CPS Board Business Meeting September 22, 2023

001Cincinnati school board meeting to order. Superintendent Murphy, please introduce our wonderful students from a wonderful school who are virtually meeting us. We had to change that in the pledge of allegiance. Thank you. Uh yes, ma'am. So, we will have students from Silverton School where their principal is Mr. Kevin Williams. Please stand. Sorry. Silver Eagles, please join me in the pledge of allegiance. >> I aliance 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. >> So cool that one student was holding his chest like some problems. Treasure Gustin, please call the attendance role. Mr. Craig >> here. >> Mr. Crosset here. >> Mr. Lindy. Miss Math >> here. >> Mrs. Weinberg >> here. >> Vice President Bolton

002>> present. >> President Moffett >> here. Vice President Bolton, please explain the virtual hearing of the public process. >> Gladly. Members of the public who are online and wish to speak during the hearing of the public this evening may do so by clicking the chat button now. The chat feature will be open for your requests for 5 minutes. If you would like direct uh direct response to your question, please make sure that you share your name, your affiliation to the district, your school community, your topic, and your contact information. Board members, I need a motion and a second to approve the September 22nd business meeting agenda. So moved. Second. >> Treasure August, please call the voting role. >> Mr. Craig, >> yes. >> Mr. Crosset, >> yes. >> Miss Math, >> yes. >> Mrs. Weinberg,

003>> yes. >> Vice President Bolton, >> yes. >> President Moffett, >> yes. Thank you. Tonight is tonight's agenda is approved as posted. Superintendent Murphy, please introduce our guest from the in our own homegrown about the preschool promise presentation. >> Yes, ma'am. We have uh Miss Chariser Jackson. Hi, Char. And Miss Ver Brooks coming forward on their way. They know how this works. Uh to present about Cincinnati Preschool Promise and Cincinnati Public Schools preschools. >> This is the land of the littles. Thank you. >> No problem. All >> righty. Welcome. >> So, good evening everyone. Um, it is the happiest time of the year for us. It is preschool promise month in all September. So, I am um pleased to share the information with you. Just to remind everybody on how we keep the promises and

004how the Cincinnati Preschool Promise works. There are four areas where we focus our program work. One is making sure that we offer tuition assistance for families who need it most, increasing the number of quality preschool seats in Cincinnati, partnering with our community providers to include quality that's aligned with Ohio's step up to quality system, and supporting the recruitment, retention, and wage parody for the early childhood education workforce. You will also see that we have coming up our annual meeting and evaluation report on September 30th. That is when our new data from the 2425 year will be released. What I'd like to share with you tonight is a snapshot of our data that has been released up to this date. This is what we call our year-over-year that you can see a snapshot of the complete

005levy life cycle with the ABCs of the Cincinnati Preschool Promise that 63 to 78% of our preschoolers show up ready to learn. We're glad to celebrate that more than 12,000 preschoolers have received tuition assistance at a high quality preschool. And you'll also see a snapshot of the budget that talks about how we sustain quality and that commitment that we've kept to keep almost $57 million that have been directly spent on making sure that equitable access to the highquality preschool is available. These are some highlights that are produced for us annually by innovations in community research out of children's hospital. Again, you'll see that number of children that were enrolled in highquality preschool. Many of you were involved in the early days of preschool promise. When you remember the challenges that we had, we were at

00619% of our eligible population enrolled in early education settings. I'm pleased to say that we're now at 40% that are enrolled. We've grown from 66 community providers to 235. We're pleased to say that we have an 88.4% attendance rate knowing that that is one of the differentiators that makes the difference in whether children get a solid foundation and a solid start. We continue to see that our preschoolers here in the Cincinnati public school district outperform other urban school districts around the state. And we also know that participation in tuition assistance is a statistically significant predictor of how well our preschool children will do on the KR. On the next slide, you will see the highlights from last year where 1,097 children received tuition assistance at community provider sites. 52 teacher promise grants were awarded, 26

007staff support funds which we know supports retention and recruitment of those teachers and that we had 102 preschool sites participating in coaching. I also those are all in the community provider setting. I think it's also important to share the things that we do in partnership and to give you a broader look of how the money that has been invested, the capacity that's grown, the time that's been invested in preschool expansion is paying off for the entire community. What we know is that we are serving 54.3 of all eligible preschool age children in the district. That starts to look a little bit closer to what we all hope to get, which is universal access to preschool and coming much closer to the predictive numbers that we saw originally in the Rand report that said we should

008be reaching 60 or 70. When you think about how remarkable this number really is, the first five years fund just put out an Ohio state report, state reports for every state and the average percentage in most communities of children that are in an early education setting is hovering around 10 or 11%. So we know that this is working. 42% of all those preschool age children are in a high quality site. Just to remind everybody that means a rating of three, four or five stars on the old step up to quality system or a rating of silver or gold on the new system. Also among our network when we look at all children in those early stages from infant to school age, we're serving 45.7%. And then the other number to look at is that the

009investments have been able to have a capacity that we can serve 56.2 of the population. We know that we can't recognize that capacity unless we continue to invest in teachers and the quality at those sites. On the next slide, you'll see also how we do in progress during preschool. You will see an increase on every single domain that is important to give children that solid foundation from social emotional learning to cognitive to mathematics. We're always pleased to say there's not an area where people don't do better because of their access and the ability to attend a high quality preschool. On the next slide, you will also see the trends that we say this do to show us that year-over-year, we continue to do best. Even during the pandemic, we didn't see a year of regression

010where students didn't fare better because of that quality preschool experience. We also see who it benefits most, and that is black and Hispanic preschoolers as well. So, on the next slides, we're going to dig down a little bit into the KR performance data. Just be mindful that this is the work and the outcome that innovations measures for us of the community providers and CPS preschools together. What we know is when controlling for all other factors, if you receive tuition assistance through the Cincinnati preschool promise and preschool expansion funds, you are 30.5% more likely to be on track and demonstrating readiness in the KR and it increases your odds of being on track for language and literacy by 53.8%. That is a significant predictor of you getting a strong foundation and a solid start. On the

011next slide, you'll also see performance broken down by socioeconomic status. We continue to see that families that have the most challenges, income challenges, access to food challenges, transportation challenges, all those that go into socioeconomic factors benefit the most from preschool promise. 11.1% for SCES one and 10.1 for SCES2. While we don't see the same margin of difference for SCES three and four, those are the students that we know have most opportunities and most advantage because they don't have those same socioeconomic hurdles to overcome. On the next slide, you'll also see the KR performance by race for African-American children and Hispanic kindergarteners. They benefit the most from that high quality preschool access. You can see by 8.8 8 percentage points difference for African-American and 12.1 for our Hispanic kindergarteners. Not only looking at overall KR performance,

012in the next two slides, you'll see the other things that the KR tells us. Language and literacy performance, again, vast benefits for socioeconomic status 1 and two with a 13.8 percentage point for SCES1 and 15.2 for SCES2. Next slide. You'll then see the language and literacy performance by race with 12% among African-Americans, 3% among Hispanic kindergarteners, and 6.2 for multi-racial and others. This goes to show us who and how is benefiting most from the preschool promise. Again and again, 90% of parents tell us they would not be able to afford the cost of preschool but for the preschool promise. the support that they're given, the investments in making sure those seats are available, affordable, and accessible is making the difference for our children. On the last slide, we invite you to our ambassador training and

013speakers bureau tomorrow so that everybody can talk about the power of the promise. Um, we will be having an open house for preschool promise month on Wednesday as well. and our annual meeting. As I mentioned, on Tuesday, September 30th, you will see our annual report, our impact statement, our year-end video, and hear from innovations with the complete 39page year 8 evaluation. Thank you very much. Any questions? >> Thank you so much. Hold on. I'm pretty sure they do. Let's start here with board member cross. >> So, you see it in the statistics, but do you keep track of like student teacher ratio? Is that is that something you're aware of or >> so we do keep track of it because it is regulated by lensure. So we have a two-tiered system with the community providers

014that everybody is licensed. License we consider the floor step up to quality we consider the ceiling. So the ratio that each student has is dependent on each site has is dependent on how they're rated. As silver and bronze you will see that gold, silver and bronze rated have different ratios for students. We know that those will be changing November 2nd, but we can tell you what the student ratio is and it is aligned very closely to develop to what is recommended for developmentally appropriate practice. >> And can you give me an idea of what those ratios are in those ranges? >> Um, for family child care, it's usually 6:1 depending on the setting and the time of day. For a community provider center site, a classroom can be up to 16 to one, 16-2 or

01520-2. Again, all those regulations will change November 2nd. and are governed by the Department of Children and Youth. Those are requirements. What we see in many of our goal-rated providers is that when they have the capacity, they do better. Um because those lower ratios and the teacher interactions are what we know make a difference. In a time where we are struggling to find new early educators and workforce, the ideal situation is not always capable, but it's never going to be a situation where someone is going to be out of ratio. their lensure and their step up to quality rating is dependent upon it. >> Thank you. Were you done board member crosset board member crosset were you done? >> Yes. Thank you very much Craig. >> Um so let me start by saying thank you

016for presenting. I think you know each time we get a chance to talk about the things that we are doing to improve the start for every child's educational uh journey. I I think it's a good thing. Right. And I and I think one of the things that we may still have space and room to talk about as we both go back to voters soon and ask them to to give to keep this going, but also as we think about those folks who might want to participate in the future. There is this challenge of understanding we want to get quality up, right? Like that's more of our focus now as opposed to when we started or when it was started 2017 when we to your point we had only 17% of students who were >> right

017>> you know at a at a stage in which they were prepared and getting trained to be prepared right and so I think what we are also seeing in our district as well and I'm sure we'll see some of these numbers in a few moments here is just that it is about making sure that we're able to give the best quality of product to as many students as possible and I think maybe if you want to speak just a a hair on that fact of that idea of transitioning because the idea is like we were a startup in 2016 and now we are a developed thing that has a different kind of >> so >> animal to it right >> yeah absolutely I think um what we saw in the early stages of the preschool

018promise and I think being very clear that it was deliberate that those who started this led the way in that right because three years into the Cincinnati preschool promise the state started to require that everybody have certain step up to quality rating comparable to what we required as high quality to receive tuition assistance at the time. That was designing spaces, right? That was making sure that you had the appropriate curriculum. That was making sure that you had play space and supplies. It was making sure, you know, the joke that I always tell is I think you would be alarmed at how much those rubber nuggets cost and how the teeny tiny toilet cost 10 times more than the regular size. But we know that was important in the play space to help children learn. What

019I will say is many of those investments have been made so that we still have quality gap neighborhoods. Be very clear. There are still neighborhoods that do not have sufficient highquality seats to serve the children that are there. But we know how to do that, right? The question is are the investment in the resources are there for more space for more locations. It is investments in the type of preschool settings that meet the needs of a family. And that's why we're very fortunate in Cincinnati to have a mixed delivery system that includes homebased providers, that includes single-sight centers, that includes multi-sight centers, that includes parochial schools, and that includes Cincinnati public school classrooms. All of those have the same quality rating. And so the investments that are made are not just in materials and supplies

020and curriculum, it is in the educator. Um we are seeing the need as you know after the pandemic to invest in recruitment and retention. What makes this an attractive profession? What keeps a children a ch a a teacher and educator sustained in doing that work? I am pleased to say through our teacher promise grant program our retention rates go to 70 75%. And most teachers and educators say it's because of their commitment to the children and because of that financial boost that allows them to sustain that. But it's hard. If you ask me what the key driver is to quality, to keep a quality environment, it is a well-trained, wellsupported educator. The best model I've seen for that is the 2030 new advancing rule for Head Start that talks about not only teacher competency and

021being well trained and supported, but teacher wellness and ongoing training in curricula. So to maintain now that we've reached those quality standards to sustain that quality, it will require us continuing to do work to make sure that educators are supported to make sure that we have those wraparound services that a family may need. We're seeing an increasing number of children that have special or differentiated needs that need that support as well. So the components of quality are not only the learning space and environment, but the educator as well and all of the services that wrap around for that. And then one final question, I think this is probably one that can be answered uh a little more directly, but you know, I think the other part of this is educating folks on what actually isn't

022part of the preschool funding, right? Because the map of what people think about when they think of preschool funding. They always seem to assume that there's this huge bucket of dollars that folks are bringing into communities and that that that everybody should be able to have access. And I think to your point you just made that there's a lot that we would want to be able to do that there's limitations based on what the funding resources and funding allocations. And so maybe is there there's one thing that you could say would be a thing to dedicate interest in from a community partner looking to be more helpful. What might that one thing be if there was a a focus? Right. Um gosh, it's hard to say just one thing, but I think it is um

023making sure that people know there is a quality preschool available for your child and to make sure that your child gets to that quality preschool. But I also think it's important to remember Cincinnati Preschool Promise funding only works because we also have the availability of other public funds. It is crucial without ongoing support that we all know is coming up for the Cincinnati preschool promise, there are not preschool alternatives for those families. So that one thing will be to think about the complexity of the system that it takes to do that. It is not private funded. And I think a lot of people are surprised that it actually costs to go to preschool. They seem very surprised. Um, and so the majority of the funds are always used and I think will continue to be

024used to make sure that that tuition can be paid for families that wouldn't otherwise afford it. >> Well, I'm going to be very quick. Thank you so much for the presentation. I love hearing all about the littles. So, thank you for all that you do and your staff, too. >> Member M. >> Yes. Thank you for the presentation and really just highlighting all of the hard work that you all have been doing to ensure that there is equitable access to highquality uh early education. Um I think the the data points that you highlighted is really profound and really shows um the the growth right in really um supporting our little educator or our little students in their education experience. One of the questions that I do have, um, you noted and talked about the KR,

025which is the kindergarten readiness, um, assessment. We know that Ohio has really placed a strong emphasis on the science of reading. And so I'm curious to know has there been conversation or even an integration of that work and um what is expected from the providers as well as from the teachers to really hone in on that foundational aspect so that our students are able to excel with that early literacy piece. >> Yeah, I would say um the science of reading is is not something that I think would be new to most early educators, right? We may call it something different and the state may required a different specificity but 80% of the providers that were in our network were already following something that was very parallel to the science of reading because de it fits

026in very well with developmentally appropriate practice. I will also say they were very fortunate in that the department of children and youth made scholarships and funds available so that people had curriculum that was on the approved list. They also did training for free for providers that needed it. But I think that you will find consistently among early educators. They are interested and prioritized curriculum methodology and strategies that drive the best outcomes for children and the science of reading was very closely aligned to what was already happening. It did open up the world and say now everyone is focused on things like imaginary lim Imagination Library. Everybody is focused on things like Queen City book banks. And so for the first time when the governor introduced the science of reading, we saw very generous donations so

027that we were able to not only give every child a book at our back to school jam, we were able to deliver 20 or 30 books to every provider site to reinforce the science of reading and the importance of literacy. >> Thank you for that. That is awesome. um and great tidbits of information for the community to know as well. I was just introduced to the Queen City Book Bank, so thank you for highlighting that uh by board member Weineberg. Um the other question that I have, I know uh Miss Brooks is also going to be presenting as well. Um but are you able to speak about what that collaboration piece looks like for um our community providers like you said our site providers um and how that connects to the students that are metriculating

028into CPS. I think that collaboration is essential. Um this has been a partnership from the beginning and there are always opportunities to deepen and expand that partnership. But I am very grateful um to Vera and her willingness to always come out to our preschool sites to make sure that our families and providers know of the enrollment opportunities. Um we do a special webinar every year for providers. We send out postcards to every family member to tell them about the enrollment opportunities. And I also don't want to forget um to your comment, board member Craig, that the funds for preschool expansion also go for special education services. Every year we also do um a webinar and we make it friendly and we call it preschool chat um and coffee and conversation for providers to help them

029um make parents aware of the things that CPS offers from special education services that parents have to individually access and how they do that and the supportive services that are available at CPS to help them do that. Health screenings, access to medical things. That partnership makes all those things available so that every preschool promise dollar is leveraged to the maximum. We don't have duplicative services. We have leveraged, efficient, and effective services thanks to this partnership. You know, we've really been a sample in working very closely with the children's funding project that has 52 initiatives like this across the country. And I can't tell you while we went on a learning journey to Denver and the Denver Preschool Promise to see how that works, we also had time when 23 other locations came to Cincinnati to

030visit us to see how the preschool promise works. Most recently, um, Louisville, who you know is standing up their new preschool initiative and as of this week, Akran, who is offering a universal preschool option as well. So, we are proud of the work that is done here. There are always opportunities to learn and grow, but this partnership has set the standard and we are very proud to see what it does for the next 10 years. >> Thank you so much, >> Vice President Bolton. >> Yeah, thank you and thank you for everything that you do. Um, at this time, uh, how many private providers are in the, uh, circle, so to speak? >> Sure. So in our f full network we have about 247. We classify that by cohorts that we have a certain number

031of quality improvement providers. Um those are the ones that are in the coaching cohort that are in their continuum of practice and learning community. We have our tuition assistance providers. Those are ones that have silver or gold ratings on step up to quality and are qualified to receive tuition assistance payments on behalf of families. We also have an additional cohort that said neither one of those are our bucket right now but we want to be involved in CPP plus and those are the initiatives where we offer professional development coffee and conversations other activities as well. What I can tell you is when we look at highquality provider silver or gold we have every community provider in our network with the exception of 34. >> Okay. Thank you very much. >> All right. Thank you. And

032good evening here Brooks. >> Um, and it's happy to be here and thank you SH for all your partnerships that we do together. I wanted to give you a little insight into what's occurring in CPS in our little people world. >> So, first we are very happy to say that we are gold rated and future ready. All of our sites are gold rated. Um we are working on Hartwell which you know through phase 2 was a transition um from Carthage to Hartwell. So it is pending but we are very confident that it will be gold rated also. So that is something that we are very very proud of um for all the hard work that all the staff, principles, school sites and the ECE team do to ensure that our youngest students are still receiving

033that high quality gold rating. So the first I have a couple of different hearings I want to speak of and the first is access. Um we are very happy and and proud that this year that our superintendent supported centralized enrollment. Centralized enrollment has assisted us immensely. Having a location here for centralized enrollment along with at leap and at mine has assisted in not just enrolling preschool students but also some school age because when a family comes in they come in with their entire family of different ages. So through that process we have been able to realign our department that we're able to process families faster to have children in the classroom at a faster rate. So we're very happy for that. Currently we have 39 preschool sites throughout our boundaries that are CPS with 136

034preschool classrooms. Those include Monasuri, traditional and um preschool disabilities along with we're very proud of the history of Cincinnati public schools that we have a variety of funding sources. So we fund our classrooms through Head Start which is federal title funding. Our ECE grant we were able to expand over the last year or so from 480 half-day seats to also include 120 full day seats for our families along with our expansion dollars which is in partnership with Cincinnati Preschool Promise and then of course our tuition paying families that opt for either a full day or a half day. um access. As you can see, when we ended last year, we had 1,998 students across the board. That's including all funding sources. And you can see by the colors the different areas that they were um

035located this year. And this number has changed as of today. We are now over 600 16 1,620 students as of today. Um so we are still enrolling into our high quality preschools. So, we are very, very proud of that. I'm very proud of our family service assistants who work diligently to meet with the family because our process is a little more detailed than just filling out the focus. You must come in and have an actual interview with a family service assistant and share other information to qualify for any of our funding sources. Um you can see over the year from the end of the year last year to this year um we are making gains. We do have another influx because children cannot attend until they turn three and then we have families that move

036into the city um throughout the year due to employment situations or other family situations. So we're very confident that this year we will reach our 2000 goal. our instructional programming along with access our instructional programming we are focusing on a lot of instruction um looking at our cross scores over the years this is only CPS students we did not have any testing of the crawl in due to COVID so when we returned back from CO um we did focus in a lot on the seal and just having children be healthy. Our number two, we were not able to enroll up to 2000 due to spacing and other limitations through that period of life. We only could enroll 1500 students. So, as you can see over the years, we did take a little bit of a

037dip, but we are regaining ground again. We feel that we have a strong programming with our social emotional learning with the assistance of our PBIS partnership with Manisha House and her team our social workers and we've included also and added a trauma psychologist which has assisted a lot of our families throughout the district. So now that we feel we have a good handle on that through our calming corners and a variety of ways that we're servicing children in the classroom with supports, our focus is now going to be on language and literacy, cognitive, and mathematics. The next slide is showing um preschool experience data based not just CPP but also maybe they didn't attend a preschool, maybe they went to a private provider, maybe they had a daycare provider or something outside of CPS, this

038is moving forward. So since our focus is now going to be maintaining compliance because we have reorganized our department that we have family service assistants and other specialists that are focusing on keeping that compliance piece moving forward. We can allow the teachers and those in the school building to really focus in on instruction and in collaboration. And I'm so proud. I have to give kudos to all of our principles who have embraced us because they are including us in their data talks, in their data walks, in those discussions, in their school buildings. So this year um with the assistance of assistant superintendent Klein, we came up that we are going to monitor our winter TS Gold data which is our state assessment to our from last year to our winter this year and then make

039adjustments as needed in those areas to make sure we continue to move forward with our instructional programming. And as you can see the red is below but meeting and exceeding is our blue and our green. So we feel confident that in the area of social, emotional and physical we're doing well through partnerships and with CPS nurses and things like that. But we do want to fa focus more now in on the language cognitive literacy and mathematics. With that, we started about a year and a half ago building our own okra trainers. So, in collaboration with CFT, we now have state approved trainers that today was professional development day gave their peers the actual training. And we had areas of math and reading and just a whole variety that teachers and pair professionals and student service

040assistants could select from to help us address the areas that we see we need growth. We look at those kindergarten scores and those third grade scores to see where are the gaps, what do we need to fill. And then we have our own staff within our district write the professional development that then goes to the state for approval for them to come back and train our within ourselves. instructional programming. We are doing intentional alignment with our kindergarten standards and our K3 data. Um the preschool alignment I don't know if it'll come up. Can you click on that? This year my team actually wanted to show step by step. Hopefully it will open. Please open. Yes. We wanted to show alignment of what each preschool standard is. what we hope a child entering our classrooms would

041be able to do and then what a year one student indicator should be able to do a year two student indicator would be able child would be able to to do and then what is the kindergarten standard and when we're talking about one year and two year we're not talking about age three age four we're talking about experience in a Cincinnati public school pre preschool and What we've found with this document that we've done with each of the content areas is it's not only assisting our preschool teachers to see where they need to go, but it's also assisting our kindergarten teachers to see what children should be entering their classroom knowing. So, it's helped with that collaboration and those conversations with our families to say, "Okay, how can you help support? What can we do

042to help support you so our children can reach these standards? Also, we've Can you go back one again? That's okay. Um, also we're doing progress monitoring in the in our classrooms in the areas of language, literacy, and math. Those will be occurring every 3 weeks and teachers along with principles and their colleagues are monitoring to see if there is children growth along with we are still utilizing heaggedy but we're doing heaggedy phological awareness lessons daily access to every child is on grade level but we are also doing then in our center time either a preheagerty so a child that may need more assistance along with the kindergarten heard for those children that are showing ing growth beyond what a typical preschool student would be able to do. Um, we're monitoring student attendance very very closely.

043We're having our ECE uh social workers every Friday go through every classroom and talking with the social workers within the building to make sure how can we help families ensure that they're getting their child to school. What assistance can we provide them? Or maybe they need something outside of what we can provide that we can reach to a partnership to help that family get their child to school. Along with collaboration across the district and then our homeschool connections with our monthly meetings with family service assistants to help educate our families on how they can support their child at home. Equipping our educators. This is vital. As Charara was saying, we need to make sure our educators have what they need to be able to teach our children. Very much proud, very proud of our district

044that all of our teachers are certified licensed teachers in the state of Ohio. That is a tradition very rarely found throughout the state, especially in a public school. So with continuous improvement, we continue to align with our K12 colleagues. We now have a site on Canvas. We're very excited about this. So if you would like us to invite you to that site, please let me know and we'd be happy to invite you. Along with we're doing all of our enrollment and a lot of our CACF attendance on focus. We have our systematic coaching protocol which is our class observational protocol which is state approved. So we have our trainers that are out there helping coach the teachers that then select an area they wish to work on and then we provide the supports for them

045to continually grow along with realigning our department to make sure we can meet the needs and the professional development topics. This year, um, teachers have to select two of these areas, um, to study instead of just one. It used to be you could say, I'm going to do SEAL and that's all the training you did. Now you have to select two of the areas that you're going to focus in on. And then also connecting with our community. Couldn't do it without them. Thanks. >> So, we're very excited and you guys are getting the first announcement. We are partnering with Woodward High School students to enroll in the health related pathways to provide structured work-based learning and clinical hours. So, under the supervision of our ECE um CPS registered nurse, these students will be going out

046and doing our screenings like we do with Great Oaks um for all of our preschool students throughout the district with their BMI assessments and other requirements that there are state. also with literacy lab formerly known as leading men's fellows we will kick off in October the partnership that we will have uh fellows in our classrooms again and they will be collaborating to help give support through literacy and then we have also added ECE our little small department we are adopting a third grade class at AWL for adopt a class we felt it was important that We're in our land a lot that we venture out and have contact with an older grade. And we thought third grade classroom would be a good place for us to gain experience and have some fun while we do

047adopt a class with a third grade classroom. And then our wonderful partnerships. We couldn't do it without all the partnerships. So we want to thank everyone we partner with. We have a beautiful partnership with of course preschool promise but also with project connect mission to move I they're up on the screen. Everyone plays a vital part in our day-to-day interactions with our youngest learners and that's it. Thank you. >> Questions? >> Thank you. Members have any questions, comments? Vice President B. >> Okay. Yes. Um, couple things. Uh, uh, we have a long tradition of early learning here at CPS. >> Yes. >> Um, and I know we're proud of it. Can you do a little bit, uh, more about the gold uh, standard piece that you're talking about that each of our uh, sites uh,

048have made it to that uh, gold status >> with >> What does that mean? Step of the step up to Ohio used to be stars. >> Okay. So, we were rated five stars, four stars, three stars. We were mainly rated five stars. Um, when the state went to school age having stars, they decided that early childhood would go to medals. Um, so you can either be gold medal, which is your highest rating, silver or bronze. So you have to hit certain qualifications or certain points to be able to reach that gold medal. So there's the basic, but when you go into silver or gold, then your teachers have more qualifications. um you when they're doing their audits, you're passing more things as far as your instructional program, your safety program, um your health and nutrition,

049your partnerships. It it's it's very involved, but it is very much an honor to have gold ratings. >> And so that's state determined. >> That's state determined. >> They're the ones that say we are or not. We don't say it about ours. >> Currently, they started the first week of school. um the state uh department of children and youth they visit our our classrooms or our sites and they do the lure and the step up to quality now at the same time. >> So it's it's a very involved process for the day where they review staff files, student files, they do observations in the classroom, they go on the playground and look throughout the building for safety. Um they look at our protocols >> and and that's and that's for all 39 sites >> all

050there's 38 that are gold medalled. >> Okay. >> Um Hartwell right now is pending because of our move. >> Yeah. So does that mean all what is it 130 something you said? >> Yes. 138 >> 138 classes are that means that they are all gold medal highest standard. >> Yes. And I sent a note over to the superintendent to see if I had heard this correctly too, that in our own state report card, if I remember this correctly, uh, among the eight urbans, we were number one in early literacy, early childhood. I don't know the title. Early literacy. That's pretty remarkable. And obviously y'all had something to do with it both in the public sector and the private sector. >> It's a team effort. Definitely a team effort. >> Thank you. >> Well, Matt, uh

051thank you for the presentation. And I liked hearing um kind of the instructional strategy recognizing that there's been significant growth um in the SEAL component and because you all have been able to do great work there continue to maintain that but now lean into uh shifting your focus on the language the literacy and the mathematics. So, I really appreciated hearing that and also just inclusive conversations around data because if I'm not mistaken, I don't think that preschool was always included in those conversations as um cohesively as it could have been. So, I'm excited about that. >> Um my only question would be around um some of the data points that you've shared. Thank you for letting um us know how we're improving with instruction and how we are um looking towards um you know strengthening

052the K and how we're doing on that. Um what I would like to see if possible if we have more information on the disagregated data how are we doing in terms of um social economic status? How are we doing as it pertains to race? Um I know that it's broken down in terms of if it's monatory, if it's typical or if it's disabilities um related and I think that's great, but um in terms of the trends that we're trying to track with the um state report card, I think that would also be helpful to drive instruction. So I would be interested in seeing that type of data >> and we do have that data. So I will make sure that I get it to the board as soon as soon as possible. >> All right,

053perfect. Thank you. >> Thank you. Well, I have a a question and I know you and I have spoken about this, so this is this is a broad picture question. Um, I was asked by someone in the community around longitudinal data. Hey, how many students that enter into preschool actually pass their third grade reading test on the the first try? Actually, um, I don't know longitudinally, but uh, pass their sixth grade test um, on the first try. go into algebra, you know, like what data do we have that preschool is significant? I know the governor the governor uh supported early childhood learning uh including preschool uh and early literacy. So, um hopefully we can definitely get that support there. But I'm I'm very interested in data on a broader term. How many of our students

054are going into kindergarten super super prepared reading on a kindergarten level passing that third grade um for the that third grade test. So I know that's not a now uh question but that definitely something that I'm interested in seeing for sure. Well, it's a wonderful question, too. And with our partnership with Innovations, which CPP also has and Community Action Agency also has, um, I can request that they maybe disegregate it more, >> okay? >> And look into that and see if we can start, we had years ago, it's been a while, a longitudinal study that was done from preK all the way through grade 12. >> Okay. >> Um, so we can see if we can get another one going. >> Started about that. um and start it back up and see what we can

055find out. >> That would be perfect. That would help the community person that asked me that question, but I know it exists. So, I'm really interested in that. Another question that I just had I had a wonderful meeting with um a daycare center. She told me they're not uh they're not uh she told me to stop saying something and I know I'm supposed to say they're daycare providers. Uh she said that they have a desire to partner with the school district to help support their students that they've nurtured from infancy to uh preschool and be that conduit for our students um as they enter into pres uh kindergarten >> to help us bridge the connection with the family. And then um they don't have we don't have to recreate the wheel any anymore um as

056far as learning that student and that family. It's just consistent and continual. Do we have any plans from for both preschool promise formally and uh Cincinnati public to I know it may be easier for us but do we have any plans to be to to get that continual information of how many of our students go into preschool and go into our schools? How many students from CPP uh go into they're at homeare providers or they're at centers? How many of those students enter into our schools? And then do we track them? Is there anything that we could put in place so that we do keep keep a track on them to kind of say, "Hey, you received uh preschool promise funding uh or you received you got preschool from wherever." Um and then just to

057kind of watch them. We did start a partnership with um help me grow um right after COVID that they we have started tracking like children from birth to age three. Okay. >> And then when they transition to us and I'm pretty sure Sh does too. >> Yes. >> Yeah. Come on. >> Come on down. >> This is a partnership. >> Yeah. So, um I think we were very fortunate to have foresight in the district through a partnership with success by six in United Way and Cincinnati Public Schools that at the time it was almost 5 years old. We had one of only three longitudinal studies in the country that had been done of when a child shows up kindergarten ready, how do they perform in that K through 12 space? While um the need for

058that ongoing tracking is there, we do a touch on that with innovations, but it's cost prohibitive is what I will say to you to do that type of tracking. That may change now that the department of education and the department of children youth are combined into one for early education. That is what we hope that single identifier number will help to drive it. But I think it is important to remember in the early education system and publicly funded child care for preschool that is not driven by academic outcomes. That is driven by funding source. So anything that you're going to get to track that is going to be based on a funding source, not a unique identifiable number that is tracking academic performance unless we have a companion system to pay for that. And you

059know, I think in the years where we tried to do some of that, you're talking about an evaluation that's going to cost upwards of a half a million dollars per year. >> So, um, I think aware of the gaps in the data and how it looks and understand that question and that's why we're very careful. We talk about the results to say that it is predictive data of what we think are going to happen. we would need to have a communitywide con consensus that offered not only public dollars but philanthropic dollars to do that type of research and data tracking. So we need checks. We need people we need money with big people with big money. Okay. Thank you. And then what before I have you before I let you all go um I see

060a lot of little people at home not in preschool. And just to clarify preschool starts at three right? >> Age three. Yes. >> Age three >> with the exception of early Head Start that starts at 2 and a half, right? >> Yes. But for a public system, they have to be age three by September 30th. >> Okay. I just wanted to get clarification. >> We you see them. But again, we we are tracking our numbers. The total 3 to four year old population on 5year ACS predictive data is 7,000 students, right? um when we can say we talk about our uptake rate is looking at between 40% as high as 50%. Those are children that are 300% of FPL or level and below. So that still leaves a lot of students >> that you may

061see out and about >> and and CPP does 300% family poverty levels. Cincinnat Schools does the 250% poverty level. And collectively because we both have data sharing agreements with innovations, what we've said is overall probably close to 50% of our eligible students are in an early care setting, which is remarkable countrywide, but that means 50% >> aren't. >> I got you, >> but we're working on it. >> And and one last question, I'm sorry I lied. This is the last question. Are we seeing a large number of our preschoolers that have um disabilities? Is that an uptick? >> There has been an uptick. Yes. um which is why our district expanded in that area for preschool disabilities um through our department of student service department. Um we had training today with our our teachers that

062they selected on things they can do in a traditional classroom for say a child that has autism. So, we're trying to train um our staff as much as possible on how to handle the influx or the uptick that we are seeing in students with um special needs. >> Okay. >> And I can tell you from a soft data perspective, soft data and that people that we know that do this usually most years they see 6 to 7% of their enrolled students in eligible population that need those additional services to help them be on track. Um, talking with some of our partners today, they're now seeing those numbers look anywhere from 12 to 14%. >> So that's almost a double. And we don't expel in preschool. >> No, we do not. >> We don't. So sometimes

063that means that a class size is smaller. Sometimes that means that a teacher is is differentiated and devoted one time to one student because we don't expel in preschool. >> Okay. Thank you, lady. >> Which is why in our dis like in CPS, we're doing the full continuum. So we have our traditional classrooms which are the student the classrooms that can have 20 students. Then we have our preschool disabilities which the full continuum of it might be a class of eight autistic children or it might be another classroom that has only allowable of six children along with we have added two co-e classrooms which is a blend of students with IEPs and traditional students. So, we're trying to work with student services to have that full continuum of services for the families to select. >>

064And we were very fortunate that um the governor and his administration recognized the incoming need for this. Almost 18 months ago, there was special training provided and many of our community providers were certified to provide services and do assessments for those particular students and at one time paid a onetime premium with publicly funded childare to be able to do that. Once they did that training, we now know that they have a special designation. They have more training and more ability to meet all the needs of every student. Every child in every site has every opportunity. >> Thank you. Thank you ladies. Any other board member Craig? >> Uh just two quick points and didn't require any response so you guys can relax right now. Um I think two things to just make note of is

065that the enrollment and number is one of those things that is a like constantly changing number. And so as we look at we probably won't see till February. I think it's usually when we see the like height of the enrollment number. Um but I do think it is one of those things that we are trying to educate folks on to begin their process earlier for getting their kids uh through some of the steps to get them enrolled. Uh because I think one of the challenges I've heard from folks is really that they don't no one thinks about it until it's time to do it. And then when it's time to do it now you're trying to figure out where's the best facility, what facility has space, your name on the list, did you get everything

066filled out correctly? is your kid got everything they need. And so that's something I think is as a district we're working to educate. I know um preschool preschool promise has done been doing that as as well for the last couple years is just getting people understanding to start earlier. Um, >> and we actually in Cincinnat, [Music] beginning of November, begin enrollments for the next year. >> Yes. >> So, we have pushed that deadline up um knowing that we will have to have another touch point when it becomes the next school year to revalidate for grants. And and I would say we've also recognized that preschool enrollment is not an automated process. No. >> And so when you if you see our team every Friday and Saturday in June and July, we are in the community.

067Yes. >> Because it actually takes people sitting with you going through the process, particularly when it relates to any public funds that are involved to make sure that we can do that. And we have found while we had hoped and actually had an app that we were going to automate applications, that was a fantasy. Um it really requires additional team members sitting with a family because once you get them to the door that say we're committed to early education, our goal is to make sure they find the right site for them and they continue to attend. And so thank you for bringing that up because I don't think people realize it is a very relationship nontransactional process. And then the second point, again, I think this is something I just it's worth noting from my

068own head here though, that the effort to increase um our math preparedness is something that we don't often talk about with kind of the prek >> world. And I and I do think it is something that we will start to see a little bit more as part of the conversation because of the challenges to go from prek math to sixth grade math and sixth grade math to algebra, from algebra to calculus. Mhm. >> But if you start off so far behind and not understanding and not being able to recognize those concepts, it does put a challenge. I would maybe challenge us as a district also to and we talked a little bit about this at the cow meeting about thinking of it outside of just the traditional this is math and only math, right? And

069maybe bringing some of those real life concepts to it to those subject matters as we talk about it. Well, I think I'm saying as we talk about it up here, >> um because I think it is happening in our schools and this is happening in programs, but in a lot of times we talk about these things in a way that as if >> this is the only subject where math is taught is in math class, right? And and like the reality is that our kids when they start to connect it to real life things that they do, when they start to think at least my niece and nephew, when they connect it to how much money they have in their pocket to go buy something is a lot different math lesson for them than when

070it is on paper as numbers. And so I appreciate the work that we're doing to to really expand those opportunities for the younger kids as well. >> Thank you ladies. I appreciate you. >> Thank you very much. >> Um, do board members have any acknowledgements or announcements? Oh, wait. Well, I have one. Um, so it's the other slide, Rob. So, I had an opportunity to um do two things last week in the in in an effort to say thank you to our staff. I was invited to the the facilities team cookout for lunch and got a chance to go over and see some of our awesome really awesome uh facilities team members. But I want to point out in the middle is uh Amy Bquette and her son. She is a carpenter within our district.

071And I was like, you're a carpenter? We have a female carpenter. And she's so f it's so funny because she said her son is right next to her. She said most kids see what their parents do and they follow what their dad does, but this particular one followed what his mom did. So she is a carpenter. Her son has been with the district for a very long period of time. And um she is also they're they're exploring getting some young girls interested in carpentry. And I thought that was super super super cool. Thank you uh to the facilities team for welcoming me to lunch. We had an awesome lunch and they were super uh helpful and our um food service dining services gave me a big earful too about what they're doing u and working

072around apprenticeship programs too. So kudos to the facilities team and um thank you for having me and also our assistant principles. I got a chance to see them as well and say thank you to them. Thank you. Yeah. Yeah. Yeah. [Applause] Superintendent Murphy, please present any announcements and retirements that you may have. Yes, ma'am. I have uh four certificated staff retiring and then just one announcement to share with the board and the public. So, uh four teachers. The first one is Ricky Bell, long-term teacher and long-term substitute teacher at Kilgore School. We have Miss Janet M. Cross, a teacher at Fairview Clifton German Language School. Connie M. Dick, a teacher at John J. Gilligan Digital Academy, and then finally, Maryanne Ellis, a teacher at Gilbert A. Dater High School. Congratulations to all of them. And

073then I thought I'd share uh the picture that uh I had a chance to take with all of the assistant superintendent and the deputy. Uh we were at Bond Hill Academy on Friday the 15th with principal Renee Crawford uh at the report card press conference. So the young people uh came out of their afterchool programming to uh be a part of the press conference and then uh pose for this lovely picture. So appreciative to principal Crawford and her students as well as her resource coordinator. [Applause] Is that it? Superintendent Murphy. Is that it? >> Okay. All right. Vice President Bolton, the chair is now yours to please conduct our hearing of the public. >> Thank you very much. We are now at the item on the agenda for hearing the public. Each speaker will have

074two minutes and will address all comments to the presiding officer. If you're online, once a request to speak has been granted, you'll be invited to enter. You should click on the camera icon to go interactive. Provide your name, your affiliation to the district, your school community, your topic, and your contact information if you'd like a response to any questions that you might have. This request is consistent with board protocol, and we appreciate your help. In the unusual event that someone is not willing to follow the protocol, we reserve the right to have that person uh time taken. Again, each person will have two minutes to speak. When the timer goes off, your time is up. Please refrain from any discussion of any personnel matters. After speaking, if you're online, uh you'll briefly use the welcome

075screen again as you transition back to live stream. Finally, we ask that your public comment be respectful to all listeners. Tonight, we have three inperson speakers. And Rob, do we have anyone online? Madame Vice Chair, we have one person online today. >> We'll start with the one person online. And as that person is speaking, we have uh three of the folks coming down that are going to be speaking. One about curriculum, one about transportation, and one about I think uh TAC and teacher assignment. That's so that's uh Prior and maybe Boyd and Bennett. Sounds like a law firm. >> Thank you, madam. Madame Vice Chair, our one speaker online tonight is Hershel Daniels. Mr. Daniels, you have two minutes. You're welcome to begin. >> Thank you very much. Um, I'm trying to unmute my video.

076There we go. Start my video. I want to thank you very much uh for the job that the Cincinnati Public Schools is doing as evidenced by the report card and the evidence forward. Uh when we last met with the superintendent, the investigative uh staff on January 17th, uh we were waiting for the uh federal government administration uh to decide on the national public policy uh surrounding uh the funding sources that we're using in our proposal with the passage of uh the one big beautiful bill act, the Genius Act, and other statutory law. Uh we now have that answer. Uh we carried out a meeting with 2,344 of our partners uh through the 125th National uh Black Business Conference from 1900 through 2025 and we gave our report on uh Cincinnati and the potential for Cincinnati

077to serve as a national model. We then met with uh PNC bank and uh talked to them with the ark project which is our faith-based partnership and uh it was a decision made uh to work from Evston uh with uh the ark project and its partnership with the 155year-old uh uh fifth Christian church in Evston would be our headquarters neighborhood to start uh with this project. Uh we are now coming back and to engage uh on this notification uh today uh the day that the Emancipation Proclamation was signed into law by President Lincoln on this day uh that we are coming back to the Cincinnati public schools uh with uh Black Pearl investments and a restructured with the Buckeye Black Chamber of Commerce based on the Tuskegee decoration. issued out of Tuskegee, Alabama. >> Thank

078you, Mr. Daniels. That's time. >> Good to see you, Mr. Daniels. Thank you. Uh, Stefan Prior and Company. >> Good evening. Good evening. I'm here today to talk about transportation for these two young ladies right here beside me. Uh they stay on Cass Street and uh it's a street Farad day. It's a hilly street, wooded area. Y'all probably saw my post and it's very dangerous for these young ladies to walk up there back and forth. And her two brothers get picked up from school and they get left behind. That's not fair. They said it was a less than a mile. But the school bus do not go up that route. I know that school bus don't go up Faraday. So that school bus must go down Beakman up the Western Hill Northern Boulevard. And my

079data show that was 8 minutes. That's 2.8 miles. So if that bus doing that route, he should be picking these babies up, too. This is the aunt next to me and I'll let her go ahead and finish finish it off. >> Thank you for having us. My name is Nefrey Cook. Um I'm an organizer with the CEO project. I'm also an educator. I work in an early childhood educational facility and most importantly I'm a concerned taxpayer and aunt. So I walked that route with Mr. Prior and my two nieces. It is absolutely impossible. Um it's hazardous. It's dangerous. Um I heard the word data thrown around a lot today. And what the data doesn't show is that there's no sidewalks. Um the vehicles going up and down that road are um coming at extreme pace.

080It is a very curvaceous road and in a lot of instances is just blind spots. So on many occasions um we had to abandon that walk halfway through. It was just way too dangerous for them. But um again, I wanted to make sure you all could visually see the challenges that are facing my two nieces. And then look at their look at their ages. There is absolutely impossible. Um my time's up. I'm sorry, but I just like to close with um I need someone to please intervene. They love school. They call me every day asking why they cannot go to school. It is September the 20th. Um, and school started August the 20th. They haven't been to school yet. >> Thank you very much. Uh, superintendent, uh, for Mr. Burkheart perhaps to know more about

081that address and that route. >> We we normally don't do this, but >> they are working they're working on this. >> Superintendent's going to >> they're working on this connection. >> Yes. I do about it. >> Thank you. See you. All right. Uh Boyd on curriculum. >> Yes. Good evening. >> Good evening, >> members of the board. My name is Terrina Boyd and this is Emma, my daughter, and I'm here tonight as a concerned parent and community advocate. I appreciate you and all your time and dedication that you show to our schools and our children. Tonight, I'm asking that you reconsider the process of this critical vote on our new course of study. The decision will have a profound and lasting impact on every student in the district. Yet parents, the people who know their

082children best, have given limited opportunity for meaningful engagement. It feels as though it's a conversation happening around us rather than with us. Parent engagement is not simply a a box to be checked with a few online surveys or a simple single public form. True engagement means a collaborative partnership, a process where parents have a genuine adversary role in a decision as a monto as this one. The fact that a vote on a new course of study could proceed with such limited parent involvement is a serious concern and I urge you to allow for a more inclusive process for the new curriculum. I just don't say curriculum cuz I get tongue tied. So just in case you looked a little nervous, but anyway, furthermore, I have to ask why the rush? My child Emma, she's a

083monetary student and I date her. While we appreciate the school's effort, she is still getting adjusted to the current course of study. We're in a critical period of transition for many families and the focus should be on ensuring every student is successfully adapting to their current learning envir environment. Course of studies change should be driven by a demonstrated need backed by clear evidence that the current approach is failing our students. This evidence and the data that supports it should be a central part of transparent public decision. We trust you to lead, but we ask that you do so in partnership with the families you serve. Please let us be a part of this vital conversation. Ensure that the next steps we take are the right ones for our children, all our children's future. Thank you.

084>> Thank you. >> I was rushing a little bit, but y'all got her. All right. Thank Thank you, sweetie. >> Hi. Hi. But what course of study are we talking about? Wait till maybe the superintendent comes. >> Hold on one second. Superintendent Murphy, do you mind clarifying with this uh parent what she was she she we were just trying we're trying to figure out decipher what you're talking about. What course of study you said dater? [Music] We don't have that, but Superintendent Murphy's going to be able to cl >> Okay. Thank you, sweetie. >> Just talk to superintendent. >> I'm sorry. We don't normally interrupt, but we were so confused. >> So few speakers today. >> And now you. >> My name is Sandy Bennett Peter. I am a very proud CPS teacher of 41

085years and a district-wide mentor. I am here to advocate on behalf of teachers who have been who have been affected by TAC which redistributes teachers to match enrollment. This year was especially rough since in June many of our newest teachers were ripped but then they were reassigned maybe to a whole different grade and or subject and now they're the ones who are attacked. For instance, I work with a teacher who had four assignments since spring. She was rifted and given a position as a gym teacher. When she arrived a few days before the start of the school year, she found out the principal had hired a gym teacher. To the district's credit, they worked and got her a position she was happy with. But then she was tacked. While assisting one TAC teacher, I met

086another TAC teacher putting things in her car. Her principal said to her, "This is not moving day." The teacher replied, "This is my lunchtime." How callous of a principal to assume she's dodging work when she's actually sacrificing her lunch. Some teachers did not even hear from their principles that they were getting tacked like they were supposed to. They received an impersonal email from HR between 6 or 7 Wednesday evening. Friday, they were given an opportunity to request boxes. Nice gesture, but a day late and a dollar short. No one I talked to today had received any boxes. Today at district PD, we had a real opportunity to help these vulnerable teachers. Instead, I found teachers who didn't have any information about the schedule for the PD session and didn't have access to their new curriculum.

087Unpacking boxes would have been a better use of their time. In two days, teachers are expected to pack, unpack, set up their room, and be prepared to teach, often new content and/or grade. They are staying until 8 at night, coming in on Saturday, renting trucks, and gathering family and friends to get this job done. As an employee of the HR talent department, one of our main goals is retention of teachers. I don't know how we expect to retain teachers when we treat them this way. Not many of our newest teachers will love this job as much as I have or stay for 41 years if we do not do better. Thank you. >> Thank you, Miss Bennett. [Applause] That concludes the uh hearing of the public. Thank you, Superintendent Murphy. Are you ready for our

088first presentation about the report card? >> Yes, absolutely. Uh, Miss Amanda Vargo, who's the manager in uh, testing and accountability, is coming to give us a much deeper dive. You may recall our last meeting, I just talked about our results as a school district uh, overall and in all of the components of our report card. Miss Vargo is going to go much deeper into the meaning of each component and uh each aspect of the report card. Thank you. >> All right. >> Uh good evening everyone. I'm happy to be here with you all tonight to talk about our report card. Um as Superintendent Murphy said, my name is Amanda Vargo. I'm one of the testing managers. So we'll go ahead and dive right in. Um just included a link to our public facing report card.

089You can actually see any district and or school in the state from that link. Go ahead, Rob. Um, so we're going to start with our overall rating. Uh, so there are six components for us as a district that go into our overall rating. Uh, achievement and progress are weighted the highest and they're weighted the same. Um, and then we have graduation, early literacy, gap closing, and then this year for the first time ever, we were rated on our college, career, workforce, and military readiness component. Um so what actually determines the overall rating is the total number of points which goes down to the thousandth's place when they're calculating the points. Um so each component contributes a c certain number of points that is multiplied by the waiting and then that go that all gets added

090together to determine the overall star rating. The overall component is the only place where you can earn half stars. Every other component you can only earn full stars. Um so this is a breakdown of our rating this year. Um so the points contributed from each of the components are on the left. Um the waiting for each component is along the middle column and then our points are added up to give us our total for the 2425 school year which was a 1.875 total. Um our schools that do not have all six components the the weightings will um vary depending on the components that they have for their schools. Um so in summary for the overall component we earned 2.5 stars this year as a district which is the same as last year. We did increase

091our overall points slightly uh compared to the year prior. We we increased to 1.875 as compared to 1.822 in the 2324 school year. Um 56% of our elementary schools earned three or four stars in the some of them were 4.5 stars. Um 65% of our elementary schools maintained or improved their rating as compared to last year. And then 33% of our high schools earned a four uh three four or five uh star rating. And 83% of our high schools maintained or improved their rating as compared to last year. All right. So we're going to dive into our achievement component next. So achievement uh is based solely on what is called the performance index. And so that is a percentage that is calculated from the number of tests the percentage of tests that fall into each

092of the five performance levels on the Ohio state test and untested. So the waiting for untested is zero a limited test will give you.3 a basic test 6 proficient one um accomplished 1.1 advanced 1.2 and uh advanced plus is a 1.3. So u all of those go in the numerator. they're multiplied by the waiting and then it's divided by the maximum performance index which is determined by the top 2% of districts in the state. So that's a little bit of a moving target every year and that gives us our performance index percentage. Um so this is the uh 2425 is on the uh right well my right and as compared to 2324 on the left. Um so we uh maintain two stars in achievement but we did increase our performance index percentage. Um, and I

093like this visual because I think it breaks down really nicely how we reduced our uh untested kids, we reduced our limited kids, we reduced our um um basic Thank you. And then increased uh proficient or better. And you can see, you know, in a district our size, we're talking about very large numbers of tests. Um, and this is a a test, not student. So a fifth grader who takes a math a reading and a science test counts three times in those data points somewhere. So, one thing I wanted to point out is that um the star ratings are on the left hand side, but it's not actually the stars that determine the number of points that go to the overall rating. It's actually the percentage itself. So, we in CPS are in that two star

094range. We've been in that two star range for a while, but we've actually increased our percentage every year. And so, being in that 60 to 65% um range actually gives us 1.75 points toward our overall rating. If we can get above that 65% threshold, we'll still remain two stars, but we will contribute more points to our overall rating. And this is how most of the components, almost all of the components work. So, you can look at different schools or different districts, and you can see that their components look pretty similar, but their overall rating might be a little bit different. And that's because of these percentages contributing different amounts of points. Um, so one thing that is published, but is not actually part of the component uh calculation is called the performance index. uh performance

095indicators, excuse me. So, this is actually the percentage of students that score proficient or better. These are our accountable students who meet all the business rules for inclusion. Um, and so this year in the 2425 school year, we improved our um performance indicators. We've improved 16 out of 20 of our performance indicators compared to 2324. Um, and that's actually an increase over the 2324 compared to 2223. We increased 13 last year. Um, so we're pretty proud of these increases and the ones that are highlighted in dark green are uh areas where we improved um by at least four and a half percentage points or or better. Um, I particularly want to uh call out that all six of our EOCC tested areas were improvements. Four of those in that dark green. Um, I think that's

096a a really awesome thing to celebrate. Um, so again, just some a summary. So, we maintained two stars, but we did increase our performance index um by almost 3 percentage points or a little under over two percentage points. Excuse me. Math is hard today. Um 84% of our elementary schools maintained or improved their rating at two stars or better. Uh 50% of our high schools maintained or improved their rating at a two or better. Um we did improve the percentage who scored proficient or better in 16 out of our 20 tested areas, which was up from the year prior. uh particularly proud of uh math that aim showed improvement in seven out of eight tested areas and improvement was seen in six out of six of high school EOCC tested areas. Um when we compare

097CPS's performance on the achievement component to the other urban eight districts. Um we were number one out of the urban 8 in uh 15 of our of the 20 tested areas and then we were number two in the remaining four out of five areas. Okay. So that is achievement. We're going to move on to progress. Okay. So the progress calculation is complicated. It is a very complicated rigorous statistical model that is uh a third party vendor in North Carolina does for the state of Ohio. Um it is a composite score. So what goes into the progress component? Um it is a measure of growth over time. So are students doing about the same as they've done? Are they doing better than they've done in the past or are they doing not as well as as

098expected? 50% of the calculation comes from the most recent year. So that would be the 2425 school year for us. And then 25% comes from each of the previous school years. So 23 24 data and then 22 23 for us. There are two numbers that determine the actual rating on the report card. The first is called the growth index and this is actually a measure of statistical certainty. Um whether we observed as much growth as expected, more growth than expected or not as much growth as expected. So the way this measure works is everybody starts at three stars. Uh growth everybody making exactly expected growth would basically be a growth index of zero. So zero doesn't mean no growth. It means uh achievement maintained from the year prior essentially. So in order to move out

099of three stars, you have to get above the significant threshold, which is a a growth index of positive two on the good side, more growth than expected. That will bump you to four stars or um on the not so good side, below a growth index of negative -2, that will bump you down to two stars. And basically what that two and negative -2 is for statistical people is it's uh two um standard deviations. It's a 95% confidence interval statistically. Um, and then what if you're at two or four stars, the next measure, which is called the effect size, comes into play. And those significant thresholds are different for the district or school, but for the district, it's a positive.1 on the good side, uh, a negative.1 on the bad side. So, if you're at four

100stars and you're above a positive.1, that'll bump you to five stars. And then the other way, if you're at two stars and below the negative.1, it'll bump you down to one star. So, this is where we fell as a district in our three-year composite. We were at a growth index of -2.98 um with an effect size of0.1. So, we were outside that -2 uh growth index threshold, which bumped us down to two stars. Um so, we maintain two stars, which is where we were before. Um but we actually did see a pretty significant increase from the year prior. It just didn't get us out of two stars. So, I'll talk about that in just a second. Go ahead, Rob. Um so this is the three-year composite heat map that is on our public facing report

101card. It gives us based on um grade level and subject area where areas of strength are. The the dark blue and the light blue are larger areas of strength. Green is about expected growth and then yellow and red are not where we want to be. So we can kind of identify where we're at uh in terms of growth in those subject areas. Um, so while we maintain progress at two stars, the composite growth index was a negative 2.98 this year. Last year, our three-year composite index was a negative 7.88. So, we have some some really poor years of data that are are falling off our data. Um, which is our worst year is going to fall off this year. So, um, that's actually a good place. While we don't want those years, uh, we we're

102not happy that it happened. those years are not going to affect us as dramatically moving forward. Uh, which is a nice position to be in. Um, so nine out of eight of our value ad areas had significant or moderate evidence of more growth than expected in our three-year composits. We don't know the single number that makes up our 25 24 data yet, but we do know that it is stronger than our 22 23 that year that's going to fall off based on just the composite scores trending up. So when that 22 23 data falls off in this coming school year, we're going to be in a much better positioned to get above that two star threshold. Uh which is pretty exciting. Um so progress is the only measure where the stars equal the points. So

103we don't have to play that game of what percentage are we at. If we get three stars in progress, we will contribute three stars overall to our overall um rating, which is where we're hoping to go this school year. Um so a summary with the schools is that 65% of our schools maintained or improved at two stars or better for progress and um a little under 63% of those earned three or more stars in progress. So they're making they're growing as expected or making more growth than expected. Um and then for our high schools 15 out of 18 maintained or improved their rating at two stars or better. And 10 out of those 18 15 56% earn three stars or better in progress. Okay. Gap closing. Gap closing is a beast. Are we having fun

104yet? All right. So, uh, this year we earned, uh, two stars in gap closing. Gap closing has a changing numerator and a changing kind of denominator depending on, uh, the groups and the components that, um, districts and schools are held accountable. So, most of the subgroups have to have 15 accountable students to count for a school or a district. Go ahead, Rob. Um, so it's a little bit of a moving target. So the um many of the indicators are either zero or five points. You can't earn partial. You can't earn 1, two, three or four points. So that includes the gifted performance index, the gifted growth piece, the gifted identification and services. Chronic absenteeism is a zero or five point. Uh the English learner proficiency is a zero or five point. And then graduation, the

105achievement pieces and the progress pieces are uh you get a point in the denominator if you have enough kids in the subgroup and you get a point in the numerator if you hit the goal for those. All right, so there's a max of 75 points. We as a district um are rated on 72 of those points. We have enough accountable kids to be rated on 72 of those points. So we earned 18 out of 72 points this year, which was uh 25% which put us in the twostar rating. And this was uh the one area where we did decrease stars from the 23 24 school year uh as compared to the 2425 school year. So just a quick summary of the um achievement by subgroup. So this is the performance index uh that same performance

106index calculation just for kids who fall into these subgroups. The state sets the goal. The goal goes up every year. We hit the goal for reading and math uh with four of our subgroups and it was the same four subgroups. Asian or Pacific Islander, white, multi-racial, and black for both reading and math as a district and achievement. Go ahead, Rob. Uh progress. Um so progress, the goal is always a growth index of positive two, that 95% uh confidence interval that students made more growth than expected. We only hit the goal in math for two of our subgroups this year, which were English learners and students with disabilities, but we were really close in another four subgroups. Um, which was it's math was our stronger um subject in growth this year. Um, so we only hit

107the go hit it in two and we didn't hit it in any for um our English language arts subgroups. And then graduation by subgroups. This was an area of gap closing where we did see improvement. Uh last year in the 2324 school year, we only hit the goal in one out of our nine subgroups. This year we hit it in three out of our nine subgroups. Um and keep in mind, graduation is always a year in a rear, so it's not last year's kids. It's two years ago. Um so we hit it with our Asian Pacific Islander, black, and economically disadvantaged students for graduation. Um our English learner measure, so this is one of those zero or five uh groups. So this measures students improvement on um their English language proficiency as measured by the

108state Oelpa test and points can be earned either by reaching proficiency or by um improving. Uh so we did not meet this measure and we have not met this measure for um the last two years I believe and then chronic absenteeism. So chronic absenteeism uh can be met by either meeting the state goal or by reducing the chronic absenteeism rate by 1.1% compared to the previous year. We did not make the chronic absenteeism indicator this year. We did meet it in the 2324 school year. Um this one does hurt a little bit. If we would have made it this year, we would have been three stars in gap closing equal uh same as last year, but we did not make it in the 2425 school year. So, in the gifted measure, there's three components. There's

109value ad, the progress piece just for gifted kids, the performance index percentage, um, and then the identification and services piece. We got the five points for the value ad measure for our gifted students, did not meet it for the performance index and did not meet it for the identification and services. And that pattern for gifted has been the same for the last several years where we meet it on progress but not on the other two components. Okay. And again, just wanted to have the information. It's not the stars that contribute to the overall rating. It's the actual percentage itself. Um, so you can move maintain stars but move up in um the points contributed to the overall rating. All right. So, in summary, the district decreased to two stars from three stars in the previous

110school year. Um, we did meet the goal uh in graduation for three out of nine subgroups, up from one, which was a nice celebration for us. uh 60% of our elementary schools maintained or improved their rating at two stars or better. Um 49% of those uh earned three, four or five stars in gap closing. And then 33% of our high schools maintained or improved their rating at two stars or better with 22% earning three, four or five stars. All right, early literacy. So the early literacy component uh has three things that goes into that go into it. Excuse me. One is proficiency in third grade reading. They use the um Ohio State test, but they actually look at the reading subcore of the Ohio State test. So, it's not proficiency on the overall test. Um

111promotion to fourth grade. So, uh proficiency in third grade reading is 40% of the calculation. Promotion to fourth grade is 35% and then improving K-3 literacy, which looks at students performance in fall of one year, whether they're on track or um off track, and if they move to ontrack in the the next school year. And that's 25% of the calculation. Uh we were two stars in this this year with a uh component percentage of 64.5%. Um again just it's not the stars, it's the points that contribute to the overall rating if you want to play some a numbers game with it. Um so we did maintain two stars in this measure. There was a slight decrease in the overall component percentage and that could be attributed to our slight decrease in uh third grade reading

112proficiency this year. Um 61% of our schools rated uh maintained or improved at two stars or better. Um and 37% of those schools earned three, four or five stars. All right, graduation. Woohoo. We went up in graduation. We have been one star for a while and we were two stars this last year in graduation with a uh component percentage of um 85.7%. So it is a weighted graduation rate. It's uh 60% of your four-year rate and um 40% of your five-year rate. And so for the first time in a while, I believe we are two stars uh in graduation, which is exciting. Maybe the first time ever. Check my historical data. Okay, go ahead, Rob. Yeah, first time ever since the pandemic at least. Um again, percentage uh and and points for the overall rating.

113Um so highlights that the district earned two stars up from one star last school year. Uh 67% of our high schools maintained or improved their rating at two stars or better with 33% of those schools earning three four four or five stars in graduation. All right. Then we have college career workforce and military readiness. This is the first year this component was rated in the state. So, if students uh they take the four-year graduating cohort from two years ago, um just the four-year and students can meet uh one of 11 of these indicators. The denominator is the cohort, the numerator is the number of kids that meet at least one. And kids only count once. So, if they meet three or four of the things, they only count once in the denominator. Um and it

114makes a nice pretty percentage. Uh so for us um we earned 63% uh which is three stars on the college career workforce and readiness um which is exciting. We had a a very big increase um this year. Last year they reported the number but it wasn't rated but we had a nice increase from where we were the year prior. Um so again I like I like everyone to have the information so it's there. Um so in summary the district earned three stars. uh our component rate was 63% which was up uh last year from uh 45.4% which was reported only and then 56 of our high schools earned three or four stars on this measure. All right. Um so linked here is a bunch of additional data and resources. There is a more detailed deck

115on the report card calculations. There is a running list of historical proficiency rates going back to uh 1819 um for those of you that like the trend data. Um, and then there is a um a sheet with a ranking um in every component compared to the other urban eight districts. Um, as well as a list of all the schools in their star ratings. So, I know that was a lot of fun and very compelling. So, what questions? >> Well, great job. Take a breath. >> You want some water? I actually think I was going pretty slow on that. >> You did really good. You did really, really well. You did really well. Board members. Board member Craig. Uh, so you know like when I do trainings at work at sometimes and I have little things

116at work that I try and do it all in one breath to like make my goal and impress people and then you know when you get a little tired later in the day it doesn't go as well. So you did a phenomenal job making it through all of this information in a compact set of time. So um I wanted to just kind of hit on maybe two or three things that I just pulled to my attention. I think it's something we need to think about in the district. Um, so I'll start like kind of at the end and then go back towards the beginning. Again, I've talked a lot about the college and career workforce. And I think this is one of those areas where we really need to be paying attention because this is

117an easier getting our numbers up situation than than maybe some of the other areas where the measures are so randomly picked together and are not based on actual like this is a required component, right? So like um the the list of way the 11 things that students should be doing should be something that is part of every student's experience going forward anyway and should be easier to to meet and hit. Um I also think because we went we made such a huge jump from where we were previously reporting on part of that is because of the state only recently kind of requiring some aspects of this. Uh, but that's just an easy one for us to kind of keep growing quicker. Um, and I and I think we'll hear a little bit of maybe about

118this at the next board meeting where we talk about like programming and planning, how we can do this in in the classroom, but I do think this is an example of educating parents on what their child needs to be prepared to go out into a career may also require us to do a little educating of the parents so they're familiar with the pathways and that they understand which one their child is on and where they're going in some of these cases as well because it's kind of a newer thing. Mhm. >> Um, >> I wanted to I I I think graduation is one of the most silliest things that we do in this uh report card because it's not even the actual same class that you're reporting on everything else with. >> So, you're essentially

119you're grading one class on everything else and you graing the previous class on graduation. It just seems really silly to me that that's how that process is done, but whatever. That's what we live up to. Um, but I also think it's kind of a little bit backwards in the sense of that the graduation percentages of your actual graduation results is not your graduation number. >> Mhm. >> Right. So, you could have a higher graduation number, but because of the way the percentages work, your your four-year graduation number isn't your number for your graduation points. It's a it's a hodge podge of your four year and fiveyear graduation rates, which we know five years tend to not map to the same way the four years do and require a little bit more data collection to maintain.

120Like, that kind of fair assessment to that. >> Uh, yes, but it is the fiveyear includes the fouryear. So, it's it's always higher >> than the four year. Like, it's higher than it was the previous year. >> Yeah. And well, I'm just saying like there are things that might require us to go back and find folks and to figure out where folks are in that five-year number that we don't always do for normal for four-year number, right? like we would have to students who might be um didn't complete it on time for the four-year number or students who were I think because when we talked about this in the past that was one of the components of going in that fivey year four year was there were other students with disabilities students with other things

121that might be part of the five-year number >> right >> so there are various things that affect kind of the graduation rate we do have some like deferred diploma programs where students can stay in school longer but it counts against your gra there are some things that are just kind of stacked against >> Yeah Um I do know and I'm a little outside my area but there are graduation cohort meetings that happen very regularly with uh the EMIS team, the high school folks and then specific schools and they are tracking four year and I believe fiveyear in those cohort meetings. Again I'm a little outside but this is this is pretty laser focused. And so it's just one of those things that like when we joined the board, I remember us having this conversation because

122in part we were trying to make sure we had a right denominator on all these graduation numbers, right? Because >> invariably we'd have one set of denominators that made sense for one and maybe not the one that makes sense for the other or vice versa and that kind of deal. So, I just think it's some of those things that we also are it's a struggle to figure out what your actual correct number that people recognize to be your graduation number when it's not what the actual state measures as your graduation percentage. >> You are not wrong. I will say that the EMIS team has done a fantastic job of wrapping their hands around this in the last couple of years and working with schools on determining who is in your cohort. It's not just who

123who's enrolled in your building necessarily. If kids you think are off the books, are they really off the books? And I do think that that's one of the reasons why we see our have seen our numbers go up. Um not my work so a little outside my realm. >> The the last one I will kind of point out and and again I think it's worth noting our math numbers have have done well and and in and growing each year and I don't know that that's necessarily replicated across the country in that same sense. I think we have seen actually across the country many especially larger districts math numbers have actually stagnated um from coming even out of co right and so I think we we were on a high trend of that even before and

124we're staying on a high trend that's great and I think what we may need to be figuring out is are there again this is something maybe that comes in a presentation on uh the next board meeting but are there things that are that we're doing successfully in the math areas to be creative and innovative in the ways that we students to think about it, learn it, and process it and comprehend it that we maybe need to be thinking about when it comes to English and literacy because I do think that's the the struggle from what I've seen at least in some of the experiences is that people learn to read a word, they learn to read a statement, they learn to think about to recite or you know give you the definition of something, they're

125not always processing it to think about it later and to be able to take it and apply it to something else. And I think that's where, you know, even in the science of reading studies, that's where they show that that's that's the hard part that you're trying to get students to do is both recognize the word and then also be able to use it in later on in something else and be able to comprehend the understanding to it. And so I will be encouraged to see what we kind of talk through those things so we can if we can apply those processes or grow the reading components, the literacy components uh back up. I think that might also have a significant show in how our gap closing happens and some of the other numbers that

126will naturally build. But this is a excellent opportunity for us to start thinking about what are the things that are the measures that we as a board need to be focused on for strategic planning purposes that will be replicated in what we see as results for our students. Even when we talk even as we talk about the uh report card system of complicated grading that includes multiple variations of what a denominator and numerator can look like in the same that seems as a math kid that seems so backwards to me that you would not have a steady denominator to measure every it just seems ridiculously silly to sit there and say your denominator can change depending on this factor this factor depending on that factor. But I I digress. Um, so I appreciate you bringing

127all this information to us and I think maybe that's a conversation we can have as as we look at the options that are presented next board meeting specifically around some of the literacy components. >> Thank you. Yeah, I just was hoping >> is the data able to be granulated further for the benefit of the superintendent for example in uh chronic absentee >> push your button >> be presented today but uh for example maybe is it in a certain grade level for chronic absenteeism or is it is it able I think to solve these problems they're going to need to be able to drill down uh beyond what was presented today. >> We can do the absenteeism data by school, by grade level, all of all of those things. >> Anybody else? Vice President Bourne, I'd

128like to follow up on the absenteeism. It's not what I was going to say, but um again for public consumption, somebody needs to define what chronic absenteeism is for us again. >> Mhm. >> And and then I would like to talk a little bit about that more granular approach particularly um with some issues as to why somebody is absent and what have you. But what is chronic absenteeism? So uh student is considered chronically absent when they miss at least uh 10% of instructional hours and it is based on instructional hours and students have to be enrolled for 100 hours to be included in this measure. They do not have to meet that full academic year standing that a lot of other measures they have to be enrolled from you know the first Friday of October

129through March 31st. For this particular measure, they need to be enrolled for a 100 hours to be included and they're considered chronically absent if they miss if their attendance rate is lower than 90%. Essentially, they miss more 10% or more more than 10% of instructional hours. >> So, mobility uh movement around I mean so the kids that were measuring our students that were measuring for chronic absenteeism could be here for only 100 hours. >> All right. Okay, that's extremely important >> and you can improve. You can improve once you are identified as chronically absent. Let's say the school social worker explains your situation, you have your meeting, you're chronically absent. >> And it's my understanding after we've talked about this for at least four years, uh my understanding is that we don't necessarily separate the

130absent kids. For example, a kid could be chronically absent because they aren't coming to school because they don't want to, but they could also be fighting cancer. Correct. So, it the so for me, it's not so much the grades or, you know, grade band or the schools. It's it's trying to get a handle on why kids are absent. I think we've all seen that commercial where they're talking about absenteeism. it's somebody you have a a community partner or whatever they Mary was absent for this and Jamal was absent for that reason. I I really do think that the absenteeism because if you're saying it and I think the superintendent has sort of hinted at it, if we'd been better absenteeism, we might have been able to be to that uh star that we all wanted.

131Um besides that though, um the absent I'm glad you raised the absenteeism piece. You said something about the all of this is then figured with the math the geniuses in Columbus uh to with the top 2% of the school districts. So the performance index calculation that percentage is the points we earn based on the percentage of kids who are limited, basic, accomplished, advanced, multiply by their waiting and then the denominator is the average of the top 2% of districts in the state. >> In the top 2% of the districts in the state, how many districts would that be? >> Um, I do not know how many districts off the top of my head to be able to do that math for you. >> Yeah, really? Come on. So, so I'm interested in knowing that because

132let's talk about what the top 2% uh of the districts in this state are. >> I'm sure we can find it. >> And we know the top five districts in the state of Ohio are Solen, Marian, Rocky River, Shagrin Falls, and Marrymont. So my point is we're using to figure out these numbers completely disassociated school districts than us. >> Mhm. >> We have virtually nothing in common with the top 2% and that is running the the math. That is jin the thing right there. So right from the beginning, you're also going to not be able to really It's sort of like the the teachers is when you grading and it's the curve. Oh, who's determining the curve? Come on, folks. It's very obvious. It's very obvious the intent in Columbus for our sort for our

133kids, for our district, and then for us to be so held accountable to this. That's why we've got to make sure that the public and our my board is so good about this. Making sure the public knows what the reality is. I mean, this is good stuff. This is the most specific I've seen presented and I really appreciate it. As a former teacher and and and as a board member, I like the specific stuff, but th this is a scam against our kids, but we got to play the game, but we've got to communicate this with the public. But and and it's great to see growth. It's it's good stuff. But yeah, the top 2% of the districts that set the curve. Got it. Homogeneity, wealth, and stability are going to be three characteristics of

134those top 2% of the districts. And we don't have any one of those three. Thank you so much. Anybody? I just want to give everybody an opportunity to say to say one thing. >> Do you want to say something? Everybody go. No, he's >> okay. We'll move across. I >> just got a quick question on the career readiness. Is that reporting self-reporting by the students? >> Uh it's it's the counselors do the work and then we have a process by which it is um entered into the system. So, and then we report it to the state. that it's there's a variety of ways that there it's accounted for >> and a lot of that increase is a shout out to the counselors owning that work. >> Well, I was just going to say thank you

135so much for sharing this information and I hope those that are watching they're able to understand. So when we get questions out in the community of why this score, why this rating, you've broken it down and you've given, you know, various examples of why and hopefully this is very helpful. So thank you so much for the presentation. >> Ready? One member Matt. Um so to my colleagues point um about really breaking down um and being very specific with um what is on the paper and providing that context. I do appreciate that. That is really helpful information. Uh board member Baltton, I appreciate you highlighting some of the challenges, right, that we recognize as it pertains to um how the state is assessing us as a district. Um, but I also just have a different opinion

136and perspective. While there may be um individuals that are coming from wealth, maybe have more stability, maybe be a homogeneous group, I recognize that I I don't want that to be our reason for not striving for excellence. and having taught um students that are in diverse um settings, having um experienced very similar backgrounds and challenges, I know that our students are able to do exceptional things. And so I don't want that to be the marker for our discussion. I want us to recognize that we are able to provide our students with the resources and with the um uh the opportunities and with the rigor to be successful. And so when I do look at the achievement um there are some I I I appreciate the growth that we have seen um but as you talked

137about that is one of the major indicators right that we're being heavily weighted on with those tested subjects and so to me that sounds like that is an area of focus for us to lean into not saying that again that that has to be the the full context or the full scope of what we do because we do want to honor the whole child. Um, but again, we are able to do that in tandem and collaboration with achievement. And so I come from the foundation that if those things are in place and we're focusing and strengthening those areas, we're able to strengthen that achievement. And that is the expectation that I want to see us lean into. As I said from the last meeting, not deviating from what the state is expecting us, but showing

138that our students are highly capable, our teachers are highly capable of not just reaching the benchmark, but exceeding the benchmark. And so, uh, just to go to the point of the, um, I'll go to early literacy. One of the areas that stand out for me for early literacy, and this is also possibly pertaining to graduation, um on page I don't know what is this page 33, um it reflects that those that are proficient in third grade reading, we received a is it the 22.3%. >> So it that's the weighted percentage. So that we were 55.8% 8% and then that's multiplied by the 40% waiting of the component >> to contribute to the total. >> Okay. And so but what I what I want to highlight is the um the difference that we're seeing with the

139students that are proficient in reading and those that are being promoted to fourth grade. And so ultimately this would suggest that there is an alternative pathway correct for our students just the same as with the graduation. So my question is as we're talking about um you know academic vision and direction, how do we match that to what the data reflects? And so I would like for us to be able to strengthen those numbers in the achievement categories and yes still maintain and offer those uh alternative pathways but I wouldn't want to see where those alternative pathways are being offered more than us actually excelling in those tested areas. Does that make make sense? >> Okay. Um, and then just another area that really stands out to me and I brought this up at our Saka

140meeting was around the performance indicators and my question was about the 16 out of 20 tested areas. And I was confused about how is reflecting growth um to yield a 16 out of 20 versus a 14 out of 20. And so the areas that I uh highlighted was the fifth grade science which is showing a uh 0.3% increase as well as the American US government 0.3 increase. And so again we're seeing an uptick but my concern was around us saying that this was actual um earned growth versus maintaining where we were. and reflecting on page 35 um is pretty much narrated in the way that I had asked about at the last meeting saying that we've earned um two stars in this particular area with a slight decrease. So it's pretty much aligning with the

141question or the argument that I presented at the last meeting about how we are narrating our data. Um I think that is critical not only for us to understand but again also for our community to understand because this is going to help us be able to drive that instruction. So but if we don't have an accurate viewpoint of where we are that kind of makes it difficult. So I am looking for an explanation on those performance indicators where we're talking about the 16 out of 20 versus what I believe is present and this is just my own thought about it versus the 14 out of 20. I do not believe I'm understanding your question. H >> I don't think I'm understanding what you're asking. >> So if we go back to page 12 for the

142performance indicators, the tested subjects >> so it's reflecting according to the data that's presented a 16 out of 20 areas for 2425 >> as compared to 23 >> Uhhuh. >> 24 school year. >> I didn't receive uh substantial information or rationale as to how we got here. So if we're looking at the areas where we're saying there's some growth, which is the light grain for fifth grade science >> and for American US government for the high school, we see the 0.3% increase. >> Yes. What I'm concerned about is that data to me reflects that we've maintained in that area compared to what the 23 24 data suggests versus actually earned um in this testing these tested areas. >> I I mean it's a very small increase but >> but it's not a higher number. I

143mean I think that's why they were included in the that that was my rationale for including them is because they objectively are higher than the previous year even it is a very small margin. Absolutely. >> Right. So so the if we were going with that right that it was a very small increase which it was >> it doesn't necessarily reflect statistical significance in that way. And so the challenge that I'm having with receiving 16 out of 20 versus f 14 out of 20 is that on page 35 of your presentation in the early literacy piece it states the district maintained two stars with a slight decrease in the overall component percentage of 60 64.5% in 2024 to 25 as compared to 64.9. So it's pretty much the same type of statistical growth. How are we

144saying that we've maintained with a slight decrease decrease here and narrated that versus on these tested areas or indicators? >> So because we didn't maintain the percentage, we maintained the stars and the percentage is is decreased. >> Okay, say that one more time. So the stars were maintained. >> The district maintained two stars in early literacy. Okay. >> With a slight decrease in the overall component percentage >> of 64.5 to 64.9. >> And so what is the difference between the performance indicators? >> The performance indicators it was the same. I mean if the numbers went up it was called an increase. This number went down and it's a decrease. So I guess I I I think I'm missing something in what you're asking. I really apologize. >> It's totally okay. Um what I am having

145challenge with again with receiving is if there was only a small uptick in percentage here, right? >> Mhm. um you're saying that there was an increase in terms of the indicators but on in terms of the stars you reflected that you maintain or we maintained in that area with slight decrease. So I'm just not I'm just >> curious on how we're narrating what the data reflects. That's my major concern. And if it is if we're accurately reflecting what the data is with what is being reported out, >> can I offer just a little bit of help? I think she's saying from a statistical standpoint, it's really negligible in in that it did not fully move the number to a full point. So, you know, half a point or less is really it's not a significant

146>> Yeah. And I don't disagree with that, but I don't think I'm in a position to necessarily call I mean an increase is an increase. And I think that's how we did all of the data. So if there was an inconsistency in, you know, saying something was an increase or a decrease. I mean, it was just straight number, not a margin that was determined by >> Okay, >> I think I get what I think I get what you're saying. 64 if >> I don't disagree that.3 is a very small increase. I do not disagree with that. I I receive that. But I'm in terms of again if I'm looking through the data and I'm trying to if we're analyzing um what the data entails, it shows a discrepancy or dispar you know um a discrepancy

147on how we are communicating that data out. So on one hand we can't say well it was a small increase here so we counted that and there was a small decrease on this end and we decided to maintain that. that creates misalignment there for and again that's just my own assessment of it. Uh superintendent you may have some things that you want to add to it as well but I'm bringing this question up because I asked at the previous meeting and didn't have much clarity around it other than this was fleshed out through EIS. So again if we're having transparent conversations about how what the data is reflecting I want to make sure that we're we're clear in that that aspect. I um I don't know, Miss Fargo if you'll know this answer or not,

148but I'm just wondering, do you have an idea of the 3% how many kids that represents? >> Um I I did do the math, but I'm going from memory. I think it was like seven. >> So for me, and every you'll have a different opinion, that's improvement for seven children, and they matter. And I know we all agree with that. And so that's how I choose to look at it. And I think as a superintendent, I am to present the district in the best light possible. And I applaud the seven kids who showed and demonstrated improvement. >> So yes, to your point, we want to make sure that we are always uh celebrating the the great work that our students are doing um and the accomplishments that they make. However, again, we have to be

149careful in how we are communicating what the data reflects. So, while yes, seven students did exceptionally well or showed progress, it is about what is being reported and reflected. And so, I think with data, data is presenting what is there and not making it present in a manner that uh in a manner in which we want it to be. if that makes sense. So again, showing the uh discrepancy between the two data points that's reported that brings that that creates some concern and some challenge for me. That's that's just my my feedback. And then the other thing that I would like to add and then I'll be finished is when we are looking at um the data points. So, we talk about areas that have maintained or um improved. Again, to some of the uh

150comments from previous board members, are we able to granulate that a little bit further? So, we're able to highlight these are the schools that were at two stars, what percentage point that was, these are the schools that were at three stars, or these are the schools percentage point that maintained, and these are the schools that increased or that decreased. So, we're not having a compilation of numbers, but we can actually see that um more specific data um presented to us. >> Um so, there's actually a list linked that gives uh the overall star ratings. It does not have the component percentages on there. Um but we can add those if that would be helpful. >> Yes, that would be helpful. Thank you. Well, I just want to add my comments because I'm the only person

151that hasn't gone once and so um I I know it is it is tough. I some of my comments have already been shared around chronic absenteeism um and the the graduation. My concern is that the public I I like data. I enjoyed your presentation because I like data and I think it's it's always interesting to me because we can make a glass say that it's half full or that it's half empty depending upon the data that we use. We can also say that hey it's you know8 is an increase but really on someone else might say that 2 is not a decrease you know we we can just make it say whatever so I completely understand um but I think that the public that of everything that you've presented is very interesting to me the

152public really only looks at a few things um and I want you I want to get you to talk about those things they're looking at graduation >> and they're looking at overall and I I think um uh gap closing achievement all of those things are very interesting to me because they im in they um impact that number >> and to my colleagueu's point we are not being graded um fairly at all and you did a wonderful presentation and at the end of the day we still are not going to be we can get angry about it but we're not going to be graded very fairly so we talk about the 2% and how unfair it is and it's that's great, but the reality is that people are only really looking at overall and graduation and

153those are the two things that they really kind of ding us on. So, I want you to give us a little bit more insight on those. If we were to look at slide 26, I think I went there. Um when you said it's actually kind of like 25 26 well 26 let's stay there. >> Um when you said graduation by subgroups >> what is the goal? Who set that goal and I want the public to hear you say like that's really why I'm asking like >> um so the state sets the goal. Uh the goals increase every year until they reach a what they call a long-term goal which the it was 2027. I don't know if they push that back. off the top of my head. Um, but the state sets those goals. Those

154are four-year graduation rates only for those subgroups of students. So, we this is de demonstrative of how close we are to the state's goal. And that has nothing to do really with the the 2% or anything. It's just is it a number? Do you know how they came up with that number or >> I do not know how they came up with that number, >> but we still are being held accountable to the number regardless. So, will they they fix that every four years? they adjust it, move it based on the the cohort of students that come. >> So, I don't know. Um, I know there is a long-term goal. To my understanding right now, the long-term goal will be the goal when we reach the year that it is the goal. And they've changed

155it a couple times. So, there was long-term goals that were supposed to be 2025. The pandemic happened, they shifted those around and I'm not sure where kind of everything landed as of right now. I can get that for you, but I don't know where it landed right now. And please forgive me. All of this is off the top of my head. So, if I'm >> misrepresenting any of these years, I apologize. Um, but yes, the state does set uh the goals the goals for uh the achievement and the graduation um increase until they hit those long-term goals. And then I believe the idea is that those long-term goals stay, but I don't I they could re-evaluate and do different long-term goals. I'm not sure. >> So, when we meet three, when we say we've met

156three out of the nine goals, does that fluctuate to say like, okay, this year we met two, next year we met um five. Are we is it a running total or is it every year? It could be. >> It is every year. So, this is the class of 2024, that four-year cohort who walked across the stage in the spring of as a district, the students who made up those subgroups, what the percentage of that those groups of kids were that walked across the stage, and then compared to those yellow dots, which are the state's goals. >> Got it. And I know I had a conversation with um someone in the community and they're just like, you know, you guys have this number. The community is still stuck on grades, not stars. And we've evolved since

157then, but um do you happen to know offhand what n what number is considered graduation like like an A or an F? I at one point in time it was a school if it was like in the 70% graduation rate, it was considered an F >> or something like that. Um, so below in a it's on the um the graduation slide. It's the weighted graduation rate, but it it actually has it on there. So I don't >> I couldn't remember which one it was. >> It's in the actual graduation part. Uh, back. Sorry. Yeah, later in the deck. Grad. There we go. Boom. Go back one more. Nope. Forward. Sorry. Graduation. Yep. Nope. That chart. Sorry. There you go. Right there. So one star is less than 84%. >> Okay. So I just really want

158the public to hear of of everything that you've said. I think there are some just key factors that are super significant. I want you to repeat that again because we are a two star out of five with an 85% graduate 85 excuse me 85.7% graduation rate. And the graduation rate is also indicative of if students come to us and then they decide that their families moving, we can't find them, we have to keep students on our roster. I just really want you to talk about or the superintendent to kind of take that off of the paper because that's important. When I share with people that an 85% is two stars, most people remember an 85% to be a B, not an F. So, it's of all the things that we're talking about, it's it's significant

159to point out that we are being graded like we're a failing district with an 85% graduation rate. Superintendent Murphy, do you want to expand on that? >> Absolutely. There are a lot of factors around this. So, for example, and this is why uh Miss Vargo made reference to the EMIS team and the work that they do in cleaning up our data and finding kids. Uh sometimes you have a kid who maybe they moved out of Ohio and we're not sure where they moved, but if they're still on our books and we haven't been able to make that connect with them, they possibly could count against us. You mentioned even yourself earlier, Dr. for mafet are students with disabilities in Ohio. By law, children with disabilities can defer their graduation. That counts against us in terms

160of this graduation rating we're talking about. I have, as a high school principal, had um students on my books, sorry to say, who are deceased, couldn't move them for whatever reason. So yes, there are a lot of factors that go into this graduation rate. I I just I think that all of my colleagues have brought up some really great points um which we can disagregate further, but I think the message to the community needs to be very clear and that's my other piece around chronic absenteeism which is calculated hourly. You you mentioned that Um, those are things parents need to know. Those are things that the community needs to know. It roughly averages like 2 or 3 days a month >> for whatever the reason. You considered chronically absent and that can't be made up.

161I would love to invite uh the administration to do more knowledge around that. Knowledge around 85.7% is what our two stars is equal to. because people see two and a half stars and they think that that's horrible, but that is an 85.7% graduation rate. And so we need to take these things off the paper. So we need to have, you know, I hate to add to our communication team, little small but mighty team, but this is the type of stuff to me that needs to be more uplifted of your 46 slides. It's a lot, but there are some key nuggets in here that and and we've got work to do. I don't want uh anyone to to to think that this is to pacify. We've got work to do at the state level in getting

162these things changed and we've also got work to do uh in our own house and district. But an 85.7% is our graduation rate and we are two and a half stars and we have a chronic absenteeism problem that is across the state that is considered hourly uh absenteeism. So, there are some things that I'd love for to be taken out of here so that it's accur accurately reflecting where we are and the greatness that's in our building and more transparently where we have to go because we do have a lot of work to do, but we also have we're doing some great things, too. So, that was the one piece I wanted to add. I'll go back around uh now that everybody has had an opportunity to talk, but thank you because I know it's

163tough standing up here. You did that that whole thing record time, like 30 seconds of slides. So, I appreciate that. Board members, Vice President Bolton. >> Yes. I I want to I want to compliment the the presentation. I also know that part of our responsibility is to help educate the public about this report card. To your point, to everybody's point, these are things that we as board members have to share. That's why we have these public meetings. There's not always us bringing things to the from the community to get things done. we are also communicating to the community. Uh and I and I think the graduation is one of the best best examples of how strange this is or how the curve gets started or what all that this entails and who's doing the math.

164I have one real specific question that I meant to ask for our kids that have learning challenges and indeed they do the tests as like everybody else. Some years ago there were uh caps on how many kids could have alternative assessments. Has that continued? I mean this I remember a few years ago I was really insensed about that. >> Yes. >> What what what is that for the for our >> So I believe I believe the cap is 1% of students um and I think that's a federal thing. I'm a little outside my realm here. Um but 1% of students can be alternately assessed. The state has a very rigorous decision-making tree um that IEP teams can use to determine if alternate assessment is appropriate for a student. So, of all of our students that

165have uh learning challenges, we are only able to pro or the state's only going to allow us or whomever to have alternative testing uh for 1% of them and that's the federal government. I think you're right about that. I believe and that is my understanding. Again, a little outside my depths on that. >> Now that you've said that, I I I I agree with that and I think that's really interesting and when indeed you're a district that has a significant number of kids with learning challenges. The other last specific one is how long does an English language learner have before they must take the test? >> So, English language learners have to participate year one. They count they don't count for the achievement component. >> Not yet. uh for the first two years they do

166count for the progress component once they have enough like tests they have to have uh two previous tests for the gain model and three for like EOCC test the predictive model so they may count for progress depending on what grade level in the test that they've taken um and then uh they just count various places depending on their designation but uh yeah so they take the test they they're included in the participation rate if they they count against us for participation even if they just stepped foot through the door that day um for our testing participation rate and then uh two years before they count for achievement. >> I appreciate that. I spent my life at teaching in Wyoming, which is just great and fabulous, best job in America. But somebody said to me the

167other night that, you know, I knew who my senior class was going to be as the American government and history teacher. I knew who my class was going to be if I visited the second grade because they were going to be there the 12th grade. This is a completely different situation that we have. And I just uh uh I'm just thrilled with the the quality of this report um and really excited that the board's this particularly interested and committed to to sharing what we know. Thank you so much, >> Mr. Craig. >> Um, just wanted to hit a couple things in so we can get to uh some other wonderful presentations today. Um, one specifically that I asked for, so I I should probably make this quicker. Um, one thing is I also think it's

168worthwhile for us to have a some point to talk around when even when we look at the performance and proficity numbers the actual number of students who are actually taking the test is another thing that we were thinking about and focus on more and actually if you and looking at the state report card you actually see our numbers going down on the number of students who actually take the proficity test or who do not I'm sorry who do not take the test. So like our numbers of actual students who are taking it, the percentage of the students who were taking it seems to be increasing over the last few years. That is helpful in a lot of ways for us to understand because we also you know for a long time had a problem with

169trying to get students to complete testing or you know parents to recognize you got to send your kid to school that day, >> specifically that day like you know every other day is great but this day especially. Um, and then I also want to just highlight one other part with regards to chronic absenteeism, which I think is a larger conversation point that is is for us as a district difficult to have. For students who miss early days of the school year because of them not being enrolled in a school till late, those dates also that they've missed, do those count towards their absentee dates? >> Yes. I mean, if they're enrolled, and again, I don't know off the top of my head the exact business rules, but yes, um, those hours will count. You know,

170same as a kid who misses first bell every day in a sex bell day. I mean, that's going to have a huge impact on, uh, chronic absenteeism. So, there's a, you know, kids can go to school every day and still be chronically absent if they're coming late every day or if they enrolled a month before they actually showed up through the door. And I think this is one of the other issues with regards to us our efforts to communicate out early to get parents to take the steps early to enroll their children in our programs and understand those things is because I think it's stuff like that that I don't know that every parent recognizes or appreciates because they're saying the days since my child was enrolled that they've missed is only like two and

171it's no but if you miss 14 days before you got in that's another issue and it's similar to what you said if a child comes in late every day and it's like well it's just one bell every one bell every day adds up pretty quickly and now you know your child by end of the second quarter is chronically absent and then you say but they go to school every day >> right and so stuff like that that is a is ways for us to maybe >> as we're educating as we're thinking of ways to talk about like why you get to school on time that's important but even from that perspective of how we communicate out um and market those things with parents it's it's really is about like this is this one little thing

172could have had a benefit that would have had tremendous effect on way the school uh report card turned out. So I think those are two important uh distinctions there. Again the number of students taking tests has increased or percentage of students I should say taking the test has increased >> and there are lots of ways folks can be considered chronically absent. even students who are having struggles to get enrolled or students who are might maybe were enrolled somewhere else comes in and and we don't have the time to get them fully into our our system this year in the beginning of the year. Those type of things cause a little struggles as well. >> Thank you, Mr. Craig. Any other members have uh any comments to make? Great report and great discussion and we also

173have a way forward of what we want to educate our own public about. Thank you so much. Great job. Chair is back. >> Sorry about that. Um, where are we? Superintendent Murphy, actually, you should keep this. This is this is your thing. You go right ahead. Keep going. Uh, Superintendent Murphy, uh, do you want to introduce the treasurer of the district? >> My pleasure to introduce Treasurer Mike. He's right next to me and he's ready to go with the budget process and planning >> and we need a freeze frame for everyone. This is the treasurer of the district. >> There he is. Yes, sir. >> Thank you. Thank you for the introductions. Thank you, Superintendent Murphy. Um, so September 22nd, as we say, it's never too early to start talking about budget. >> Oh god.

174>> That's right. Um, you know, we got we got about a month there with no budget discussion, so that was good. Also want to thank the members of the budget finance and growth committee. We had a good conversation about this um presentation on Friday. So tried to incorporate some of some of their comments in here, but we'll we'll kind of see as we go. So place to start is where we came from. So kind of recap of how we got to the FY26, which is our current fiscal year's budget. If everyone remembers, we did close the $51 billion budget gap. we were able to fund phase two of the growth plan, including opening our middle schools. We had really excellent collaboration with our union partners. You know, they're out there in the audience, but we

175had a really great collaboration with them throughout the process and want we want to recognize that and keep that. We fought the entire time with uncertainty with state funding. So, if you remember our budget, our budget was contemporaneous with the state's budget, which is very tough to do. And if you remember, we had multiple multiple scenarios depending on which version of the budget would get passed. Um, at the same time or right at the same time, the we had a federal funds withholding issue. You know, that didn't end for another month until, you know, lawsuits were filed and and we got that money. And then all of this, I think operationally, just compressing the timeline at the end creates some operational difficulties. And I know, you know, these decisions are very hard for the board

176to make always. There's also a side operationally that takes these decisions and has to implement them, whether that means staff or contracts um or just cuts to cuts to budget. So, so that's something that should be pointed out. As we go into FY27, some some good news. So, state funding is stable. We are in the two-year second year of the state's two-year budget. So only real change in state funding is really dependent on on our enrollment and the changes in that and that's something we control. There is the potential greater than potential I would say of some property tax reform measures. Those could hit us at the tail end of the FY27 budget. So, so if a measure was enacted in the near future, it probably wouldn't it wouldn't affect collections for FY26, the end

177of FY26, but definitely could collect the first half of FY27. So, that's that that's that January through April collection period. And of course, those are things, you know, we monitor, we watch, but we don't know at this point how they'll take how they'll play out. Uh we did remove we will have to remove a one-time revenue source um going from last year going from current year to next year that was for the sale of the property. We'll have to return a one-time expense reduction the technology leases back to the expense budget and we've talked about that the entire process and just want to make sure that's out there. We still have uncert uncertainty in future federal funding um and you know not just title funds. There's been a lot of talk about -ate at the

178federal level which is which is a really useful program for us to make sure we have our our connectivity. There are also indirect impacts to federal funds I think we need to need to be aware of. You know reductions in Medicaid um the district gets a decentsized Medicaid reimbursement multiple several million dollars a year for services that we provide that are billable and then just the overall health of our students and families. And then there's also the same kind of pressures on the SNAP benefits. So the food benefits. Finally, we're looking at inflation of about two and a half%. Obviously, that can that can change depending on what happens in Washington on any given day, but we do keep an eye on that. So the next thing I did here, and I won't go through

179every single every single box, but just tried to take the timeline from last year's budget and restate it into this year. Some things to be aware of. The forecast have been moved by part of the budget bills and move the forecast. So our November forecast is now in October. In fact, we'll need to we'll need to do that next um next business meeting on the 6th. It does make it harder. I think we discussed quite this quite length quite at quite length um in the budget me commission budget committee meeting. But a lot of the things that we knew in November we don't know in October. So that does make it harder to forecast. Um other things, there's a salary reopener for the unions coming up in November. Uh the superintendent and I are doing

180some public budget listening sessions also in November and I think those will get those will get published out um for the community take a to take part in. One change in December is we want to start the uh central office budgeting process a little bit earlier. Traditionally, we've done schools and then central office. And we think we want to push central office a little bit to a little bit earlier on. And there's reasons for that we'll get to. Um, if you go to the next slide, Rob, you'll see our May forecast is now a February forecast. Again, again, we will know not nearly as much. Um, really start public presentations for the budget in April. You know, we'll also have our tax settlement which will be a big deal for for revenue targets. Aspirationally, we

181would like to finish um all of the staffing by May. We have a lot which is aspirational. I say I say the looks um but but a lot of it is for the employee experience. It's for the ability, you know, to to implement those changes um in the least in the least painful way for folks. And then finally, there's two there's two board meetings in June. So hopefully we would have final approval of a balance budget on June 22nd. All right. So board member Craig has has assignment is our task force that that he reminds us of every every meeting. So I want to talk a little bit about the task force, thank the folks who've participated to this far. So three big buckets the task force has looked at. One is additional revenue. So

182how can we get additional revenue? The second one is how can we improve the process of the budget. So we realize that that the data is not going to be won't be fun to talk about but how can we make the process as clean as possible. Um how do we frame our decisions? Are we building up? Are we cutting down? How do we get to key decisions sooner? And we'll talk about this comes up a little bit later. And then the third piece is what data to review. So what pieces of data do we review during the process that maybe we haven't in the past? If you go to the next slide, Rob. So seeing how this kind of works, if you take the big timeline, it's about inserting ideas into the timeline. So So

183between the October 1st forecast and the February last forecast, we would envision having a team that works on additional revenue. So that team would get together, look at ideas, meet um probably make proposals um starting with finance committee. Some of those probably may come to the full board. If there's a policy that needs change, we may also refer to the policy committee. Um but just overall that team would have a have a defined time to work. So so they would start at the beginning of the forecast and anything that need that any changes that were approved, we'd have to have them approved before the second forecast. and then that would kind of that would be put to bed. Similar thing for staffing formulas. Um, next slide. There is always I think in this every year

184there's discussion or thoughts about can we change the staffing formulas. So, so giving another sub team you know a sunset date to say to say you know these things need to be met discussed approved before those initial school staffing comes out in December. And the third one is central office budgets. So, so we tried zerobased budgeting last year. We're we're going to try again this year with more PD on the front end for for our for our budget owners, our budget managers. Um some more work sessions. Um some different different templates for that zerobased budgeting to try to get try to get a lot of this PD to them ahead of time before December. So, couple other things uh we really want to talk about building upward. So to the budget. So so talk about

185choices and investments, you know, versus cuts and reductions. We already talked about building starting central office budget. At the same time, one thing we would ask the board to think about is can we build can we build on some of the package votes we did in the spring to quote unquote lock in some things early. Like one of the things I think was really successful was locking in some of the fixed and allocated cost. and and and so and so once we acknowledge those things, once we kind of lock those into the budget, we don't have to go back and revisit them and that gives that gives everyone some certainty moving forward. And then my final bullet on here is we need to plan federal spending at the same time. So, we won't have official

186federal allocations until June, but but over time, and I think I've talked about, you know, the federal funds ridge. So, we're kind of we're coming down off of kind of a high point of federal funds is we need to do that work early on and and make sure that it's more of a comprehensive budget between local and federal funds. And finally, some next steps, you know, we need to expand the budget task force. There's a lot of other voices that needed to bring in. um both inside the district, our union partners, some other experts. Again, we talked about these sub teams. One of the things that I'll start working on is building out a very detailed calendar. So, like a Gant chart that goes, you know, step by step, task by task. That's how that's

187how my brain works. Um talked about, you know, training the teams to make sure they all set with the same kind of expectation and sets. Had a really good suggestion about making sure they document their decision- making. So there's a process for that. So so when people go back and review their work, you know, everything's documented how they got to the decision or the recommendation they made. Talked about maybe having some agreements on what default options are. So So if there are there are a series of things that need to be considered if we can't make a decision, if a decision can't be made, what what is the default? You know, is that is that a is that a legal minimum? Is that a prior year level? Is that something else? But sometimes that helps

188the decision-making process to know if a decision is not made, this is this is what the answer's going to be. And then the final piece of work is to decide on a sustainable classification model of spending. As many times as I've done the budget, we've had a different model. You know, we had the ice cream cone model one year. Um we had the pyramids last year. We used the pyramids. We used the tiers. I think the year before that, tier one through four. We've talked a little bit about a level based on based on student interaction. So you kind of have circles that go out from the student. Um a couple times we use strategic plan alignment. So So but by doing a different model every year, it makes it really hard to do these

189things year-over-year. So, so working working with the board to come up with with a model that helps decision- making but is something we can do year-over-year and probably even go back and retrofit some prior years just to see where there's where where the budgets fell in those prior years. >> Do board members have any questions, comments, thoughts? >> Go ahead, >> Mr. Craig, Mr. Budget. Um so one thank you again. I thanked you at budget uh the budget and finance committee meeting and and I thank you here again for the presentation. I think one of the things that intrigues me about the work that that we will do with this is rethinking in some ways the distinction about what are the appropriate kind of classifications or or groupings of positions that historically might be under

190a central office budget but occur you know mostly at a school or utilized mostly at the school and we've talked about that a couple different ways in budget and finance um but I think it's it's a helpful way to talk about as we talk about building up our budgets and building up from from uh like building up from zero zero up. And so wanted to kind of maybe push on two ideas or two thoughts with regard to this. One is I do love the idea of putting in what are our base costs like our kind of what are the costs that have to be done mandatory type deal. I think there are also maybe some that we have negotiated out as the minimum threshold to what we would provide at each school that could be

191put into similar category and that and that may help us better understand and we talked about this a little bit in budget finance about for instance how many assistant principles are required at a school versus how many do we want to provide based on the formula that we're utilizing and what is the appropriate levels and that type of deal or some of those things that we make commitments to as a district. Um, so I think that will help us also start to rethink some of that work. Um, and I think there may be some tweaks we may have to work through to also rethink potentially what does it mean to be in a full-time position in a particular role. Um, I I'm concerned that we have sometimes we have a full-time position because we have

192a formula that says it's what we're supposed to have as opposed to, for instance, a person who could be filling two full-time positions because that's what the student population dictates the need is. And so, there's some things like that I think we can be creative with, maybe not in this budget, but in future budgets as we go through. Um, the other thing that I do think is going to be really helpful in having more people at the table is there are things that just don't work. The things that are or at least not have worked the way we wanted them to work or way we thought they would work. And I don't think we ever really talk about that in our budget discussions because we've done a lot of work to build in our KPIs.

193We've done a lot of work to build in what are their activity measures and that type of deal. We haven't really utilized those as part of the budget conversation around whether or not a particular program works, whether or not we're seeing results, those type of things, or whether or not there's a more efficient or effective manner of doing something. You know, we talked about budget finance. You have some contracts at times where you may have a particular provider who could provide services and it touches a hundred students at the same dollar, another provider touches 12. And is that the best method of us utilizing those particular products and companies? So I think it'd be it'll be helpful to have more people at the table who can do a little bit of more of that in

194the subgroups and kind of really digest best ways to use our funds because I think it is going to be a challenge as we go forward to show that we're good fiscal stewards of the dollars that the community gives us and also because I think these will be great opportunities when future of money with Mike sessions be able to explain some of these rationals and the thought processes and the things that we've done to really reiterate the strength of um our creativity and our innovation when it comes to our budget. >> Thank you for the presentation. I have a a com comment and then a question. So my comment is I think um a new timeline this new timeline will give the administration and the treasurer's office more time to be a little bit more

195creative to your point around um kind of switching things up. I I think it's a wonderful opportunity for us to be able to really with Fidelity look at some things and see is this the best role? Is this the best um way that we're doing it? And I think starting earlier gives that space so that it's not rushed. So, I really really like it. The other question I have is do other districts, this is a best practice question. Do they is is it is this how it's typically done with other large urban districts like us is where they're starting early or there we've kind of explored a bunch of things. Zerobased budgeting like what do other districts do? >> A little bit of everything. So, so I a few urban districts, few urban and most

196small districts, the treasurer creates a budget in a spreadsheet and hands it off to the superintendent and says, "Here's how much money you have to spend." >> Um, most urban districts, some of them go the other direction, you know, where where the treasurer gives the superintendent a number and the superintendent comes back and says, "Okay, here you gave me here's the number, here's how we're spending it." I think we're we're unique in that we have such a good partnership and I like and and and it's really something that that I know Treasure Wagner valued that I value that I'm sure Superintendent Murphy values is is is having that partnership but but I do see you know with my peers there's a little more hands off to the superintendent side to say to to say you

197know the treasure is almost more of a of a controller or more of a cash controller to say you you know here's how much cash you have to spend you know you come and you figure you tell me how you want to spend it but here's your overall number and and we've been involved a lot more I will say like talking to you know some of the more leading school districts like a council of great city schools and some of those you know I think a lot of people try to do you know student-based budgeting I think that's that's that's pretty that's pretty common um a few people try to do more of like an activity based costing. So, so you really dig into each activity and so and try to do the tail on

198that. That is difficult. That's maybe aspirational for us, maybe aspirational for any school district. I just think it's a lot easier in manufacturing. It's a lot easier in in service delivery. It's a lot harder with with teachers and students and trying to do all those links. >> But th those are some of the models that that we look at. I was just wondering I think um just for the public's edification in Ohio treasurers report directly to the board along with the superintendent and in our case the internal auditor. So uh some of my colleagues nationwide are like oh my treasur reports to my superintendent. That's not how it is in Ohio. And so uh we I Ive I've always wondered how do other districts do do their budgeting process. So, thank you for answering that.

199And I'm I'm welcoming the opportunity to maybe be a little bit more creative and see how some of the things that we we always feel very rushed to get this done and and it it feels rushed to me. So, I can only imagine how rushed it is actually going being in the process. So, um maybe we can be creative. Thank you, William. Just to follow on Mike's comments, we we have a wonderful tradition of a of of it being a partnership between the treasurer and the superintendent which is very much very common in the private enterprise. A good CFO walks in the shoes of the CEO and that's creates the partnership. So we're very blessed to have this arrangement. I would just like to uh say that this is going to be exciting. We're finally

200going to really try. We we we keep jabbing at it over years, but the crisis after crisis, not of our own making, I might add. Um I I liked something you said. Maybe it was in finance. You might have said it again tonight. The idea of choices, not cuts. Um, and I like the idea of of uh finding a a new model to approach. I like the fixed cost piece, but I also like whatever that state minimum is as the baseline of how we start. U just wanted to uh mention at finance uh the five-year forecast did that was shared uh in its evolution. What is the number dollars that we are at least initially thinking for this coming budget? We will have >> three. Yeah. >> So, um the the very preliminary forecast >>

201threeear forecast >> very preliminary three-year forecast looks for I think it was 634.3. So functionally functionally what we have this year. >> Okay. What we have to come to grips with is based upon the three-year forecast as it's evolving. We basically have the same amount of money next year as we had this year. So, this is not going to be easy, but at least now we're getting a good start and we're talking about good things as to how to best approach that. >> Agree. I think yeah all all of these what will be difficult decisions are are best with a longer ramp to give people more time to consider to give to give the people affected more time to plan and more time more time to make their own choices. >> Thank you board member

202Matt. Uh yes. Uh so Treasurer Augustine, I just want to say thank you for um providing us with a plan on how to be proactive as we're looking at our budget building process. I like that you talked about as well as the budget building up to the target and not cutting. I also love the documentation process that you discussed and having that default um in place with our decision- making almost like a decision-m tree in a sense. Um, so I'm excited to see how this process evolves um and how we just continue to lean into the discussion um around our budget particularly t pertaining to our teacher allocation um and working through some of the challenges with that uh as well as as we've been discussing just enrollment as you talked about as well as

203um just lastly how we allocate our resources effectively so to yield that achievement. So, thank you for keeping this topic in front of us and holding us accountable to do the work and make some hard decisions as well. >> Thank you. >> All righty, Superintendent Murphy. We've got uh the foundation strategic priorities presentation up next. Are we doing that or are we saving that for the retreat? >> Okay. My apologies, Mr. Carson. Um, >> I'm the le I'm the liazison. Maybe I should answer this question. Um, I think we're saving most of it for the retreat. >> Okay. >> Uh, I mean, they do I think we are in agreement that there's four big categories that they're going to kind of look at, which is academic excellence, workforce, career readiness, whole student wellness, and the

204wider world. I think those are the four big buckets. But trying to drill down to maybe that we could have 10 specific things now that we might want to think about, but probably in the first year we should be looking at maybe five things for them to really focus on and we can push that all off to the retreat. >> Okay. And just for the board members, our retreat is October the 11th, 8:30. We'll have some great breakfast or lunch and it will be open to the public, just so you know. One member, >> I was just going to say and I think we can talk about it at the retreat as well, but if we could also start to think about maybe what are some larger projects that could be a oneoff as a

205multi-year plan for a foundation. So, in other words, are there things that the district needs, which I know there are, um, but that are a multi-year investment that require, you know, a multi-year effort to get that the foundation can kind of lead on raising those funds for as well. So, like I I think we should focus on the things we need the first year but having a plan for beyond year one because I think that's the other part that we will you know have to start thinking about and I think that's you know there's areas of stuff that we spent funds other schools foundations have spent funds on to improve quality for certain schools and stuff and that's something maybe we can start to tackle what are the needs that are multi-year efforts that would

206require multi-year fundraising. Well, member Weinberg. >> Um, yes, this is for board member Croset. So, in terms of moving this to the um retreat, I would assume that you would have whatever information that will be presented or discussed. Can you make sure that we are sent that prior to the board retreat so that we're able to kind of just read upon some of the strategic priorities and then be able to have a good discussion and engaging in discussion on that as well. >> Yeah, I'll be sure everybody has that information. And also I think it's I think um most likely that we would we would want it's a it's a collaboration and it's a communication. So most likely I think Charlie Frank and Sally Grimes are going to help us in the retreat on that

207day. They I've talked to them. They've already reserve that time to help us. So I I think it it it really is a marriage of uh not just identifying maybe some needs but it's also on their end they've got to identify what funders are interested in funding. So it it takes it's a takes collaboration. So >> thank you. >> Yeah. >> And we do have an agenda already started for the retreat. So send your requests in to Phyllis. Um, Superintendent Murphy, please continue with our final presentation around the middle school plan. >> Yes, ma'am. Uh, I was asked if I would share how things are going relatively um smoothly with our middle schools and new junior high. So, we have a total of six now. Of course, last school year opening Schroeder Middle School. Um,

208and we want you to know that we are keeping a laser-like focus on several areas that board members have um, pointed out to us, including leadership, including uh, student behaviors, including our multi-tered systems of support. Uh, and then there was one uh, very specific area that fits into our positive school culture realm, and that is around our yonder pouches. And so we are working on what the start of the day looks like with arrival, how the kids are transitioning to their classes throughout the day, what the end of the day looks like. And we do find ourselves in some of our schools needing to make some adjustments. I'm not really surprised by that, but everyone has been very uh cooperative in making those uh adjustments thus far. >> Or member questions. >> I'm so sorry.

209I don't have a question, just a comment really quick. Um, thank you so much for that brief summary. Uh, I would just ask that we continue to get continuous updates and of course I know you will do that and just um not only giving us data points too on their academics, uh, behavior uh, updates and also just really making sure that you're keeping not only the board informed but community as well because I know there are lots of questions. This is kind of like our big baby. We talked so much about it last year and now it's into, you know, it's out here so we really want to make it to be successful. So, thank you. >> Thank you, >> Vice President Bolton. >> Yes. Thank you. Um interested in in a couple of things

210uh in those future reports is regular reports that we hope to get. Um we continue to be very interested about the enrollment in all six buildings. And also kind of uh again since we have introduced and we're making a commitment to middle school concept uh if you'll add to those update reports as to how you see it as different than elementary or different than high school. What is it the qualities of of the middle school concept that you see evolving which is the reason in part we've done this. So I think that would be interesting. I know uh somebody threw a couple of books on my desk in the office about middle school leadership and middle school concept or whatever and and started to kind of gingerly go through it. But I I'd like to

211see how we're being authentic regarding our middle school concept. Thank you. Well, I this this does this to board member Weineberg's point, this is kind of like our baby. And I do anticipate regular updates. We know um middle schoolers across the nation are, as some people say, kidnapped by aliens. That's that age that they are just not themselves. And so, this is a time where we kind of need to put our hands on them. And I would love to be able to get some regular updates. and and I I recognize that we want it to be positive and I think for the most part overarchingly it will be but I understand that this is a trying time for them. So, um I I do want some information and data around um transportation, around discipline, specifically

212that age range. And I think we're going to do all things academic at the cow. But, um I'm really particularly interested in my favorite word, which is engagement, because that those parents need information around what that that time period of their kids' life is. And um I I really would like to see a regular plan for engaging those families around um dismissals around transportations around things that are offered after school for their students. Uh we have to really overly engage and I I'd like to see the increase from the previous years specifically targeted towards middle schools. And I think that's um that's that's an assignmentable type of request is what is the engagement plan again to quarterly to get them to get parents on board to get the community on board around that. Um that's

213a consistent ask that I keep hearing. So uh I'd love to be able to get get that update. Any other questions? or member Matt. >> Um just want to say thank you uh Superintendent Murphy for the follow through on the um the um request for this information and the update for this information. And just to board member Balton as well as board member Maf's um point um yes wanting to make sure that we are providing that authentic experience around the middle schools. I don't know if there's a particular is there a specific curriculum for the middle school experience or um and if so if you can share that and then also not only to make sure that the parents are engaged to have um conversations about how to be involved and things of that sort

214but also that we are able to have their feedback on what we can improve upon. I think that's just going to be our favorite word for the 2025. Engage. We need to say that. Engage. Okay. >> And Dr. Mafet, may I also uh make sure I mention that Assistant Superintendent Badget is in the room helping to lead this work. So, I don't want to leave that out. >> Well, we need to keep him busy, so be prepared, buddy. Got to get these parents engaged. >> This I'm sorry. >> Yeah. Board member Matt, >> this may be out of order, but since uh Superintendent Murphy spoke about Mr. Badger, is it okay for him to come and give a brief update just about how things are going? >> Okay, if that's >> Yes, absolutely. He's so

215excited. >> Quit doing cartwheels coming down here, man. >> Practicing. >> There's been several requests for you to come down here. Why you hiding behind the computer screen? Come on down here. Don't be scared. Don't be scared now. Don't be scared. >> Never. Good evening. Good evening. >> Until we get those seventh graders in here today. >> Good evening. Good evening. >> All right. Hello. Hello. >> Truly. Um it has been an honor to be helping with our middle schools. Um our students are excited. They're there. They're on campus. Our teachers are excited. Our middle school teachers are excited. >> Um when you walk in the buildings, you feel the energy. you hear it. Um when Superintendent Murphy and I were at Pee Hill last week, we heard the announcements, they're bringing the energy for

216our students. Um our we are working through um just like Superintendent Murphy said, some of our buildings were working through process and procedures. So, we're still practicing process and procedures with our students. We did have to pivot on some of the schedules at some of our middle schools. We had some bottlenecking in the hallway. U remember some of the schools were built for elementary so we had to adjust our master schedules in several of our buildings to just adjust to the traffic um dismissal. Um some of our sites we are um looking at staffing levels. We're working with our HR folks to make sure that we are fully staffed. So we had some key positions that were not staffed like security ALC pairs and we're working through those and addressing them. >> Thank you for

217the update. excited to uh just again hear that they're excited, but also those areas that you recognize there um you know needed to be some adjustments made and that you're leaning into that. So, thank you. >> Absolutely. One thing else I'd like to add is our principles when you come out make recommendations, they're changing them the next day. So, they're very receptive to the to the change in recommendations. >> That's a good thing for sure. I know they spent a lot of time with PD in Hamilton County this summer. So hopefully it did work because it was expensive. Board member Crawford. >> Yeah, I'm I'm um the leazison to the business advisory council and they're very excited about middle schools. They're going to actually be um put a program together for career to get educate

218seventh and eighth graders about career pathways and get them started early, not even before high school. is very excited about the fact that we have middle separated middle schools now. >> And feel free to come come to any of the middle schools and we'll give you a tour. So come on, >> we'll take you up on that offer. >> Absolutely. >> Great. Looking forward to we'll keep you on the agenda regularly about these middle schools. Thank you so much. Thank you. No, this is just turned into comedy in the district tonight. We need it. Yeah. All right. So, we are at the point almost done. Y'all stop. Wake up. Board matters inquiries and updates. Board member Craig has building budget template. >> I think Mike already did that part. So, >> okay. Well, listen. It's

219on the agenda. >> I need to wake myself up. Okay. Let me go back to the See, I'm just trying to make sure y'all awake. Okay. From a spec phone. Uh, do board members have any other inquiries and updates? Okay. Seeing none, a proposed consent agenda has been distributed. Do board members, the superintendent or the treasurer have any exception items to the consent agenda? Boil member Weinberg. >> I was gonna let Bo member M go, but I'll go ahead. >> Well, your light was off first. That's why I went with you. >> All right. So, I'm going to call these out. Are you ready, Treasurer? Okay. So, page 8, section G in the athletic co-curricular, line one. Page nine, section G. Line I mean, excuse me, page 9, section G. Yes, sorry. Line nine, 18,

220and 19. Then page, and if I need to slow down, I can. Page 12, section C, line 1 through 3, 9, 12, 16- 17, 19, 22, 27- 28, and 31-34. Page 13, section C, line 1. Page 14, section E, line 5 and 10. And then my last one, page 15, section F, line 1 through two, 4, 6, 9 through 10, and 13- 14. Thank you. >> And this is all the superintendent report, right? >> It is. >> Thank you. >> Okay. What member Kat? >> Uh, yes. So I would like to abstain from uh these line items on the treasures report. Um page six line item one, page nine, line items 7 and 13, and page 10 line item one. Any others? I need a motion and a second to approve the items of the

221consent agenda with the exceptions noted. So >> moved. >> Second. Second. Thank you. >> Treasure Augustine call. Please call the voting role for the passage of the consent agenda. Agenda and the revisions. >> Mr. Craig. >> Yes. >> Mr. Crosset. >> Yes. >> Miss Matt. >> Yes. >> Mrs. Weinberg. >> Yes. >> Vice President Bolton. >> Yes. >> President Moffett. Yes. Are there any assignments that were made that need to be reviewed from the meeting today? Vice President Bolton, uh >> to follow up of this wonderful dialogue that we had in about the uh state report card, it it might be interesting for the administration to kind of put a list together of those things that would be useful to communicate to obviously the board, but mostly the community for better understanding as we move

222forward. I think like you've mentioned graduation or uh as you mentioned the uh you know um attendance and whatever there are those things that I think would help the community and and and to to member Map's point certainly it's in no way shape or form an attempt to make an excuse but it is an attempt that we're having a level playing field as best we can. Superintendent Murphy, do you have those things that are listed? Cuz I don't remember what they were, but I said them, so we have to watch the video. Anybody else? >> I would add achievement to that list. >> Achievement. >> Uhhuh. >> To the list of things. Okay. >> Yes. >> Okay. >> Great. >> Anybody else? Wake up. Wake up. Yes, ma'am. >> Uh Dr. Muffet. Um, would it

223be okay for me to ask the board if we drafted a letter or a card to give to schools that did improve um from the board, would you be willing to sign off on that just as a part of the celebration? >> Absolutely. Congratulations. And you know, we should definitely have that be like a slide and give them some lots of hugs because we don't have money, but lots of hugs. Next time >> we got hugs for you for days. For sure. Next time, October board meeting for sure. Absolutely. Whatever you need, card, um, kudos, we we got it. Anything else? All right, board members, I will gladly entertain a motion for adjournment. So, move second. Well, >> wait a minute. >> Second. >> Have a good night, everybody.