and we sincerely appreciate it, we want to thank the voters for the trust that they have instilled in us and for our littles, our preschool promises, for our littles and for and for Cincinnati public preschool, too. So, um I'm going to board member Craig. >> I just could I can't let the moment pass without saying I I believe if former treasurer Wagner was here, she would say that was our operations levy that included >> [laughter] >> preschool funds as well. So, not she always made sure to say that at every opportunity when
134we were talking about it in our budget and finance committee meetings. So, >> vice president, >> I just want to add from the political standpoint, our new treasur is a little bit more politically savvy and knows that what the former treasurer used to call it is correct. But from a political standpoint, obviously the word preschool is a winning word. And uh we're glad that the folks want to keep, as you point out, our littles, our little three-year-olds and fouryear-olds going, even though the state does not count them in the calculation as to the money that we receive from the state because the state of Ohio has not made a commitment to preschool as our public private partnership has done here in Cincinnati. But we're going to use that preschool word every chance we get. maybe
135with the whatever the next thing would be including the littles. >> All right. Next, we will have a continual discussion. >> I'm sorry. Really quick, my apologies. I just want to say just with that word is, you know, in the Ohio 8 conversations. The superintendent are always in awe of Cincinnati public schools in particular as it relates to being able to fund preschool because they struggle with how to figure it out or they have questions anyway of how to do it since we don't get that funding from the state of Ohio. >> Bo Lindy, I'll be quick. I just wanted to say to everybody who had a yard sign in their yard, everybody who helped get this endorsed, everybody who contributed to the campaign, um it's a it's a this would have been an awful
136problem if it did not pass. I'm so glad that it did and I just wanted to say thank you. All right, next we will have a continual discussion about the superintendent's goals and her strategic goal and the strategic goals of the district. So, this we had a lengthy discussion the last time. I'm not saying we have to have another lengthy discussion. However, Superintendent Murphy was able the the assignment was to put her superintendent goals on a slide and put the district's strategic goals on a slide so that we can see where there is alignment and where there is difference. So, that is what this is. Um, we have at least one board member that would like to uh continue this discussion. So, that's what we're doing. Superintendent M, I'm going to turn it on over
137to you. >> Yes, ma'am. So, on the next slide, Rob, you will see uh the schedule of the goals and interims we are planning uh to present during the November 19th student achievement cow meeting. So, we are planning to move uh full speed ahead with that presentation unless the board says there should be an adjustment. On the next slide, uh, we list out the five goals that have been approved by the board for the 2526 school year. I imagine you don't need me to go through each one. And so then on the next slide, we begin to demonstrate what the assignment was, where do they match. So in third grade reading, and sixth grade reading, and in algebra 1. And then where they differ is there is a goal around graduation in the current strategic
138plan um and not in the five that have been currently agreed upon. However, and the industry recognized credentiing is a huge factor in graduation for our young people. So then on the next slide uh I was asked to bring recommendations and so uh we our team feels that we should continue to report on third grade reading, sixth grade reading and algebra 1. We also think that we should um continue with goal four in a strong manner with credentiing as was agreed upon um and it is called out in the goals and guard rails. Then we think that we should continue to give you a brief update on where we think we are with graduation and where we will be and then um just what are the next upcoming milestones. So overall it is through the
139strategic uh uh student achievement cow meetings we want to continue to report out on so we're monitoring we are aware of all of the elements the goals the guardrails the interims that are currently stated because many of them are still important for us to monitor the attendance piece as we talked about student behaviors as as we have discussed students participation in uh athletics and extracurriculars U so we plan to continue to share those pieces unless you direct us otherwise >> question. >> Thank you so much for member Weinberg. >> So I have a brief question and I think I missed the last meeting that you all had where you discussed this but in clarifying um that you would add a brief graduation cohort update. Is there any way that we can maybe not do brief
140but actually give us some indepth information regarding that? So what do you mean by brief? >> Sorry with respect to graduation um cohort data we can give you updates on how the cohort is progressing understanding that we won't know again the real data until the following year. So, I'm not sure. Um, we can give you updates on uh credits being earned, um, students passing courses, credentials offered, credentials earned, um, seals students um, may earn seals that we are offering as a district if that would be helpful. >> It would be helpful. And I think I was just thrown off by the word brief because I still do think although it's not one of our um particular goals that you have here um for the upcoming um year, I still think that it is important to
141kind of emphasize and discuss our graduation rates within the district. >> Is that it? >> That's it. >> Vice President. >> Yes. Uh thank you. Uh this is helpful. Uh just some points of clarification. I I personally am glad that the credentiing has stayed in as an important effort since that is our um readiness is one area where we actually met state standards and I think it was uh in an effort uh to uh as a result of us emphasizing the credentiing. But I have a a point of clarification. Uh because I think part of our what we've learned is that we don't want to have so many goals that we're watching. And I know we want to limit. So help me out. If we are we have the superintendent goals that we have mutually
142agreed to that are part of her evaluation. That's a given. We've all we've agreed to that. Are we now? But that's on that will be those will be the topics on which she will be evaluated. But we also have these other goals that we're carrying forward from our um >> strategic plan, >> our previous strategic plan and maybe in preparation for our coming strategic plan because they're part of our goals and guard rails. So are we doing both of those things? Are they separated by some of it being the evaluation for the superintendent and the other is that it's ongoing work of the board because it's important. If somebody can help me out with that clarification that would be helpful to me. >> I'll certainly try. >> Great. Thank you. >> So there was a
143concern. I think we we've done these things unfortunately in a silo and there it has been lifted up that perhaps there needs to be more alignment. So the goals, we set those goals not looking at the strategic goals. We set the goals for the superintendent. Can you go to slide um three, Rob? We set those goals for the superintendent without considering strategic plan goals that are currently expired, but not considering that in our discussions. Many of the board members I'm sorry, the the one that says her goals. There we go. Many of the board members shared, "Well, hey, I'm cool with these goals, but there were things that were missing." [snorts] >> And so, we spent an hour discussing what maybe should be added, what maybe should be taken away in an effort to get
144to five because there was a lot of discussion around having only five. We're not following Council Grey City Schools um information anymore, but yet there was discussion around sticking to five. There were some some board members that said the the goals that are missing are significant and the superintendent should be held accountable to those goals. So there was discussion we've already approved these five but there's discussion to either amend and add them add the others that are missing so that there will be an accountability for more to align with and not get rid of the strategic goals that we we had also voted on or are we wanting to just hold these five and then not not worry about the other ones. So that's what this there there was a not a motion on the
145floor but there was discussion to say hey is everybody okay with these five everyone was not okay with these five. So I made an assignment to the superintendent can you put down what's missing because we we didn't see that we didn't see them aligned at the same time. So that's what this is this is further discussion. Hopefully we can put it to bed today. Are we keeping five? Are we making six or seven? Are we going to amend the five? What are we going to do? And so that's what this is. Does that help you? >> That helps me. Or in addition, are there two parts? One is for superintendent evaluation. One is for continual continuing uh monitoring and oversight by the board of the process or the instructional uh efforts. I mean it's it
146can be this that or both or it could be that there are two separate things. One's for the evaluation and one is work that the board should be doing because we think those things are important and we want to continue to monitor those because of their importance. >> Well, I think for me there's one thing on the table which is the superintendent the expectations for the superintendent around the goals and the things that the superintendent is going to be held accountable for. In addition to those things right there, which currently there are only five, we have an expired strategic plan that has goals on it that the superintendent should be held accountable for that are no longer any place if we get rid of them. And so we can make it to if you would
147like to if if that's what you're proposing. Another board member is proposing, hey, let's just put it all together as we work on a strategic plan. That is again what this meeting is for is to discern what what are we doing? Are we going do you want to just add them here? Do you want to amend these five to stick with five? What is it that you want to do? Because we've never seen them side by side together. So that's been part of the problem. Some board members said, "I'm fine with just working on the five." And they may or may not have realized that graduation, which the superintendent had been held accountable for, is no longer there. So I think we're doing a lot at the same time, but Uh I want to get
148around the table and not just talk myself. So let's start over here with board member Matt. >> Um I think to one additional thing to add in terms of the strategic plan being soon to expire. Um there were one of the things that I elevated was that there were targets um the targets weren't met um for some of the um some of the strategic plan goals. We met the annual targets but we didn't meet the actual goal. And so that's to board member Bolton's point of okay, are we focusing on just one or are we focusing on the five superintendent goals that she said that we'll evaluate her on in addition to the strategic plan goals? That was the point that I raised. um where I am today, I am okay with having the superintendent
149have the 25 26 goals. Um as a start, from my understanding, as a start of the strategic plan with parameters um where there needs to be interim targets for the what what are those interim targets set by the superintendent? Um what is our uh having more uh goals that are stated more boldly for the next uh upcoming years. Um and also and then she may have this in here talking about the historical trend and perspective but also the reflection piece to say this this is areas in which we're looking to do differently and why having some rationale having some understanding around those just so that we're not monitoring um all of these different things and not being able to focus on one specific task. And so, um, I think board member Lindy brought it up
150at the last meeting. It may be a little, uh, helpful for the superintendent to make sure that there's ownership in setting the goals. And so, I I agree with the collaboration. I agree with the ownership. And so, for me, that means that there's going to be more accountability. At least for me as a board member, if this is something that we're saying that we agreed to, there's going to be a strong push from my uh from my seat around the accountability towards meeting those uh targets for this particular year in addition to maybe setting some more um um some bolder goals for the upcoming years. Okay, thank you. Whatever member Lindy, >> yeah, I think the presentation and the recommendations from the superintendent look good to me. Um, I think there are trade-offs on all
151sides of this. I think the narrower we get, the easier it is to focus and the more we show that we ourselves can prioritize. I think that is a good thing for us to model. Um, the downside is that we exclude stuff that really matters and it's hard. Uh, and I think the um the downside obviously to having too much on here is no human being can effectively focus on 20 different things at once, particularly leading an organization of this size and complexity. So I I think at the end of the day, she's going to be the person who has to make it work. Um, and I think the presentation that she put forward here today in the recommendation looks like a perfectly thoughtful way of navigating through all of that. >> Can I just
152add one other thing? I'm sorry. Um, so while these may be the goals for this particular year, I do think that it is important to maintain the guard rails because I think that is a community value um that we should work to uphold. a little bit of Craig. >> Um, so two things real quick uh to maybe and certainly superintendent correct me if my understanding what you delivered in this presentation is different but I think what which uh she brought to us is that the five goals that we agreed to voted on and approved >> um are the goals that we will judge her by. Right? Those are the things we've said we're going to hold her responsible for. the there are still important things and to board member Lindy's point there's still important things
153that the district has to do and there's still important things that we need to monitor that she has now offered to still keep before the board so we have an idea of how those things are also going so while those may not be specifically and I and I give a great example graduation quite honestly the graduation numbers we would be evaluating her on are the students who already graduated like there's nothing more she will do this year to improve the graduation numbers that are in our report card outside of monitoring and finding out where those other students who did not graduate ended up. Um, but as we go forward, as we build a new strategic plan, as we talk about the things we as a district have be committed to, there are absolute good reasons
154to look at how people are progressing towards graduation, how the students who are still within a district are working towards those goals that ultimately will be part of whatever strategic plan is created. Um so I think to to directly answer the question board Bolton raised. I think there is the five that we're going to certainly say superintendent you are responsible. These are the things we're monitoring in addition to the state standards. There are other things that were part of what we created when we did the goals and guardrails that the superintendent has said I think those are still important and I still want to keep the board informed on them. And I think that's actually absolutely reasonable to do and it's a good way for us to also still be able to monitor the things
155that are important to as we're building the next strategic plan and as we're talking about what our goals in the future will be. The one thing that I will uh maybe add an an additional thought to that. So certainly that first part if that's kind of what I was hearing from you. Was that correct? >> Okay. Um, the second thing I will say is that I do think at some point what we have to to do within this new strategic plan is identify those things within the district where we feel are our most important things that we must be focused on because of the results we either were seeing or the change in our political climate will cause these things to be the most important. And I raise that because I think there are some
156areas we have seen some growth and some things we've seen really important. there are areas where we will get less investment going forward. Um, so we just had a wonderful conversation about MLL MLL students. Guess what? >> We're going to lose less money in the future years for these students because the federal government's basically taking that money away. >> Um, we're we talk about providing resources for our students with uh disabilities and ways to foster some of that work with those students >> and our state has said, "Guess what? you're going to get less money to do that. And so I think those may be also something that we think about in a strategic plan as to there may be areas that we have to target, not necessarily because they're just important from an academic
157standpoint or from a uh report card standpoint, but because we know that they're going to need dollars that we don't have. And that might mean it's a priority. And so I I just the only that would be the only thing I would say is that as we look at our report card going forward, if we can also identify those things that may become a priority because it's a a need that we've already assessed that we're going to provide, but may have some priority as to what um what should we be looking at to show that there's growth in that need or or that we're addressing that need as opposed to necessarily a specific like grade point average or something, you know, like some of those other things that we we certainly look Um, so those
158were my two quick thoughts. >> Thank you, board member Crosset. >> Yeah, I I would [clears throat] agree with much of what's been said. I think having u five goals is plenty. Gives us a chance to focus. I think monitoring all the other things is very important too. Uh I think many of those things that other things guard rails that we monitor contribute to the success of those goals. Um, but I think the other thing is important to note is that this is a collaboration. Those are our goals as a board, too. Those are the goals that we're accountable to the public for. So, I just remember that. Keep that perspective, too, that it's it's it's all of us trying to make this go well. So, thank you. >> Great. So, let me try to
159summarize what I'm hearing, although that could probably be problematic, too. So I'm hearing that everyone is fine with these five goals remaining as they are have already been approved. No additions. We are going to if you go to slide yes we're going to thank you Rob. We're going to accept this recommendation from the superintendent and continue to monitor the um the graduation cohort and the guard rails as we've already approved them previously a couple years ago. Everyone good? All right, we're accepting the recommendation. >> Yes. Is everyone good? >> Yes. >> Just uh just process uh question. When are we looking to start planning the uh uh the strategic plan goals? >> The uh new strategic plan. Yes, ma'am. We have a excuse me a bid out right now to help us just with um
160getting this off the ground and to assist us with the engagement pieces and who all needs to come to the table to help inform uh what our plan will be. Then just for clarification from the last presentation then we will implement over the course of the next I think we agreed to four years of a strategic plan. So, that bid is out now. I think it's been out for about a week. I'm looking at Mr. Burkhard. He's nodding. I think we have another week that is out there. >> Okay. >> Member Lindy, >> thank you. Um, did you send that RFP notice to us? >> No. >> What? You said it's not closed, right? Not >> closed. Okay, >> that would be great. Thank you. board member cross. >> Another thing to keep in mind,
161I think Bannon or board member Lindy and board member Matt can help me, but I know when we when we crafted the uh policy, we also put in a component of a sort of a three-year trend look and I we haven't really been able to do that, but with this new strategic plan, maybe we can incorporate that and have that be part of the what the policy looks like. Did I did I get that right? >> Yeah. Go ahead. No, I would just say I think we did do that with the goal setting because for each of those areas we looked at a three-year trend >> and we saw what improvement. Are we saying the same thing or different things? >> I think we're saying the same thing, but I just keep it in mind
162as we go forward with our strategic plan that that's [clears throat] part of what we might put into the strategic >> That's right. I mean, this is why I think our algebra one goal is still too low because our aspirations to be in the bottom third of improvement over the last three years. This was and I think it was that >> analysis that revealed that. But I do think that's an important thing for us to do. I'm gonna say this in every meeting. Thanks. >> So, we are agreeing we we are agreeing to accept the recommendation of the superintendent and then we look forward to having our well, yeah, but we look forward to also having all of our Sakows be academics. And so, board members, we we can certainly ask questions. I'm going to
163continue to ask questions around graduation rate and all of the other things that we have guardrails on as well. So, let's take a vote. Mr. Augustine, too, >> I'm sorry, board member M. >> When can we expect to see the interim targets that you have for these uh for the goals that you set? >> I'm sorry. When can you expect to see the internal targets? inter interim targets because you >> just have this is the goal for 25 uh 26 but when do we see the interim targets that you're in planning to meet because again if we're going to be monitoring the data for these goals? So my plan is to as we did today with the um scorecard is to share the benchmark data along the way. So, we had the fall uh benchmark.
164We'll have a winter and that's what we're using to inform where we're going to land when it comes to the spring third grade testing. Am I not understanding you? >> No, I think you are. But I think um again, so we have an idea of what target you're trying to what interim target you're trying to meet to make sure that there's accountability to that. I think that's what I'm looking for and what's important >> at least to me. Yes, ma'am. I did not set interim targets based on the five goals that you improve uh approved. I thought the conversation was keeping up with the um are still sharing out about the current goals and interims and guard rails. That's not right. So I'm saying for me to accept the five goals it I I am
165recommending that there are interim benchmarks along the way not just reporting out to say this is how we're tracking. What goals are you what uh interim targets are you working to meet with your team to make sure that we are on track with that overall goal? >> I do not have those at this point. I'd have one test and that would be the winter benchmarks which they're going to take during the month of December. I did not know that was the expectation. >> And so the one test is the what third grade. What what is the >> No ma'am. So the um formative assessment is we have a fall benchmark, we have a winter benchmark, then we have the third the testing in the spring, the for the uh state testing in the spring. We
166have done the fall benchmark. So that would leave me then with a winter benchmark that is done in December. >> Okay. So your question, did I set a target for that? I did not. >> Okay. >> I did not I didn't know that was an expectation. I thought when the interims were brought up last meeting, I thought you were talking about the current interims that are with the current strategic plan. >> But if the goal has changed, the targets would change, right? The interim targets would change. Um, >> so not necessarily. Okay, let me >> Well, I'm a little confused then. >> All right, we're going to clarify. >> Help help clarify. >> No, I want to make sure that everyone is clear before we move on. Board member Craig. >> So, when we created
167before the goals and the guard rails, the reason why we did interim goals is that we said we gave a goal for a three-year plan. >> Yes. >> So, at the end of three years, this is where we were set to be. The interim goals were supposed to be each year. how do we get to that thirdyear goal? And so when we decided to move away from that and say we were going to do goals for just one year, we had not at no point had we had ever asked the superintendent to create a mid-year goal um in that assessment. And large part is we still would give monitoring information. We still get information as throughout the year and we see whether or not we were on track or off track. That was something that
168was regularly done at at the uh where we're now calling the cow meeting. uh >> but what we did not we had historically not done with the goals and guardrails is to do a interim goal within the year and in large part because the only thing we were trying to hold the superintendent accountable was the end ofear results that would show where they were. I think we can certainly still monitor and certainly still say those are things that we would want to see whether or not we're on track or off track. I think my challenge with us saying we're going to do that from a holding accountable standpoint is we only do one official evaluation of the superintendent and that is at the end of the year. We give a mid-year review but we don't
169do a full assessment as a as a part of a mid-year review. And so you know this gets back into a little bit of where the interims were supposed to be each year what we're doing towards the longer year goal. So that that was what we established. So ultimately we're saying this this 2526 uh goal or goals that we're approving are interimm goals. >> They're essentially a review a replacement of where we were supposed to be going towards for the 26 27 and so it was only one year and that was all we establishes her goal. We didn't establish in any votes anything midyear that would go towards those that fullear goal. I think that part of the problem is that we are kind of conflating >> some things together. >> We're trying to do
170we are trying to do two things at once. Something has expired and when the process that we did before when we created all this was multi-year. So that's why we kind of had it was like over we did it in 2022 23 and it was for goals that were at 25 26. So it you would have interims because we wanted to monitor those things because the timeline was longer. This time these her goals are only for one year. So we don't have interims per se. It doesn't mean we can't ask questions. Doesn't mean we can't hold her accountable. It just means we don't we still have them but they're not formal like before. I'm I'm just looking around. doesn't even want to expand and say it differently. Vice President, Hold on. Vice President Bolton, you
171had your hand up. >> No, I was just going to say the problem we're having is we're trying to do two things at the same time, which is the initial problem I had in the beginning. But, uh, I think for her five, those are those that's a year-long goal. Uh, it's when the evaluation is going to be done. So if if if if member map is looking for something, okay, halfway to that year, do you want to some sort of target, we've we've not had annual targets like that. Uh so I think I mean semianual or whatever you call it, semester break targets. So I don't I don't feel the need necessarily to do that as long as we've got benchmarks that we're all following rather than interim goals that she's trying to reach. So
172I again I think the confusion is doing a couple of different things at the same time. But for those five um it wouldn't be the same process that we used for the multi-year goals that we had in the strategic plan. doesn't mean that we can't hold her accountable and her team accountable for them. It just means there it's structured a little differently. And what we can also do as we work through these goals, as we look forward beyond 2526, we can establish a different process if that's what we want to do because that's what we've done this time is establish this process as the strategic plan has expire is expiring. So, right now we have a Oh, I'm sorry. Cross it. >> No, no, no. Because I'm gonna call for a vote. >> I just
173wanted to remind everyone in the in the policy we have a mid-year review and it's worth 10% of the 10% >> and and the purpose of that review isn't to necessarily meet a target or meet a goal, but it is a moment to see how we're tracking towards the goal so that if we need to take any different action in the second half of the year that we can do that. So that may not I I think it's very difficult to set mid-year goals. I I I would be reluctant to do that, but uh but it is it is part of our policy that helps us get at an an interim moment during the school year. So >> thank you for reminding me of that. >> So as a good as a point of order
174Oh, wait. you want to say? >> I I just think that um whatever you all as the the full board decide, I think that the process, and I'm just speaking from me, it can create a lot of confusion as to what we're working towards. And also, what I don't want us to do is get in the habit of regularly changing what our goals are or what our targets are. I agree. I think this is just a unique time because we've got the strategic plan that is expired bringing and um we're also dealing with superintendent goals. If we were just doing this the strategic goals, I think it would be different. It would be very clear. It would be clearer, but because we're trying to do two things at one time, the timing is just crazy.
175Um the superintendent goals, we can re revamp those regularly if we need to, but strategic goals, we really should keep those over time. >> Right. So are we saying at this point in time at this juncture that um the superintendent's goals is going to be a part of the strategic plan for this particular year or is going to be the strategic plan goals are going to be set after 2526 because I remember I recall was conversation before that maybe this will be the start of that strategic plan. um schedule or or array of goals. I don't know. >> So, I want to understand your question before we vote. >> This this is the strategic plan goals haven't really been established yet because we don't have a company. I understand we're establishing those and this superintendent
176goals will be some of the baseline data that we will use to build for the strategic plan which calls for time the four years. So for instance increasing the percentage of third graders proficient in reading on the Ohio State test from 55.7 to 59.7. In our strategic plan, we need to be beyond that 59.7. So that would be over I'm going to give an example. This is nothing to hold me to. Um over from the strategic plan from 26 to 30. Let's just do that. Um the third grade proficiency rate will go from 59.7 to 65 point whatever. I'm just giving numbers. So that will be the baseline. this is our foundation to start from and we can decide to make those as aggressive or not based on community feedback and staff feedback etc. Which
177to board member Lenny's point was part of the reason why he said we should be more assertive in our goal because it was over a bigger period of time we would have more time to get that. So does that make sense? So this is kind of the foundation but it it's this is not the end all for the strategic plan at all. This is kind of our our jumping off point. >> Okay. collecting baseline data to prepare for the strategic plan. >> Yeah. >> Okay. So, I'm going to point of order, call for a vote that we accept the recommendations of the superintendent for the 2526 goals and as as outlined. >> So moved. [clears throat] >> First, second. Okay. Do we need a roll call vote or are we going to say all in
178favor? Okay. Well, let's do roll call then. Roll call. >> Roll call. >> Mr. Craig? >> Yes. >> Mr. Crosset? >> Yes. >> Mr. Lindy? >> Yes. >> Miss M? >> Yes. >> Mrs. Weinberg? >> Yes. >> Vice President Bolton? >> Yes. >> President Moffett? >> Yes. Okay. Moving on. Um, our next order of business is to appoint a delegate to the Ohio School Board Association 2025 Capital Conference, which is coming up this weekend. Guys, we have a resolution as presented. We do need to appoint an official delegate of those that are going to the conference. So, who all is going? Is everyone going? So, board member Craig and are you going? Board member Lindy are not going. The rest of us are going. Is there anyone who would like to put their name in?
179I am a trustee, but I'm not the official delegate. The official delegate will be voting. >> Do you want to be the official delegate? >> I will be if no one else wants it. >> I would not like to put my name in, but I would like to recommend board member Crosset. >> Board member Crosset. Well, do you accept the recommendation? >> Sure. Okay. Does anyone else want to do it? >> Okay. So, we have an official delegate now. >> Write the name. >> So, so do we need to vote on that? >> Yep. >> Okay. Well, let's vote. >> It'll be [laughter] great. >> Mrs. Weinberg made the motion. >> Made the motion. Do we have a second? >> Second. >> All right. We have a motion and a second. >> All right. Mr.
180Craig? >> Yes. >> Mr. Cross? >> Yes. >> Mr. Lindy? >> Yes. >> Miss Bab? >> Yes. >> Mrs. Weinberg? Yes. >> Vice President Bolton. >> Yes. >> President Ma. >> Yes. >> Vice President Bolton, please present your topic on boarding new board members. >> Yes. Uh we as a result of the elections, first of all, congratulations on behalf of the rest of the board members that weren't on the ballot this time. We congratulate those of you that have been elected or reelected. So, we will do an applause. [applause] Unfortunately, we are losing one of our incumbents. Uh, and that is uh a heartbreak for many of us, all of us. And so, we um now uh kind of uh will find at the end of the whole year be able to wish uh member
181Weinberg, godspeed. And now we have a new member coming in and uh that new member is going to need to be uh onboarded. And so the onboarding process uh uh last time I think uh was it uh did you work through that one sir Mr. Craig? >> Yeah there's a whole plan that we approved as the onboarding plan to do uh that included information from the treasur's office and the general counsel's office as well as a schedule of things to do. There is a section in the uh bylaws, the board bylaws that says what would need to happen. So we just have to through consensus agree that we will onboard the new person and is there anybody on the current board that wants to uh take that responsibility? Does the president want that responsibility? A
182member want that? Anybody particularly president? >> How about I do this? I work with board member Craig who devised it and then we'll get that together >> as long as we also function by our our bylaws and protocol which I think that's what it is right I I will say the onboarding starts with uh the board president has a role the superintendent has a role the treasurer has a role the general counsel has a role um and so it's it's a fairly uh yep that's it so it's >> fairly easy to you know if you want me to navigate to make sure everybody did their part or whatever, get the materials out to everybody again, but it's pretty straightforward. Okay, so >> we will work together to fulfill that commitment. >> And I do know
183that staff, board staff has already reached out to HR regarding some of the clerical sorts of things that have to happen to uh to on board uh Miss uh Arm Brewster. So that's >> so we are on it. We are um they've already working on getting her email together and she's already been a breast as to a tenative timeline. she's met the board staff virtual well via email u and so she's um >> bylaws also allow us if uh we wish to to invite her uh to uh board meetings uh and in some previous times is uh new members not yet sworn in have attended uh it's not regularly but have attended even some important executive sessions if the board wishes them to do so. It was noted that we didn't get that invitation when
184we were running. No, she will, I believe, come to the December 8th meeting. You will get a chance to see her online. Board member Lindy. >> Um, I'm just remembering when I was incoming and Carolyn did invite me to come to the I'm not going to say she liked me more than she liked the rest of you if you didn't get invited. But, um, it may have just been a difference of one new board member versus there were three of you. I I don't know. All I'm saying is it was nice. It was an invitation I appreciated. I learned a lot and it it see I don't see a downside. It's I don't think it's my decision, but my my recommendation would be that we extend that invite to Carrie. Um and I mean she's
185she's busy. She may not be able to join. Who knows? Um actually I think she'd totally joined, but I think it it it would be a nice invitation to extend. >> Well, I'm glad you all approved because we've already done that. We've already reached out to her and she could not make it today. That's why we've landed on December the 8th. We are working on her email. I'm telling you, we got some kicktail staff. They are already on it. So, they do most of them just like to say thank you and I did not know that, but I appreciate it. >> Yeah, you're welcome. So, we're already there. All right. Does that take care of your review of board bylaws? >> That's it. >> And so, let's talk about this the discussion around board policy
1865421 grading. >> Um, somebody from policy committee. >> I think that's Ben. Mary or >> h happy to um so we've had uh I think a really interesting discussion about grading for two successive policy committee meetings and this felt like an issue that was um interesting enough and important enough that we wanted to get feedback from the board on some emerging ideas um so we could take the feedback from the board back to the policy committee. We're actually gonna meet this Friday um because the Thanksgiving holiday makes the last Friday of this month tricky. Um and so what I would love to do is spend just a minute or two sharing with the full board what our discussions have been about in the policy committee. Um superintendent, you're kind about joining the last one and
187sharing your perspective and your team did a bunch of research. So if I miss anything, I'm glad that we could maybe do this together. Um and I have uh my policy committee colleagues on either side if I miss something. Um but then just get feedback from the board. Um that is our only ask tonight. Um there's no recommendation for you to approve anything, but we'd like feedback. >> Okay. >> Um so if that's all right, then I think that it might be helpful. Um Rob, I I think you have a copy of the document that we used in the policy committee meeting. Um and it's I think easiest if we look at this together for a minute. Okay. Um, and I don't know if this is on board docs for tonight. It's definitely on board
188docs from the policy committee meeting on the I guess the 30 31st. It was Halloween. Um, and so if if people want to look at it on their screens, it is on board docs for that meeting. Um, but what what you have here are graphs from three different schools. Um, these are all real schools in CPS. Um and the um each blue dot represents a fifth grade student at that school. Um each graph is set up exactly the same way. Um and I'll just talk about what's on that horizontal x- axis first uh and then what's on the y- axis. But the horizontal axis shows what grade the student received in math. And it's it's set up like a uh grade point average. So, if you uh if a student is at a four, it
189means they got an A in math. If a student is at a three, it means they got a B in math. Um you'll notice that there are some uh like 2.5 grades. If you see something like that, it just means they got one grade first quarter, a different grade second quarter, and the average grade for the semester is that is that fraction. So, that's the x-axis. What's the grade in fifth grade math? Um I think this is a fall semester grade. The yaxis is the score that the student received on the uh that the winter I ready assessment. So that's our um one of the internal um nationally norm referenced tests that we use uh in the district in in many grade levels. And the the I think important way of reading that number is
190a student who is at 50 on that scale of zero to 100 is a student who's at grade level nationally for that subject and grade. So, um it's helpful, I think, to look at school C first. Um because you'll notice that there are these two green circles. Uh and we we talked about this in in policy uh two two times now, but the the idea is if you look at the in school C, um students who are getting A's, those blue dots all the way at the four end of the X- axis are at or above grade level for the most part. So, if I'm a parent and the only piece of information I have is the grade that the student brings home on the report card and I infer that my student is getting
191an A, therefore my student is at or above grade level, that is an accurate inference that that parent could draw from that report card. Same with low grades. If my student goes to school C, I see a D come home on the report card or an F come home on the report card, I am accurately going to infer that that student is below grade level. So C is a school where there's a good, I think, um, reasonable relationship between grade and math performance level. But if you flip to school B, uh, it's a really different story. In school B, you can see lots of students who are getting A's on the report card, but are in fact multiple grade levels behind in math performance. And so if I'm a parent and the only piece of
192information I have is the report card and I see my student come home with an A, I might reasonably infer that my student's in great shape and that's not accurate. The student's actually multiple grade levels behind. So that's the difference between school C and school B. Um, school A is interesting too because it's got a mix. Um, the students who are getting A's or a mix of A's and B's are at or above grade level. However, students there are number of students in school A who are getting B's on the report card but are in fact below or significantly below grade level. So again, if I'm a parent and school A, the only information I have is the report card. I see my student come home with a B. I might infer that the student's
193doing great when that is in fact not the case. And so we had I think a number of really interesting discussions about this. Um and I know um grades and performance levels are different. Uh, I think it's good that our grades reflect lots of other pieces of information like uh effort, participation, um, uh, turning assignments in on time, um, projects, teamwork, like grades are holistic. I think grades should be holistic. I think the risk is if the grade is the only thing the parent is seeing, um, that parent can miss really important information. So the the policy idea that we have been discussing is what if there were some way to include on the report card. I mean let's keep it as it is. We're not changing the way students are graded, but let's put
194on that same piece of paper the math level. Let's put on that same piece of paper the reading level. That way, the information is coming home to the parent uh in a place where they're used to looking. I I'll just I'll I'll stop talking in a second, I promise. But I think um in at least some schools, the I Ready results come home. I know this because I get my daughters. Um so I I know that it comes home. But I think there are two issues with the with the I Ready reports that go home. Um one, um uh I've worked in education for 20 years and I know what to look for in the I Ready report. um if if you haven't, it can be a little overwhelming. Um and it can it can
195show up that your student has improved when in fact they're still quite far below where they should be. Um the second thing is just anecdotally, not every parent in every school is getting the I Ready report. Um and so there certainly are parents in some schools who don't even see the report in the first place. I think that just makes the case even more strongly. So, um, the we talked about this in September. You know, we asked the administration to come and let us know, is this even possible to put this on a report card? How would you do it? What do you like or not like about it? Um, I'll leave it to the superintendent, I think, to share what what she and her team shared with us. But these are the conversations we've
196been having. >> Oh, yes, M. And just to add, um, it was actually a really, really good conversation and we had some other key things that we talked about, but the purpose is just being very transparent with our families so that they are aware of what's going on and whether you know we are providing the grade level, the reading level, the math level, but also if their uh child is on a rimp and if they're getting that intervention so that they're aware and knowing these are the steps of what we're trying to do to help your child as well. So, thank you for that explanation. So there were members present from the curriculum team who were supportive. There were members from ITM to discuss technically can we do this. They were a bit more reserved
197but thought with given time uh to do it they would be able to u be successful. I believe uh they were asked if they could possibly come to Friday's meeting with more of a timeline. And so that's the current plan. >> Yeah. one Craig. >> Um so maybe two questions and will probably an help me understand a little bit better what's also being asked of us today. Um first question is are we saying that there's a particular change we want to make to the specific policy itself that would affectuate the ability to do what is kind of being explored. And then I think the second question on my end, there's there is somewhat of a difference between like what we do as far as your grades and your transcripts and as far as what information
198should be made available to a parent within a like a reporting system, right? So, like you could have a system that could provide or that we would be committed to providing certain information in a manner that the parent would be able to receive it versus are we talking about putting this into like whatever your report card is or that type of deal that historically may not have been on that same document or on that same thing that gets shared out beyond just what is shared with a parent each quarter, each semester at a deal. >> It's a great couple questions. I think that the the the idea that we have been developing is writing into the grading policy a requirement that we we communicate proactively to parents on the report card information about [clears throat]
199reading level and math level. I think we haven't written language yet because we want whatever it is, we want to recommend something that is technologically feasible and and and smart from the administration's perspective. But I think um be I figured we had this board meeting between policy meetings really see like do people like this idea? Do people have other feedback for us so that when we do come back with something if we come back with something um it reflects as much board member feedback as possible. >> The the only I guess maybe clarifying thought then that I have is that just having that conversation also around what goes onto the transcript because I think this is where I would say there's information we don't share traditionally outside that is [clears throat] part of what a
200student might ask, you know, a student has to give their transcript over to go to college or go other programs. And that part we would then be conveying information that they may not a want to share that has nothing to do with them going into that, but b um we would anything where we that information would automatically be included on something that get shared out would have to be something a parent approved of. And I think that part of it for me would be the only concern I'd have if we've made it part of the report card because historically basically that information is replicated onto whatever is provided as part of the transcript process. >> I think it's really helpful feedback. >> Great. Vice President Bolton. >> Yeah, I want to second that regarding the
201transcript. The transcript is sacrosanked. Um uh we cannot as an organization find a way to damage our outgoing children or teenagers. Uh so whatever is going to be on the report card we have to be very careful that that information is not necessarily on the transcript. Um I have some issues about if the only courses that have um grade level as part of it. Once again, uh, math and, uh, language arts become the primary thing that we're all doing instead of teaching enough science, teaching enough social studies, teaching enough arts. Uh, so I have an issue there. It just it just doubles down on the testing piece that we've all had to live through for 25 years now, which is perhaps some reason. Obviously, the general citizenry doesn't understand their civic responsibilities anymore, but um
202I think it's good that our report cards are more reflective of where the kid is so that the parent has an understanding. I do think that it's uh uh there is a risk when you look at should reading level be part of any report card. The anti is usually that it creates a labeling process that will then get re reestablished and reaffirmed at home. Uh and that may or may that might be good for some parents but for other parents it might be could be devastating to the kid but uh sacrian transcript that's a different situation than the report card. I also, and no offense to all of the wonderful administrators, but I want to hear from people that are still grading to tell me how they feel about what the report card should look
203like. I want to hear from teachers who have to live with these kids and worry about them and develop them and socialize them. I want I really want to have more than administrative recommendation. I want this at least the policy committee to have more time spent with teachers in all different subjects and how they feel about uh grading. But I think it's it's important work. Um and thank you for bringing it for to begin some sort of board discussion. >> Great. Did you want to come? I >> I want to hear from Mr. Croset. Go ahead. >> Okay. Go ahead. >> Sure. [clears throat] >> That that might be a first. I'm kidding. No. Um, you know, I I agree with getting uh feedback to the parents regarding, you know, especially if their child is
204is behind reading level or math level. I think that's really important. Um, my comment is really tangential. Um, I have I continue to get feedback and I've given the feedback to administration that the focus software is got is hard to navigate when it comes time to look for grades. So maybe there's some dashboard component of focus that could incorporate both grades and and uh the reading level, math level information that's more more easily accessible for parents. >> Thank you. >> Thanks. >> So I I just wanted to give you my feedback. Oh yes. >> Um what >> even though you were at the meeting? >> Well, I was at the meeting so I saw this already and it was it amazed me when I saw it. Um I kind of felt some of that just
205with my own kids. uh in my own experiences as a parent and their friends, but also having just come off the campaign trail, it is very clear that parents are looking for more clarity on understanding grades and um I think that is inclusive of the report card and the group that we were here that was here earlier today for the board meeting. Uh it was a group that I spoke at and parents shared that they w wanted to know how to read their report card. were concerned that they they didn't say it the way I'm going to say it and that there was a difference between where their kid is performing for them and what is being told to them on on a report card. They say it in language like, "Well, I don't understand.
206He got all A's last year, but then this teacher is saying that he's not proficient." So I think we can do a lot around parent education, around understanding their students grades, around communicating more effectively with their teachers actually in a partnership. And I think it starts with um understanding the report card and at a bare minimum, what grade level did your son or daughter test at when they on their most recent test? just simple language and then allowing them to see that so that the teacher's job could potentially be a little easier in the parent having knowledge of where their student stands educ uh educationally. To that point, I think we also need to survey parents. We need to get data from parents as well, even if it's very quickly and loosely around uh what
207their feelings are on the report card and what their feelings are around this in a simplified way. But um I just don't think it's it it should be siloed to board member um Bolton's point. Let's hear from the educators, but also let's hear from the parents around what they want. And I don't think it should take long. Like I I don't think we should be talking about this for well in a year and a half we can do this. It doesn't have to take a long time. Unfortunately, we start things and then it's 18 months later. It doesn't have to take that long. So I would invite brevity into this conversation. Board member Weinberg. >> And you just to um kind of just provide a little bit of perspective. I think uh board member Crosset
208mentioned something about focus. So currently in focus, I didn't I don't know if you all know this, but they actually already have the codes in here. So it says fluency is not on grade level. So I think it's up to the particular teacher in the particular class, they can add that comment. And so right here it says math is not on math level. So we have it, it's just it's not being used. So, if we can figure out a way to ensure that this comment can be put into focus. It says that it gives you a grade summary. It tells you that it gives you a comment code. And I think I'm assuming it can obviously be removed. It doesn't follow. It doesn't stay. But it is giving information to parents so that they're able
209to see. It's just that we need to utilize it. >> Board member Matt, you want to comment? Um so yes, I was one of the um members in the policy committee um that did support it just again to make sure that there was that level of transparency. Obviously not where it would um have unintended consequences or do any type of harm to our students because we want to make sure that we are um elevating our students um and um highlighting their growth and their achievement um from a holistic perspective. Um but I do think that it creates not only the transparency but I think it creates the accountability across the district. um if I say regularly if we're not attending to this uh these types of things or if we have so many different um
210you know platforms in which we have to access that creates that uh lack of continuity and so um as well as that dissonance and so making sure that we have one streamlined approach to ensure that yes we're reflecting where the students are on a holistic standpoint but also more importantly to make sure that we are ensuring that our students are where they need to be in terms of being at grade level or above grade level. And so I I think it really is um imperative and incumbent upon us to make sure that we're having those um those honest and transparent conversations so that we are able to make sure that we're driving our our data forward. Um I think it goes back into that high quality um um instruction material and curriculum. um we received
211a dashboard where we have 30% of our students using the curriculum. I mean, excuse me, teachers using the curriculum, that's problematic. And if we're connecting to where our students are in terms of academics, all of those things speak to one another. And so, I think it's an accountability piece for all of us across the district to ensure that our students are working towards um you know, grade level proficiency or above. The students will be able to be aware of their data. The parents are aware of their data. The teachers are aware of the data. As a district, we are aware of the data to again reach those overall goals that we have. >> Okay. Vice President Bloom. >> Yes. Uh just a practical standpoint. Uh couple things. I think that you will witness uh grades
212going down because there will be a greater sense on the part of the teacher that if the grade the kids's not reading at grade level, they're probably going to be less likely to and we might call that grade escalation. Sometimes it's a it's a tool for growth and development for a kid in a teacher's relationship. Uh and it also the grade level piece. Much of what you do when you're grading is that you're comparing that child or that teenager to the cohort in which they are running, not necessarily on some national uh uh field of of uh competition. So I I I just I think this is so important that we're talking about this. I think it needs to be talked a great deal, but I I do think we need to even have additional
213research about the positives and the negatives to it. But uh it's really important too even when you talk in terms of grade point average uh and perhaps there is too much escalation [clears throat] uh in grade point average especially with the additional waiting systems that we have. So there's lots of issues to talk about this and that's why I think we do need to have the practitioners that participate in this. Thanks. I think the subjectivity of grading has definitely been discussed um from a research standpoint quite quite a bit on how one teacher's A might be another teacher's C. I've been in a class before where the teacher was like this is a C work and another teacher read it and approved it. So there are concerns around that. I think what I'm talking about
214and I don't know if this is to clarify for you but parents ability to understand from a testing standpoint where their kids are not necessarily individual grade levels. I'm talking about where their son or daughter tested and maybe you all are talking about something bigger like more classroom grades. I'm talking about a parent should be able to know that their son or daughter passed a third grade proficiency and that's at a very minimum that has that that's not subjective that is more they pass this test this is then this ties into report card data so um the things that we are measured upon as a district as a school I think more clarity around those things is what I'm talking about I'm not I [clears throat] don't know what you all are speaking of. I
215think that's a start. That's exactly where we could start very quickly. It doesn't have to take a lot, but that's just reporting out in a different manner what is already being tested and reported to the state. >> So that's just my feedback. Yes. >> Yeah, I agree with you. Uh I think 100%. Um I think uh I was going to add two points in response to what member Balden had shared earlier. Um I think on the teacher on the people who are grading papers, I think that's right. I agree with you. Um I think and it's it's just I think illustrated for me um we have I think at every policy committing some member from uh CFD present. Um and so I know that Karen was at both of I think both of the meetings
216certainly the most recent one. Um I don't want to assume that she feels X or Y about it. I I can think of other examples where it's been really clear that CFT did not agree with something I was proposing in policy committee and there was an absence of that at these two meetings, but we have another one coming up on Friday and whether it's CFT or any any teaching um it's hard to come to a policy committee meeting in the middle of the day when you're teaching. So, we'll try to find some other ways too, but I just I I think that's important. Um we have had um at least one CTF representative at the table or in these meetings. who's talked about it, but we have another one coming up Friday. Would invite any
217feedback. That also will not be our last conversation about this. Um, so that just we've had some I'm open to more um but it has not been absent. >> Um, the second thing is just like as a this is where I agree with with with um uh Dr. Moffett. Um, you know, just as a as a parent, you know, I think both in the abstract and in my actual personal experience with one of my children, um, it has just been critical that we understand >> not just what the grade in class is, >> but what the what the absolute performance is. Not a nice to have, like absolutely crucial to our family. Um, and that's because I go to a it was a school that sent the I Ready report home and I knew how
218to read it. Um, and I think that if we have information and we're not and it's that important, we should make it as easy as possible for every single parent to find it. Um, and that that's part of what the my my motivation is, I think, behind behind some of this. But I look forward to our next conversation. I really appreciate the feedback. Um, and thank you for sharing that. >> For those that cannot participate in person, can they email you all? >> Oh, sure. Yeah, my my email address is on the board website. Um, and um, we can come up with other ways too. >> Okay. >> Yeah. >> Thank you. >> And board me, >> I would just echo what you were saying in terms of like the data that um, we receive.
219Um that was one of the things that I was speaking about just the same way that the EOCC scores are reflected on um the transcript or maybe the high school report card making that very similar model um connect to our elementary um middle school students as well because again the information is something that we're already being tested the students are being tested on data we already have I think uh correct me if I'm wrong superintendent I think um Miss Vargo as well as uh Miss Campbell was maybe speaking about like the timing of that information coming out. So that is something that we're looking more into. >> Well K, >> I was just going to add I think certainly support the idea of getting information especially information uh around where student places. because I know
220this has been an issue with a number of the different tests that we've had over the years of students who seem to have straight A's but seem to not reflect in their um assessment scores. I guess I would only add or only ask for policy to um certainly recognize and appreciate maybe what are the multiple ways that that could be done to get that information out and what maybe become the most feasible given what a parent might want, what a teacher might want, what a student might need because I do recognize also like sometimes some of these scores come out well after um grades would have come out. So if they're not timed out perfectly, it may be uh information that would be delayed or andor information that is missed um if it's not, you
221know, if they don't correlate. And so I just think maybe working with uh the team also to figure out what is that whether that's having it flash up to some point or have a different map of it to deliver the information but still get there. Um but I think yes, it's very critical to have the information and really to have it timely is is probably most important. All right, looks like we're good. Did you get everything you needed? Okay. Uh, let's see. Our next topic is an update around the metro stop at Ethel Taylor. Superintendent Murphy or Mr. Burkhard or somebody. >> Mr. Bkart is coming to talk about the metro bus stop for Ethel Taylor School. Good evening. Um, so Ethel Taylor on Beakman uh has had a lot of construction over the past
222year and a half. Right before school started, we met when I say we transportation as well as myself uh metro DOT with the city uh as long as well as the two contractors working on Beakman all met outside the school to find an alternative stop for Metro as they [clears throat] were transitioning um going from one direction to another. Uh sadly the timing on that was really horrible because it happened uh right literally the day before school started where they transitioned the uh direction of that traffic. Um as I spoke to chief of staff Vasio with uh Metro, we pulled as much data as we possibly can. There were two instances in which the bus did not follow the prescribed route and did not go through the detour as they were supposed to. There were
223also at least three times that the bus was more than 5 minutes late. Those times were 7 minutes, 9 minutes, and 12 minutes respectively. Um, and that's bus 65. um they aren't able to track every single day because the uh point in which they monitor that bus at that I'm going to call it a twob block radius um changes based on the detour and the timing. So they don't have actual data. So they do have data for the Beakman and Milvale um sites but nothing uh north of that. So uh we are me looking at it every week. Uh Mr. Raasio and I talk weekly as well as uh director Williams and uh Mr. Ravasio weekly as well. So we are on top of it and making sure it does not uh get off track.
224>> I just don't see any questions. I have a question for you. Um the data around the metro is concerning because I I'm I'm wondering if it's a little bit more significant than just that that bus stop is a concern and so and it's it's far. So, I'm interested in I guess my first question before I make a qu an assignment is um do we chart tardies for students based off of the metro or the bus? Do we tag that some kind of way in focus or whatever we're using? Do we have a way to identify students who are late just because of the bus? >> I believe we do. Dr. Moffet, but I would want to have an opportunity to make sure that's totally accurate. >> Okay. Because I know we've talked about that
225before because students we the request was that students are not held accountable as tardy for bus tardies. That's not them being tardy. That's the bus getting them their tardy. And that's happened multiple times. So my other my question is I'm curious as to the amount of tardies for Ethel Taylor students that take the bus. I would imagine it's more than three. In fact, I know it's more than three cuz I've heard from more than three parents. So I'm interested in God bless you. What is the number of tardies for Ethel Taylor students from the beginning of this year until today? Because I think that the number may give us more of an indication as to the the a accurate number of what that route's effectiveness is. So, put that on the list. But I think
226that's that's what I'm asking for is that was a serious concern that I've heard is bus 65 on the way home and bus 65 dropping off kids and their distance that they're having to walk to catch the bus and that they have to to get to when they get dropped off to school, they're walking a significant distance that could make them late because of that bus stop. And in order to get home, they're having to walk a significant distance to catch another bus. So, I'm interested in the number of tardies. And if we don't track that, why do we not? Because that's been a concern for more than just Ethel Taylor. And then um let's look at that from a district standpoint. Vice President Bolton. >> Yes. And I'm going to make this an assignment
227towards the end of the meeting, but I while we're on this topic, uh I have had uh neighbors of uh Pleasant Hill Academy talk to me uh and some a couple of staff members as well. Uh it would be I think it would behoove the administration to look at the uh bus stops in front of Pleasant Hill Academy, both the east and the west uh bus buses uh because um and some slight movement, not it's would still be in the same block so to speak, but some movement would be very preferable largely because uh the ones going uh east. Uh we have a great number of kids uh going in people's uh private property both in their front yard and their backyard, god knows where else, and then uh going west closer to where the
228library is. There's a couple of parking lots that um both east and west might be better suited. So it would be great and and and I'll count that as my assignment so I don't have to repeat it. that bus stop. I remember just several years ago the Schroeder uh high school principal her first year. It took a while and I know this won't take that long, but it took a few months and the whole community to help get the metro stop changed at Schroeder High School that made a world of difference for the neighborhood and for the kids. So, uh yes, something can be just as simple and it's it's a matter of yards. Uh, and I'm not talking yards and front yards or backyards, but it's a matter of of feet that could be
229very very important. So, I appreciate that. But that's an assignment that I wanted that topic. >> Board member Craig. >> Um, so I think also helpful for for in having these type of conversations is is one about the safety of the students getting on and off the bus. That's paramount to the conversation, right? So, if they're having to traverse an area that's not safe, that type of deal. I do think this is again one of the hardships of trying to also track data on students when they are late is the question mark of are they late because >> they caught the later bus and or caught you know stopped and did something else before they got there or are they late because the actual bus was running behind schedule. Um, and there could be also
230a combination of there are buses that just run behind schedule because of other reasons, not not just specifically um because of our students being on those buses, right? So, like I think that's it's a helpful conversation to have with Metro to find out if the bus is not being accurate in timing. one, we may need to have a different conversation also about which bus is the right scheduled bus to catch um versus which one they're posting in as part of the app or posting as part of their process. Um so I mean I do think having some of those accuracy numbers of just kind of how regularly on schedule the bus is is is helpful, but also is helpful to know if a student's catching the right metro bus. Um, but I do I I
231do think there's a conversation about when we when they're leaving school though, and I think this is a general conversation that we can always have as a board is to talk around the idea of how many students are able to catch a particular bus at any given time as they leave >> because I do think that's the the larger problem that we've seen and not just here, but this may be even more exasperated because of the distance a student might have to talk to catch that bus is that if that first round of buses goes out half empty, second round of buses are going out a lot more full or that that that type of situation where we see some of the other schools, you're you're creating more safety risk by student trying to pile
232into a later bus or trying to have students sit around and wait to catch buses that may be less on time or less on track to be on time. Um, so I think it would be helpful to to explore both the on time percentage a little bit more with Metro, but also how regularly do some of these buses come through, especially after school, more so than even before school. uh because I I think that's you know again the problem I've seen at some of our schools and and I'm sure it probably exists there and what I've heard from some of the students is that especially at the seventh and eighth grade level those students are not necessarily going straight to the bus andor taking a bus straight to their targeted location right and so that
233may be something that might be guidance we have to give or something we have to do to to push that as well but it would be helpful to know they're on time percentages uh for that All right, next topic. Uh, uh, a board assignment update around staffing at Pleasant Hill. >> Yes, ma'am. Um, assistant superintendent, >> uh, from assistant superintendent Badget. >> Badget. Yes, >> I'm back. [laughter] All right. To give you an update, should be a slide deck. Rob You okay? All right. To give you an update on Pill Pleasant Hill Middle School. The slide deck's coming up. We have interim principal Mr. Yates leading Pill from now to the end of the year. We have um the he was there this at the start of the year, Mr. um Craig Gray, assistant principal,
234and we've also have placed Mr. Larry Williams as a subadministrator assisting at the um Pleasant Hill Middle School campus. Next slide, please. Um, just to give you some past dates, October 23rd, Pleasant Hill had a teacher, a parent teacher night, um, where they had the opportunity to meet the interim principal and his team. Um, we've also, um, kudos to board member M. She came and supported and was introduced as well. Um, December 1st, Pleasant Hill will have their LSDMC meeting. The bottom right hand side of the screen, you can see um, we have some engagement. Just want to shout out those engagement dates that are coming up. um for middle school engagement. So meeting parents where they are going out into the communities and getting feedback on two things. One school name and second thing
235is how is the middle school model working. So our first one was today was in partnership with Jessica Sheila Green the communications department. We were at Schroeder Middle School right before the board meeting and engaged with some of their parents and they were able to take QR codes and give us feedback again on how those middle school models working. And then they're also giving us feedback on school name. And then you can see on the slide that we have the next one will be um on 11:20 at Evston and South Aendale. We'll split our times. Those nights are the parent conference nights. So parents are already there in the building and we're meeting with them. um while they're there at their child's school. And then you can see quarter three, we have the rest of
236the three middle schools on the quarter three dates. Okay, next slide, please. And then we just I just highlighted I know the task was to give us some updates on engagement sessions, what's going on in the middle school. So we listed a plethora of dates. They're listed on the screen. And our next slide highlights one of the events that just happened at SLM Taylor. It was a parent help night on on Wednesday, November 5th where parents can learn on how to assist their child in math, science, and ELA um and social studies. So, we one feedback that we got was, "Hey, they're coming home with homework. How can we help? How can we help our students?" So, Principal Snow um brought all his resources together and they had help night, which was turned out to
237be a very great great night. And that's the update I have for right now for Pill and some updates on engagement. >> Thank you. Board member questions. >> I just want to invite you to um I know we're having them. I just don't want them to be checkbox items that we've had them um record the information so that we can maybe send it back out via our YouTube channel. Um Miss Sheila Green, I see the QR code. So after our meeting, thank you very much for that. That was great. Great feedback. And then uh community councils uh I know um may be difficult but invite them because we're hearing a lot from the community a lot and so they don't know these. So if we could help you get that information out um to have
238them but if we could just direct them to the recording that'd be perfect so that they can play it um instead of us having to repeat it. Other than that >> I was going to say we can we can um have our resource coordinators as well. They they attend the community council meetings so they can help spread the word as well. >> Yeah. Yeah. And direct them to our YouTube channel where it's already there. You already you all already said the information one time so you don't have to say it more. But thank you for that. I appreciate it. Any other questions, comments, concerns? I know it's getting late. Everybody's running out of gas. Thank you. >> Um our final topic is our joint city CPS meeting. The vice mayor who we normally take over
239the healthy neighborhoods committee meeting is very eager to get another meeting on. So she asked for November. The date proposed is November the 20th. So um please mark your calendars. We would like a quorum. We've already heard from some but miss please respond back to Miss Phillips. She needs to know. Um we haven't decided on the time their time is 5:30. Um but I know one of our members needs a 6:30 but they they didn't get back in touch with us yet about that one. So board member Matt, please present your resolution regarding enrollment in neighborhood elementary schools. >> Uh yes. So we have discussed uh within the policy committee um about enrollment in neighborhood elementary schools and there were two um recommendations um made in terms of just changing some of the uh details
240within the policy. one from the administration um with language that suggests um that we remove the computerized lottery process. Um as um the superintendent and administration have shared that this language has been quite uh confusing um to many of our parents uh and constituents. So ultimately wanting to make it reference what our current um practices are which is around the selection process. Um so that was the administrative change. And then um lastly um for us to make uh changes pertaining to um language or adding language to make sure that um any thing pertaining to enrollment is equitable um with uh within our district and that we will review this um as a board as well as the administration on your on an annual basis. Um so that is the uh th those are the revisions
241made to the policy and I submit this uh resolution um to be approved. Any questions? >> Second. >> Well, I was having a discussion y'all. Any discussion around it? Well, Vice President, >> I have I have a question about the enrollment piece uh regarding the um uh priority. is that that's part of the proposed policy, right? The order. >> Two things. Um I know a couple of years ago we talked about the problem of using the word sibling. For many of our families, it isn't necessarily a sibling, but it is a member of a family of maybe it's a cousin or maybe it's you know another relative. Um, and so I always get it's it's like using the word caregiver instead of parent or something. I think it looks more inclusive. Uh, but I understand
242that we're using sibling and have in the past, but I know that that's been a previous discussion of expanding that term. The other question I have is that I don't see any priority given and and it's not necessarily been the case, but I don't see a priority given to staff member children in the enrollment piece. Did I not read it right or >> No, I think you raised a good point and I think that and I'll speak to Superintendent Murphy about this, but I do believe that is referenced and maybe uh Dan can speak to this. I do think it's referenced in another um one of our policies around um uh the staff piece. Um, I definitely it just to go back to the sibling piece, is it the recommendation for us to add uh
243sibling or family members to >> I would prefer that, but that's just one person. I just remember we've had that discussion because of the nature of of uh some of our relationships. >> Council Hoy, we're on 5120. >> Can I respond for a second? >> Yes. I mean, if you look at the red line, none of the criteria here are new. >> Yeah. Right. >> So that there's no there's no substantive change to what the criteria are. Dan will correct me if I'm wrong. The feedback from the administration was that the computerized lottery language was more um unhelpful than helpful. >> Um we had a robust discussion about why a random lottery might still matter. And so you'll notice at the very end that we we added this piece around an annual review that the
244criteria are operating in such a way that the results feel fair. Um but there there's been no substantive change to any of the other criteria. I think >> nothing to add. That's that's the reason for the change. >> So are are you proposing to say sibling or family member? is I know you brought that. Okay. >> Uh and since this is when the whole board gets to chime in unless we go to the policy I I know we've talked about that before. Certainly I would like to see that but if you know >> well okay so >> and then also uh I I I am not seeing any priority given to staff members. >> So again the priorities for enrollment have not changed at all. They they continue to exist. Yeah. You're saying you want
245to add that? >> Is it ever listed anywhere, Dan? >> It is. It's listed in the high school enrollment policy, in the magnet enrollment policy, and in the uh open enrollment, >> but not in neighborhood schools. And more than once, I've seen staff members, children show up at Hyde Park, Kilgore, >> and other places. Now, I'm just saying, do staff members have any uh and and it is based upon whether or not they're seats. We've had that discussion and or whether or not they live in the district. I'm just saying in this enrollment piece, I don't see any priority given at neighborhood enrollment at the enrollment for staff members. >> Are you saying there should be? >> She just wants actually what I'm hearing her say because it already exists is that she wants it
246repeated. practice >> cuz it's it's it exists already. Correct. >> It is practice and it's in the open enrollment but but that could be >> she just needs it to be repeated but it's not in this one. And your point being just to make sure I understand that uh staff members children have priority who live staff members who live out of district children have priority out of over non >> neighborhood out of well for a neighborhood school you know be outside the neighborhood uh attendance boundaries. [snorts] Uh it's their uh that would be one area >> that they just get that priority and that's that is absolutely >> the last one's on the totem pole. I don't care. I'm not I'm not trying to put them above anybody else but the reality is >> that
247has happened and does happen. >> Yeah, I don't have a problem with again it's already referenced in other areas of the policy. Um as board member Lindy spoke about there's not much u you know significant change to the policy. So I think that it can complement what is already uh outlined in other SE policies. So thank you for raising that. Um again I'm okay with moving forward with making those additions. >> I'm not sure I'm quite there yet. I understand I want to and if this is going to be a lengthy discussion I'm happy to take this back to policy committee. I'm all in favor. >> But I I just I think what because what I think where my confusion is is that if I'm a staff member and I live in CBS, >> all
248these rules already apply to me. >> I think she just wants it repeated to >> Yeah, she's just saying it's in the in the policy, but it's just not written here. She just wants it repeated here. What is already in existent >> just to be consistent and I would agree. I think it should be stated there, >> but that's it. This is specifically for out of district uh or outside the neighborhood attendance area. >> Yeah, I my um I'm [clears throat] one vote. Um my vote would be that because we have not talked about this in policy with the relevant people, we'll take it back. >> Okay. So then we're going to just pull this. That's fine. And not make the additions and then we'll see this again next month. >> Can I inquire uh
249before we move on? And I know board member Craig wants to say something as well. Um but to the family member piece um you talked about sibling and family members they are obviously within that household. Is that what you're referencing? >> Ideally household would make complete sense to me but actually I'm thinking even in terms of cousin I mean this has come up any number of times. the we have a very in reality we have a great expansive circle of family in this district that is different than just sibling >> right >> and I think that that would be helpful to families I don't there's always a month we get well this kid's here and that kid's there uh and we've seen the difference of kids you know we trans like you'd mentioned a few
250years ago transporting kids if they're going to magnet but we transport them if they want to go to a different neighborhood. I just think we just need more equitable but more equal treatment and more inclusive language. But I think it's great to take it back. >> Yeah. Well, we'll be on the 14. >> I think for that we should be taking it back because I see a potential abuse of that and that you know you you know mom and dad are separated but in two households but you got the step kids and everybody in the brother in another household. How do we know that? So, I I just think we we could be going way down a rabbit hole. I'm fine with >> um household member, but I don't know if I'm fine with uh
251you know, defining sibling because I think that that's way beyond our business. But, member Craig, >> I was I'm just going to say I I think taking back to to policy committee, I think it's a good step to to just review as to whether or not these priorities should remain. I I would note though that we are kind of currently in the process of enrollment now. And so I think one of the things I would be paying attention to is if there is any expect any expected reliance in this school year on a policy change >> that that [clears throat] could potentially have an effect on whether or not someone says I want to have my kid at X or have my kid at Y school. Um, so and then I was going to add
252just similar thoughts around family member and and the reason I say this because I I my understanding is the point of having the sibling part was that if you had two kids who reside in the same household who would therefore be caring for each other andor or you know traveling together that that was the point of giving the sibling uh >> priority as opposed to not necessarily saying because they know each other and they're at the same school kind of deal. um even though they're maybe going to completely different two parts of the city. So um I think maybe just in policy having a conversation around why some of the priorities exist and then that may help us also guide what what the redefined language might be. So it might be like co-residents or you
253know a family member is a co-resident or whatever because of this purpose >> um may be helpful. >> Yeah. Um okay you guys got some charging orders? >> Yeah. >> All right. Well, we'll draw this for now and then we will keep it moving. Um, we're almost there. Any assignments? I know President uh Vice President Bolton, you made one. You want to repeat it? >> Uh, that the administration review the uh bus stops that are associated both east and west with uh Pleasant Hill Academy. >> One point of order. >> Sure. This is this is what I was thinking of bringing up earlier and did for the sake of time but it's come up now like five times so I feel like I have to. Um board members can't make assignments. The board makes assignments
254for an assignment. That's why you can only make an assignment in a public meeting because it has to be affirmed by a majority of the board. So there are no individual board member like one board member cannot direct the superintendent. Um, so it is often practice for a board member to offer an assignment and when there is no objection to it, it is adopted. But I got nervous about the like Google document instructions from one board member to a superintendent. That's not actually the way the governance works. >> So like if um just as a language matter um uh it is the board's assignment um and the just as we go forward I wanted to remind folks of that. Thank you. >> Well, thank you for the clarification. I think I think that we I
255was clear on that. But usually it comes it's an it's a board member that has an inquiry and if there are no objections it becomes an assignment. So I think everybody was pretty clear that it is generated probably by one board member and there we can vote on them if we need to but I don't think we typically need to do that. But there the document that is going around [clears throat] is a collection of all of the assignments that are placed from the board meetings or from emails that have been generated regarding those assignments regarding clarification that you've done and they are in one document and they are to I've asked that the board member who made that inquiry that I'm calling an assignment is responsible for ensuring ing that their inquiry has been
256responded to appropriately. So, I'm using the word assignment, but I thought everyone knew what I meant by that. So, hopefully that's clear. All of this is if it pleases the board. >> So, >> is everybody does anybody need any clarity? I'm saying the word assignment, but I hope everybody understands where we're going. So, any other board driven assignments spoken by one person? I did make a board-driven assignment and asked that we receive trans uh attendance data for and and transportation information regarding all of our schools and the kids that are tardy so that we can see how Metro is doing around that. I did I I think we've asked for that previously, but I'd like for that to be so that we can kind of see what routes are good and what routes are bad.
257Needing attention. Anything else by anyone else? All right. So, a proposed consent agenda has been distributed. I have some questions and want to pull the treasures report. Um, so I just have a couple questions about contracts. I'll try to be brief. Um, I did there was a question around the contract for the RFP group that I had. Um, some questions around um for the award for the award for that group um, teaching lab. I I kind of wanted a little bit more clarification because it looks like that particular contract. It says um it kind of it read like it was for multi-year, >> but is that $350,000? >> It's for one year. >> Okay. I I just had some questions around that. Um, it says that, you know, they they were going to be providing
258PD curriculum implementation and delivery for the teachers and the staff. That just seemed like a significant amount of money to me. And I just wanted to get a some further one year for $350,000. So then next year, cuz it's a multi-year contract, is it an additional $350,000? >> We had a assignment given to us uh during the budget approval process. um around curriculum implementation. So let's say that was agreed upon in July. So by the time we did the RFP scoring was um rather intense and took a little longer than I thought it may have taken. Um and so we are just now and then we got down to two finalists of the 24 that we originally had and so we had a presentation by the two finalists. Then after the presentation we had additional
259questions you can imagine and so we are only now being able to get to the point where we have been able to select um the teaching lab and only are just now being able to bring it to you for your approval. Thank you for that. I understand the timeline. I guess I'm confused around the amount and it sounds as if it reads it's $350,000 for one year and it's a multi-year contract. So that should read the total amount and they're charging $350,000. It just it's very ambiguous there and I just have a concern around that. I don't know. Um, in the budget crisis, if it's PD for teachers and staff, is there no way that we had any other option to do that a little bit more costefficiently other than, you know, a million dollars?
260>> The assignment was to to invest the $350,000 in someone who could assist us with this work. So, yes, it has taken us a little longer than I had wanted it to take. Um, but this is where we are right now. I I get it. I'm going to just express my concern. I am not in support of that because the $350,000 is not even starting until a whole year. So, that just seems exorbitant to me. So, I just want to get all my questions out and then I will um and then you you can answer them. But [clears throat] that was just one with regard to and since the CTF president brought that up, I thought I would say like, okay, I too have a question about that. Page nine has um it says for
261I'm I'm all for um our athletic department, but it seemed like the wording in there was confusing. It's p it says pay uh P2. It's for with row. It said $10,000, but then it says the wording says the blanket cannot exceed $5,000. So, one of those two needs to be adjusted so that it's accurately reflecting what it's supposed to be, five or 10. It's page nine for um P263171. The wording said cannot exceed five, but the but the amount was 10. So, I was like, that doesn't seem very um clear. I don't I want them to get whatever they need. E e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e
262e e e e e either the wording needs to say 10 or it needs to be down to five. For um Teach for America, it says contract pending. What does that mean? Are we approving an amount or you're going to tell us at a later date that what the contract amount should be? >> So for the for the first one for the Ford board information, uh the amount would be $10,000. >> Okay? >> Because it wouldn't it wouldn't show in the treasures report if it was under that amount. So, >> there's a typo in the description. >> Okay, I gotcha. I just didn't want them to think that they had more and they don't because the wording says this. That's what I was wanting. Um, the Teach for America just didn't have a It says
263contract pending and everything else had numbers and that was interesting to me. Um, Hamilton County Educational Service Center, there's multiple additions to them. Um, and I'm concerned about the wording. It says on one for data coach for one year. It's additional to what we just approved for them for June and they're asking again. Um the original was approved like a couple months ago and now they're needing extra money. I have concerns around paying for data coaches and I'm wondering what's the rationale for that. Again, I just am wondering around it. >> Is this one Dr. Muffet for Roberts. >> Yes, ma'am. Roberts and they have another one for Gamble. >> It could possibly be uh that with the transition of principles, they're just getting to allocating title dollars. Could be. I mean, there are schools
264are making decisions on their title dollars. um even at this point you know and sometimes sometimes when you have a certain amount of money available and you can't afford a staff member you know what a decision is to bring in bring in a contractor or amend a contract um the other question just to go back the teach for America um that is under the that's under the thens and so what's pending is the invoice number so so what that's showing is that a requisition is in prog is in process that's going to be a then and now, but we don't have the invoice yet. So, you'll see >> invoice number is pending and invoice date is pending because we just don't we're not in that part of the process, but it does need to be
265approved as a then and now. >> Gotcha. And then my last one was around on page six for um the kitchen remodel. So, it says Hubert Company um for an amendment again for the kitchen remodel. And I was just kind of confused around that's coming from food services, but is that money that we're paying or is that just money that food services is covering and it's not impacting the district? It's it is from food services and it's from fund six which is the which is kind of this free and reduced lunch fund. So so part of so part of the money is available to be used for things like upgrading a kitchen, remodeling a kitchen, doing those things. And you'll see you'll see fairly often, especially recently as we've as we've reconfigured schools, as we've
266brought um new schools online, as we made this sort of modifications, you you'll see a lot of equipment um as well as some remodeling services. And we have a an amazing amount of food services equipment across the district. Um just because I know because we look at the look at the amount of assets that we track. I mean, luckily luckily, and I think the second time we said this today is our our um student dining services program is so efficient um that they're actually able to really be self-funding. Um one of the things people don't realize is a lot of school districts have to do a transfer every year from general fund to the food services fund to make up any deficits. Uh we we haven't had to do that as long as I can
267remember. Um, and really it's a credit it's a credit to that staff, >> okay, >> and Mr. Birkhart's team that were able to provide this as well as some other additional services and be able to do these upgrades to our to our facilities and to our equipment. >> Got it. Okay. Thank you. I think one board member Lindy. >> I I really um wanted to start by saying thank you to the superintendent for following through on the process from the budget. I think the way you stated that was exactly right and this has been a long time in the works and I appreciate it. Um I was late to the meeting tonight because of a family commitment and so I missed the hearing of the public. Uh I'm just drawing doing my best conference uh
268context clues but was the CTF president not supportive of the $350,000? >> I think our commentary was um similar to what Dr. Mr. Moffett is saying about the timeline and the uh amount. >> Were they were they invited to the review process? >> Yes, sir. >> Did they participate in the review process? >> Yes. >> Was this the group that they were supportive of? >> They never answered that. >> They did not answer. Okay. Thank you. I just want to say I appreciate all the hard work. Thanks very much. [snorts] >> I'm not exactly sure how we bring you in to this particular You can come up there. Just make a comment. Oh Jesus. Like now this time you do have a minute like a twominut [laughter] stoppage. >> So we had um two pe
269two vendors that came in and talked to us about how they could help with implementation of curriculum. The second vendor was this teaching lab. Their idea was, and it was in the RFP, that only 23% of our teachers are using curriculum, which I said to them, that is not accurate information because it was not really um used. It was not districtwide and it was in some schools, so it wasn't accurate data. But what I'm saying is is that this is $350,000 for when they begin in December or later this month, which we're going to be off till the end of the school year. Testing is in March. This is not going to make a difference this year. Both groups said it will this is not work that can be done quickly. Both groups said it
270takes three to five years to make a difference once they come in, which means they're going to need a multi-year contract if we're going to make a difference to to all of the teachers. We already have some of this going on in our district. You've seen data on it already tonight. And to spend $350,000 for one semester, that isn't going to make a difference when we need teachers and we're short classrooms. How can we spend that kind of money to and how can we justify that when it's going to be how much is it going to be for a full year for year two and a full year for year three and a full year for year four? It will be twice as much. This is only to go into six schools. that's all that
271they could get an agreement on. And really, those schools were not really that supportive of this either. We did not really see a real scope of work when we met with them. We met with them once. We had a meeting, but it was not anything that was uh a scope of work that anybody any teachers felt like it was going to be anything that was going to be beneficial. and is spending money that we need for other services for our students. Every single day teachers don't have copy clicks. They don't have their instructional supplies. They don't have enough classrooms now and we're going to spend money on a vendor from outside. It's ridiculous. >> So, thank you for that context. Um, just I just wanted a little bit more context around that. I felt like
272$350,000 was not representative. It said per year, but it was a multi-year contract and I was questioning around what the true value of that is. So, I'm just not in favor of that. Board member Lindy, >> thanks. Um, I said this during the budget process. I'll say it again. I think this is the single most important way we can invest money in all of CPS. If the thing we want to do is improve student outcomes, it is hard work. It's going to take multiple years. I'm making no commitment to any organization beyond a first contract. I want to see how it goes. But if we don't take first steps to help the educators in our district deliver strong instruction for kids in every way we know how. We're not doing our jobs. I appreciate the
273research the administration has done. It has not been easy. I appreciating inviting every stakeholder to the table. Uh and I think this is a really important first step. Again, the single best investment we can make financially to improve student outcomes is to offer help, strong help to our teachers and our principles for how to implement the curriculum, which by the way, we spent millions of dollars on. Uh and so I really appreciate the administration's work. Thank you. So it it was my topic, you know, that I'm bringing up. I don't feel comfort I would feel better with language that is not an automatic renewal because we may not choose them, but I I just think the way it is written is very ambiguous and it I'm not clear on what the true value of that
274contract is. And so that's what I was I don't like how that's written. It says I'm trying to pull it really really quickly and I can't. But it it says what page it says um like [clears throat] it just to me it just read that we're paying a lot of money and I'm just Oh, here it is. So it says um the evaluation team negotiated with the responders to determine the awarded vendor. Okay. But it says the the treasurer is authorized to enter into an agreement with the above listed supplier beginning November the 11th and shall continue until June 30th per the contract unless sooner terminated. That seems normal. After the initial term, CPS reserves the right to extend the agreement for two additional one-term one-year terms. The parties understand and agree that requires approval
275of the board for each year. Without such approval, the agreement is null and void. What is the contract per year? It's $350,000 from No, but right now it's from November until June. So for seven months it's 350 months. >> So then what's going to be the next contracted amount >> that be negotiated >> till the end of the next year? >> That that makes me uncomfortable because we're saying we are going to and this is for six schools. I'm I'm just I just feel like I don't know if that is a good return on investment. I agree with you, board member Lindy, that it should be done. I'm just not certain that it has to be this particular vendor for six schools. So that >> the idea around that, Dr. Moffet, was to enter a
276pilot and to learn and then we would then spread what we learned uh from those six willing schools. Uh I will tell you that these are schools that we put it out there. this is what we want to do and we only would consider you if you uh and your IoT co-chair signed off that you would be in agreement with doing this professional development. >> Thank you board member Greg. >> So in an effort to somewhat get us moving here on this because I think this is part of my frustration and then as what I've said the last two meetings that we vote on things and then we sit back here and act like we didn't vote on them. We voted to have this done as part of the budget process. We asked the superintendent
277to go out and find this vendor. The superintendent did a process to go identify a vendor. The vendor signed an agreement that we signed with everybody where they say essentially this is the payment for a year and that they have a right to reserve to extend past the year for additional period of amount of time. And if we're asking them not to do that now, then again, I would say, what was the point of the vote that we did to approve the process? We keep doing this. We keep approving processes. We keep approving things to be done. And when it comes back to us, we say, "Don't do it anymore." Or we have we we have problems with what we asked you to do. And it's a frustration thing for me because I quite honestly
278believe we are wasting time that we do not have because if we're not going to do things that we sit there and say we're going to do in a meeting then let's not vote on anything then to be quite honest whether this is the best vendor or not I have no clue. I am not going to presume to put myself in the process of saying if they got 24 vendors, went through an entire process to identify those vendors, if you don't like it, well, you don't have to vote for it. That's a perfectly reasonable thing to do. But what I would say is that we can't then say that we did not ask them to do this. We can't then say that we don't understand why they went and did this because we asked them
279to do it. So, I would just ask if we're going to pull it and we're going to vote on whether or not to pull it from the Let's just do that. if we're going because sitting here going back and fighting over whether or not a plan that again quite honestly the teachers union the CFT did not agree with when we when it was proposed and they were not likely to agree with it throughout the process fair. They can have that opinion. That's absolutely their right to have. But if we voted to do it, if we voted to tell the superintendent to go out and get this vendor to go through this process and we are now saying we want to go back on the thing we voted on to do like then let's put it
280on the paper now. Let's put it into a vote now because otherwise we're just going to keep wasting time going back and forth. >> So I just want to be clear. I said I was concerned about the the way it's written. I'm not concerned that we should do it. I just want to know what the actual cost of it is because for seven months it sounds like it's 350,000 but then for the next academic year it could be more than that. I'm just confused on the >> but I mean it is written it's written kind of in our standard way because you know this will be funded using title two funds. We have really no guarantee of what that'll look like next year to be to be honest. You know, there's there's talk at the
281federal level that those funds will be >> be dramatically reduced. And so, you know, one of the things the district does to protect itself >> is write contracts for the current fiscal year and then add in add in additional years at the district's discretion. Sure. Right. Because we because we cannot we cannot obligate ourselves outside of our current fiscal year. >> Sure. >> So, so I understand what you're saying. What's the true value? >> Understand the way the wording is written. That's true. But but for me for member Wineberg >> um yeah so thank you for bringing up because my question that I had after reading it and just looking at the attachment I'm fine with us uh spending the money on the service. I just want to make sure that what's listed is what
282we're being provided. So I think you mentioned six schools but on the um particular breakdown it says 10 schools. So is it six or is it 10? And I I just want to know if it says 10 still get to 10. We would like to get to 10 >> and that's fine. I just want to make sure that it's exactly what is what's what's being presented. So in here, if you read, it says that they're actually doing 10 participating schools, but then the line before says that they're offering services to six. So is it six or 10? And if it's 10, then let's put 10. If it's six, let's put six. That's my only concern. >> Yeah. >> So go ahead. >> Yes, ma'am. I um I want to be able to share with the
283board why I am interested in doing this at this point. Um, I I did think I was working with CFT to be honest with you until about a couple weeks ago, but uh and we'll continue to do whatever we need to do to um keep moving the district forward. But uh when we started the conversation around the percentage of teachers implementing the curriculum, the number that was shared was shocking to me as well, but I didn't know honestly if it were accurate. uh because when I visit schools I don't it's not necessarily what I see or don't see. So when uh the senior leadership team deputy and superintendents and I started to talk about what do we see um I think I knew right away we need to calibrate and we might need some assistance
284in calibrating what we are seeing. So, for one example, I I may have gone into a classroom and there was a guest speaker that day, perfectly acceptable depending on what the topic is, but may not have been using the approved curriculum at that time. So, what do I mark them and is that fair? Is that reasonable? So, um we have had some conversations amongst oursel as curriculum leaders in the district. What are we looking for? What does this look like, sound like, feel like? and how do we coach principles in what they too are looking for and how to build out the time with all they have to do in a day. So at this point I am still very much interested in this. Uh I am only interested in doing it for the up
285until the June period. Uh and and I want to see what they can really teach us. Uh I did do classroom walkthrough training and I trained in it but that was many that was when I was at Quebec and I don't know if there's been any additional classroom visit training since that time. It is a lot of money but I think it is a great investment in our people and what our people are learning in terms of being able to make sure we are delivering curriculum in the best way possible. Okay. Thank you, super uh board member Matt. Uh thank you, Superintendent. I think you um raised some really interesting points. Um my question um even if for this year um if it if the contract is approved, what will be your plans um and
286the administration's plans to hold um the schools accountable? Right. this is a something that's incentivized in the sense um but hearing that there's not support from the teachers union if we vote on this to be approved what would be your plan to ensure that we're actually getting a return on our investment from um approving this contract >> I believe that first of all um our superintendent are on board with making sure that this is going to happen and it's going to work and as I said we had principles sign off saying This is what I I'm raising my hand to do this. We're not saying you have to do this. We want it to work. I will tell you my plan is to keep uh CTF informed on our progress. I wish they would walk
287the journey with us, but if not administratively, we're still going to do this. We're doing it anyway. We're going into classrooms. We're visiting. We're giving feedback. Why not look at if there's a better way for us to do this or a more efficient or a more 202nd century way for us to do this? Thank you. Okay. Well, I am like I said, I brought this up because I was concerned about the the language and how some of the words are different than what is written. I brought up the W with example. So, I was just looking through. I'm still concerned about what the actual cost of it is. Um, but again, I'm one vote. I'm not opposed to us doing it. Just one vote. Any other questions about the treasures report or any other report
288in the consent agenda? >> I'm happy to motion that we adopt the consent agenda. >> Well, I know we're going to have some exceptions. [laughter] I know this. I'm waiting on the two people with the exceptions to speak up. So, [laughter] that really wasn't for you, Ben. That was kind of like a hurry up and give me the exceptions. No, >> I know you are. Thank you. And I'm going to put that on hold cuz it's coming. Uh, board member map and board member Weinberg, this was really for you. >> I can go first. So, um, on the super recommendation page 24, line 11 and page 27, line 28. That's it. >> Thank you for the email. >> All right. Uh, page four, uh, line item one. Uh, page seven, line items 19 and 20.
289Uh, page nine, line item 10, and uh, leave page 11. >> Yes. >> Is that it? >> Is that superintendent Rex or treasures report? >> I'm sorry. Uh, treasures report. >> Thank you. Seeing none, board member Lindy, it's on you now. >> I move that we adopt the consent agenda >> with the exception. >> Second. [laughter] >> Great. >> All right, let's take a roll call. Mask. >> Mr. Craig. >> Yes. >> Mr. Crosset. >> Yes. >> Mr. Lindy? >> Yes. >> Miss Matt? >> Yes. >> Mrs. Weinberg? >> Yes. Vice President Bolton. >> Yes. >> President Moffett. >> Yes. So, I think we've reviewed all of the um board approve board approved assignments and I will entertain very gladly a motion for adjournment. >> Is there a second? >> Second. >> All right, everybody.
290My