001We are continuously improving. Uh we've seen improvement in seven out of the eight tested areas for mathematics and improvement in six out of six high school. And of course exams. CPS ranks number one in the achievement component again out of the Ohio urban aid districts. I'm going to continue to share about that. Our performance index was 62.8. We ranked number one out of the urban aid in percentage of students or better in it should be 16. It should be 16 16 out of 20 areas. and we ranked number two in the urban a percentage of students proficient or better in four of the remaining five areas. Again, that's just a highlight of what we see with this year's report card. It was made uh final on Monday morning. And um please we know we have
002a lot of work to do of the administrative team. We are looking at identifying areas where we will grow and do better. Uh on the first meeting business meeting in October, you will hear our questions say this typically committee homes are all things academic. kind of switch that around a little bit. So, normally we look at academics, but I felt like it was unfair to give a just one day really come up with a robust presentation for us. So, I asked that that be moved to Monday. So, we'll get an extensive presentation around the data for the fire one day opportunity to to kind of go through presentation. that was on me and I don't want to know I asked my answer then Monday we'll get a relative inepth presentation and I think board members
003have already been sent the link to the original data but I believe as for that also our link our data so members have the data um it's for this work in your emails if you go through your emails we already have that question. [Music] >> Um, so let me start by saying thank you for uh providing us this update but as well as u providing the uh report again we're going to have probably a little bit more in depth conversation about specifics. I do think it is worthwhile to maybe ask if there are any indicators that you saw that are ones for which we could see an easy uh addressing employment that might have an effect on what our rates are future years. >> Yes. Um there's probably something I can say about each and
004every one of them but I will call out a couple uh in particular. I will start with uh there is a piece about our attendance where we either get points or we don't get we did not get points. I will not make excuses at this time. We can believe that absenteeism is an issue across our country but we are putting together a working group to dig deep into Okay. Uh the second one um I have shared with the board just briefly uh some information about third grade reading in particular that we want to do and have some strategies we want to implement for next year that is getting started. Uh and so that whole K3 literacy component I think that we have some strategies to be able to improve in that area as well. I'll
005add a third um gap closing. It was it was disappointing uh for me because we really really believed we're going to earn a half the star just be really transparent based on our raw data and when the final data came out and we didn't get there we were very surprised um very surprised um so think of gap closing in particular which the board has pushed for home and pay literacy and again that attendance uh piece will help us do better. >> And again, I appreciate you highlighting those three. I guess the one thing for me that I think is also going to be helpful for us. One discussion around your goals for the year as well. to pursue as you're thinking about a new strategic plan. And I think it's worthwhile also to learn appreciate
006the public schools who you know the question might be whether they are an outlier or whether it's some trend that we need to pay attention to for their exchanges um because they have not historically gone down stayed or gone up. And so I think that's just the other part for us as a board as we talked about it on Monday as and going forward is are there resources that either is this an is this an odd year in which we have the necessary resources in a school that will you know get us back on track and address those things or is this a trend that we need to pay attention to that we need to be keeping an alert to because I I did see some good numbers for some schools who had actually grown
007and we had some schools that done really well but I think there was also some schools that were uh where they had gone down to certain areas that you would not normally expect them to. And so I think it's worthwhile for us to keep that in mind as we talk about other discussions as a board. >> Thank you, Vice President B. >> Yes. Thank you. Uh, and I appreciate you uh with the kind of the quick uh overview today and I appreciate uh president suggesting that we have a a longer opportunity uh on Monday uh largely to inform the public because the public often only reads beyond the not beyond the headlines and indeed the story is uh richer and fuller uh beyond some of the headlines. Um, I'd like to see on Monday, um,
008a co a a of a a actual comparison with our natural cohorts, which are the other seven in the grade eight. Uh, I think that is very important. And as uh if I'll put on the Melanie Bates hat quickly, um as she would say, our marketplace isn't really Cleveland or Columbus, but our marketplace is Hamilton County and actually Butler and Claremont if you think about it. So, I think it would be important for us to have a a good understanding of the school districts that are around here uh with whom we compete every day. uh to want to emphasize that I also just internally do look forward to being able as we've tried on finances uh and transportation and what have you this uh uh the idea of per school I said we we aren't
009in charge necessarily of the individual schools that's everybody else's responsibility but I think that would be important for us as we believe it or not start the next budget process. To Mr. Craig's point of view, the resources u and where indeed to put the resources and see where we were with some of our schools um and and and see I also like to look at the categories of our schools. I want to see the K8s do better than P, you know, PK6s or something. I just I think some more of that would be helpful to keep the uh us thinking rather big even though we'd be concentrating on individual um schools. The last two things for public consumption especially with the renewal coming up I think it's great among the eight as you just pointed
010out to be ahead in uh early literacy. I think there's some emphasis there can be some connection just in a messaging as we as we look at the renewal and I think certain two things have to be uh defined for the public and I say this all the time the public does not understand the graduation or the attendance definitions the the way that the state frames it looks like we are failing in graduation and that 80some percent is pretty remarkable and very good. So we I would hope Monday night there would be some education taking place about what we really mean by graduation and that the just like last year it was like we got an F and we you know in just anybody else's uh grade system or what have you we would have
011been getting a B. uh and people understand that and the other thing people don't understand and and this is the last thing I have to say is they they they do not understand chronic absenteeism that 40ome percent or whatever we need to define for the public what chronic absenteeism is because even when I've been having to do a radio interview it's they assume that on every day there's you know only like 12 kids showing up and that's not the case. It's a that definition needs to be explained in the messaging on Monday night. I think that would be helpful to everybody. Thank you. >> Thank you, Mr. Lindy. >> Thank you very much. Um glad this will be a topic on Monday. Um I just two short things. One was a question. Um, superintendent, in
012in Ohio, are there consequences attached to performance at a certain level on the report card? >> Yes. So, the state can uh agree to come and force school districts to do certain things. My understanding that is happening in some Ohio schools. It has not come our way at all. What is the threshold? >> I'll have to check on what that threshold is. Okay, that would be there's nothing on my radar right now for CPS. >> States really vary, as I understand it, in terms of whether and how they have consequences for various levels of performance. >> Uh, and it's changed, I think, even since I've been a board member. Uh, and so I think some update on what that is and how that works, I think, could be really helpful, okay, for the public, >>
013um, and for this board member. So, thank you. Um I think the second thing is um from from my perspective the report card is really important and it measures so much that I think that if we're going to lead effectively in our context, we're going to need to prioritize. I it's one of the reasons I think it's such a good thing that we evolved the superintendent evaluation policy in the way that we did so that it it it forces us as a board and the superintendent to focus within there there are how many data there many many many data points on the school report card they're all they all have value um but you I think as a leader and as a board we can't prioritize 50 things at once um and so I think
014even as we are having this very important conversation about the report card which I think we should have I think it's going to be equally important to say to each other and also to the public given all of this what are our priorities over the course of the next school year and what is our plan to move that small number of priorities I'll say from my part if we set a small number of ambitious improvement goals for this school year and we hit them and the report card doesn't change I'll be a very supportive board member um because we set our mind to something we did it it made a difference for children. Let's go set another set a set set of goals. You know, like I I think there's going to be um the
015system is so big, the report card is so big. I think it's going to be important for us to continue to set really clear priorities and stick to them. And I think there's such a good naturally occurring opportunity to do this as we review performance from last year on the superintendent's evaluation in the October 6th meeting and as we set targets for this current school year uh in the October 6th meeting. So I think this all works together uh and I'm really looking forward to that discussion together. Thank you. >> Thank you board member Weinberg. Thanks. So, I'm going to not repeat some of the things that have already been said, but I do want to say that I do look forward to the deeper dive that we will take on Monday. Um, one thing
016or one question that I will have for Monday or um that I would expect to see is maybe discussing the plan in place for the schools that have either decreased and dropped in their in their particular points. um don't call me maybe seeing or hearing what is the plan for those schools and then maybe what are some takeaways from the schools that actually increased and improved in their points and it's always good to hear that we have made some growth and for you to also be honest and say that we're not there yet and that we do have some some some ways to go but it's about progress and I'm looking forward to seeing that progress and then also hearing a little bit more of a deeper dive on Monday. So, thank you. >> My
017phone, my watch was calling you at one point. I apologize. Thank you. >> Well, member M, did you have something? >> Excuse me. >> Uh, yes. So, thank you for presenting um the data from the state report card and thank you for your transparency about uh where we are um as it relates to the things that my colleagues have stated as you are um evaluating the processes that we can improve upon. If we could just add the lens of what does the staffing equity look like? So, if we're recognizing that there are schools that have decreased, having a part of that conversation, are we putting our um resources and our our teachers that we again know that can um really strengthen um areas of growth for our students? Are we allocating those teachers in those
018respective spaces that are needed as well as those administrators? Because we do want to continue to see that progress occur. Um and in addition to that um in terms of just strategy are we having that data literacy conversation not just with our senior leadership not just with the board but also with our teachers regularly so that they are also informed about how to continue that growth process. Um I I do want to ask a question about the data um having an opportunity to take a deep dive. I know that we will go further on Monday. Um, but looking at the uh 20 tested areas, um, I know that you said that we've increased 16 out of those 20 tested areas. And just looking at the data that you sent, not from what was presented, but
019the emails that you provided us with. Um I'm curious to know, I see two areas that have been maintained in one area of growth that would take us from that 13 to 14 um tested uh or progress areas out of 20 versus the 16. Can you elaborate on how we got to the 16? Mhm. Uh so working backwards. Um third grade reading, sixth grade, uh math. Let me see if I can give me one second. >> Okay, I can call it out for you. No, it was the areas of concern for me was the fifth grade science um where it was the 3%. And uh the American US government where is the.3%. So in looking at this data and and again I always claim that I am not a a analyst when it comes to
020this. So um but when looking at this this is reflecting that we've maintained progress in this area. Yes. very slight growth um but not of really significant relevance or statist excuse me statistical relevance in this area and so again just trying to understand kind of the rationale behind um how we arrived at this space so we looked at um the EM department and I sat and talked together after they flushed out the data we looked at uh where there we increased or where we decreased And where there were decreases, third grade English, fifth grade English, fifth grade math, sixth grade English. Okay. So again, so just again thinking statistically, um I I recognize the areas of decrease and I want us to make sure that we lean into those areas. Um but again in terms
021of narrating the data and and I don't know if my colleagues they may have a different perspective about it but in narrating the data again um it reflects to me that we've maintained um kind of like progress in this particular sector the two that I called out um and again very small growth and I think that's something to definitely notate that um we're able to lean into this area to maybe drive more instruction or we seen a small uptick in this area, but I don't necessarily know that we would constitute it as growth. So, just my own perspective. Again, I don't know if anyone else have had an opportunity to see it, but I'm looking at the um tested uh subjects for the state test um and just the areas or the indicators where we
022made progress or where we declined. That's all that I have. Thank you. I'm just making sure I get everybody. Mr. Cross, did you have Thank you for coming. Did you have anything? >> Sorry for being a little bit late tonight. >> No, you're fine. Did you I didn't want to skip you. >> I'm I'm happy to uh have the comments that have gone forward so far cover for the board. >> Okay. I just didn't want to skip you. I have not had an opportunity in full transparency to to kind of go through the data. I like data. So, I'm going to do that, but I um so I'm going to look at those areas that you pointed out. I want to say because I tend to be very critical and I I don't want to
023that to come off to our teams that oh, Dr. Moff is going to complain. I am so proud of where we are and the things that we've um we can all we are going to do better. So, I want to make sure that I say that that we've got people working really hard and I appreciate it. But I am going to push better because we our kids just deserve it. I um too would like to see trend data. I'm just I I want to see what's working, what's not working. If we did go down in the area, what changed? When I'm in the community, I entertain a lot of questions around very much what Vice President Bolton shared. People do not know that the two stars is a 85%. They do not understand that. They
024are just going by the narrative that they have had created for them. And when I asked the question, in what world is an 85 an F? They're just like, "Oh, wow. I never knew that." So, in a lot of areas, we need to take this data off of the paper. And I don't deny that the report card is what it is. It is what it is. is a two and a half stars is exactly where we are. But yet for me that is one data point that does not tell the entire story. So we need to take the take this off the paper for our community so that they understand where we are. And what does that mean to say 16 out of 20? They're they're immediately going to make that a fraction. And if
025people were nervous about fractions then all of a sudden they got anxiety and that's not a good thing. But that number represents students. It represents achievement. It represents growth. It represents something. And when you look at things in totality, like a as I explain it to people, like a soup, you say, "Oh, this soup smells good." Well, it tastes good, too. But you don't realize it's 3/4 cilantro and it's this it's 1/2 pepper. And just a little bit of varying each ingredient could change it. So, we need to do that same thing and take that off the paper for our community. So what I would like to see on Monday is a little bit more of that explanation in the areas of where we met. What does that mean to the community? Maybe highlight some
026schools and say um the schools that improved major kudos the schools that did not. What happened to those students or that community? um tell us a little bit about some of those areas that the community are going to look at a number and see, oh wow, that's a two or that's a one, but they may not realize that that particular community may have been displaced. I don't know. I'm just giving an example for the river for the flooding. So, they were displaced during testing. So, that could have impacted it. So, I just would like to see um some of that data coming off the paper and then some trend data. What worked that we can replicate across the district, especially for those areas where we saw some gains. Um can is there a plan that
027you and your team have to replicate that at other schools? We heard a little bit about the tutoring, but there has to be there's a plan. I know. And so that's what I'm interested in in those tangible things that you're seeing that can kind of take that data off the um the paper. Absenteeism is is a huge concern across the nation, particularly in Ohio, but what are some of the things that we're seeing that we can ask the community to help us with? And um with regard to absenteeism, what what is it first and foremost? And they don't realize that. just a couple of days a month are are impacting that number. So for me trend data graduation uh explanation and then explanation of the data and then um I agree we should set clear
028tangible performance goals but we have to understand that ourselves and I think we're um looking too much at the we're waiting very heavily the quantitative data of a numerical number from the state and I'd like to take that off and explain that yes those are those are but one measure and those are students behind that. So that's what I would invite you to do for for me personally and I'm going to look at the data too because I um if you're not doing well in math maybe that's part of the reason why we're not doing well in science. I don't know but as a math teacher we got to take it off. So the paper did board member Craig >> I just wanted to add in the fact that I think this year's numbers are
029also not necessarily going to be reflective of what next year's numbers are because of the substantial change that we did to the district. And so as we look at next year's numbers, I think it will be helpful for us to also think about whether or not those substantial changes has had an effect on how those classes are both taught and received and how the students achieve in those classes. Um, I don't think that's something we'll necessarily need to talk about on Monday, but I wanted to bring it up because I do I did hear Vice President Bolton reference, you know, the categories of schools. And I think that's the challenge this year is that those categories don't exist the same way they did last year. And so those numbers aren't necessarily going to be reflective
030in the future in the same way, but the individual grade test should still be somewhat reflective of the lessons that are being taught. And and again, I think we've principally preached uh up here a lot to make sure that we're using the curriculum to the fullest of its uh to its full level and to make sure that the teachers are giving the necessary resources to be able to fully use and teach this information. And so it'll be interesting to see long-term data, you know, as we go through the rest of the year, whether or not the differences in how the district is now reorganized will have an effect on how some of those numbers are appearing as as a uh as a measure. >> I would I agree with Brandon Craig's comment. I think it's
031very important. The one thing that you might want to add in for Monday is if there if if you were already anticipating certain schools or certain areas that were going to be underperforming, you may have already done some things to address those. And so maybe include include that. Not just look back, but maybe you look forward as well. >> Vice President Okay. >> Yes. I'm gonna I'm sorry. want to react to uh what member Craig mentioned about we the categories that were for this particular report card are going to be different categories coming in in from this year largely because of the ad hoc and and growth plan. Uh I'm encouraged to think that I think we did saw some good numbers earlier in the year where indeed Schroeder was broken into two uh kind
032of two different buildings. I'd also like to um to Mr. Lindy's point about the consequences not I don't know any consequences regarding academics but we do know financially there are major consequences uh if we fail financially that's almost overnight uh things can happen uh to us I'd like to ask us to think about something that u I think the accelerate great schools uh shared u well this has got to seven or eight years ago now about quality seats um and us providing an opportunity for an expansion of how whatever they defined as quality seats. We don't need to go back but uh I think that's also part of what we have to do. We have to create environments and um enrollments that allow uh for uh higher assessment. I don't think it's about performance. I
033think it's about assessment. Uh and and I think uh I'd just like to get that theme in there about quality seats as we look at school by school. I think that's important for our kids. Thanks, >> Matt. Uh yes, just a just an inquiry. So, um just looking at the overall rating and I know that we increased in the college career workforce military readiness um category. Um what would have been needed to maybe see that overall uh rating of three or would there have been maybe one more category added on or what would have been required of us um to reach that benchmark? >> Overall category span of numbers >> in the overall category. My apologies. There's a span of numbers that equates to you land at 2.5. So, um, how close we got to
034getting to that third star. We were really, really close. Um, I can get you that exact number. I don't have it right now because really prior to Monday, I had a different number in my mind. Um, so any of those any growth in any of those categories would have been helpful to us. Getting all of the points for attendance because that is all or nothing would have been helpful to us. Um, >> so there there's a plethora of ways that we could have done it >> and senior leadership is digging into all of those components and we're creating ways to help our principles understand better to the point made earlier and the teachers the components what it looks like sounds like feels like. >> Okay, perfect. So the example of attendance that you just you
035know used that would have been indicative of that gap closing piece possibly. >> So the gap closing is about uh whether or not the gap closing isn't about the attendance necess that's a separate um aspect within the gap closing. So it's not the only component because we did earn points in gap closing. But if we had gotten points for the attendance, I think we we could have gotten there. >> Okay. >> So, yeah. So, I think to um uh President Mafit's point, I think really um explaining a little bit further. Um so, I have a clear understanding of what these categories entail. And we do know that the gap closing is seeing that reduction with our our um students whether black, Hispanic, yes, multi-racial. So I understand that. But I thought also in that >>
036category there is that maybe >> conversations about chronic absenteeism or or things of that sort. So is that something separate outside of the categories that we're seeing here? What is it maybe six of them? >> Yeah. So it's not spelled out in those categories, but it is a part of the overall measure where you can get points. What we were hoping to do over the course of two board meetings is Monday's meeting give you all of these definitions and the terms and provide the overall highlevel understanding that you're asking about. what the senior leadership, all of the superintendent, what we are working on is what are we going to do about this data? And we have just about all of our plan finalized. Um, and some of it does include exactly what you're asking. What
037did we learn from other schools? Like for example, the 9th grade algebra pilot we did this year, we learned a lot because we made a nice gain in mathematics. And so we're applying those learnings to uh some of the areas where we did not do what we wanted to do. The third grade area where we saw schools make progress and growth. We are taking those learnings and applying them in other places and with other schools that didn't necessarily make that progress. So you you are asking to hear the strategies and what we're going to do about it. And what I'm asking is if it's okay to keep it broken out, give you the high level, help everyone understand what the report card is calling for us to do. And then the following board meeting that
038October I think is the 5th gives you what our instructional plan is for the year which includes um the written t tested curriculum what we're going to do about it some of the things that you have already asked us to do in terms of curriculum implementation and where we are if that's acceptable. >> Sounds good. Thank you. >> Okay. >> Is that everybody good? Well, now you got a little bit more direction. >> Yes. Thank you. Thank you. >> You're very welcome. All right. Let's see. Superintendent Murphy, uh, please introduce our next presentation. >> Yeah. So, all of this works together. So, uh, previous Cow meeting, we, uh, two meetings ago, we gave an overview of where we are with our goals and guard rails. And we talked about some of those had sunset, some
039of those we met the goals, and some we had not, and some we had another year on. and we asked your feedback. The last meeting your recommendation to us was, hey, as Mike Turner is coming, come back with a set of goals that we think we could cover for this current 2526 school year. So, what you're going to see today is that shell. Some of the areas we have the X to Y if you approve the goal as a whole, smart goal. Others we don't quite have the X to Y, i.e. graduation because that's not finalized until October and we need a little bit more time, but we still know we want a graduation goal. So, uh, Mike is going to, um, give you the information in terms of where we are after the last
040two meetings, directions that you set for us. Mike Turner. >> Good afternoon, uh, everyone. So, as Superintendent Murphy uh said, if we could have the the first slide, uh this is in response to recent conversations. Completely understand you cannot take action here tonight, but being able uh to um present to you some possibilities. As Superintendent Murphy said, goal six uh are not necessarily for the the cohort because we are already a year behind with graduation because the way the report card does. We've had this conversation about goal four. Uh so when we get to that, we have split that into two goals. And uh that means that graduation would now be goal six. And then at the end, just because of the conversations around a new strategic plan, just one idea of what that could
041look like in an accelerated model uh to develop a strategic plan on a fast track that could begin at the beginning of next school year. So the first slide, and these will go uh pretty quickly uh through, is all around a third grade reading. So Superintendent Murphy met with the team. We know that we ended up at 55.7%. That number is now public uh at the end of um last school year, which we're calling June in in the goal. And the proposal is to increase that to 61% by June uh at the end of this school year. Again, this is a one-year goal, very targeted with this year's third graders. Goal number two talks about the gap and based on conversations again with with you, we have kept all of the subgroups together. Again, we
042can do the behind the scenes and digging deep into the subgroups. We finished with a 41.1% gap between white students and then black, Hispanic, and multi-racial students on sixth grade reading. That is a true gap. It is not an average of the three subgroups together. It's truly taking into account the numerators and denominators and the sizes of those subgroups. Remember this is a reduction gap because it is reducing. So that number we are proposing at 38.1%. So go from 41.1% to 38.1% by the end of this school year for this year's sixth graders. Goal three is firsttime algebra and test takers. And again these are true firsttime algebra and test takers. That is what the report card data u is is is reported on. We ended up at 47.1% and our uh proposal is to
043increase that to 52% and again that would be for this year's firsttime algebra 1 test takers. So goal four is one that we have talked with with you about um in a couple different uh ways. The way that the goal has been written, just jumping back to a previous uh board meeting, part of the issue with this in the strategic plan is again being transparent. uh we're we are not sure in the strategic plan where the X number came from uh because the interim goals definitely are written differently than the strategic plan goal. The strategic plan goal, if you remember, talked about uh the percent of black, Hispanic, and multi-racial students graduating with college credit plus or workforce credentials. Again, previous administration uh set that number and we are just simply truthfully not sure where
044the X number uh came from. And so we definitely know that if we're going to target, we need to split this goal out. What we have taken into account the the recent conversations. We know that uh really looking at earning credit in college credit plus is what the goals intention was. But the interim goals were based on students being enrolled in college credit plus not earning credit workforce credentials. So, if we could go to goal number five, workforce credentials. The interims have been calculated for the last couple years on students in career tech courses, but the goal actually speaks to earning workforce credentials, but nowhere in the strategic plan does it really call out what does that mean? Is it one point, four points, six points, 12 points? So again, we're adding specificity and asking
045for goal four and goal five to now exist so that those are split out and very drilled down and targeted. This is why there are no X's and Y's filled in because we want to make sure we have board agreement to move forward uh with that. >> Mr. Turner, I have a question for you. I I don't want to get too far down the rabbit hole without posing my question and you may very well answer it later, >> but I want to understand what you just said. Can you go back one slide? >> You you said or I heard you say and I want to clarify that the previous goal was about attendance and particip it was about participation rather than completion. >> Yes. So there's two facets to that and thank thanks for asking
046for clarification on that. So the way the strategic plan goal was written, it talked about earning college credit plus credit and a workforce credential, but that was never defined in the strategic plan of how much credit for college credit plus what grade, which we had conversations around. But for workforce credentials, it just said earn a workforce credential. So what does that mean? The interims however were written in such a way that those were based on participation in college credit plus courses and participation in career tech courses. And those were not just confined to students who were seniors. That reporting data included any student in College Credit Plus and any student in a Career Tech course. really not a good connector from the interim to the actual strategic plan goal. This is very targeted on actually
047earning college credit plus credit and earning a workforce credential of 12 points or more. Okay, maybe we'll talk about it because I'm still a little confused because I thought that it was inferred that it's all towards employment, enlisting or the three E. So although it may not have been specified, we need you to have workforce credentials, it should have been inferred to be able to be employed. So, are you saying that we as a board need to add a little bit more specificity to our our our goals so that it says what the intention is around workforce credentials and around um college credit because college they're two different things but correct >> credentiing with regard to career tech is specifically to be able to become gainfully employed. So I'm just wondering do we need to
048work on the wording or where is there a loss in transl in in translation of being able to be employed? >> So I just Mike Turner's opinion um and had a few conversations with others around this. I I think that the new report card indicator that we got a three on the college career uh workforce military readiness could lend itself to a strategic plan goal maybe around that indicator because certainly workforce credential uh feeds into that. College credit plus feeds into that but so does being college ready on the ACT or the SAT. also enlisting in the military. So I I think the new strategic plan could lend itself to somehow connecting in a in a better way. I just to drill down I I really believe that the disconnect with goal four from the
049strategic plan point of view was not necessarily the goal. It was the way that the interims were written to work towards that goal. Because being in a college credit plus class does not necessarily mean that you're a senior who's going to graduate, which is the way the the goal was written. Also, being in a career tech course does not lend itself to the workforce credential, and there are students earning workforce credentials who are not in career tech. So, there is that disconnect. So I I do believe there needs to be more specificity with that no matter how it's written in the new strategic plan, but the new indicator didn't exist when the strategic plan was written. And I think that uh gives a a world of um methodology to use in the new one. >>
050Okay. Thank you. I'm sorry to interrupt you. >> Yeah. So goal six, uh Superintendent Murphy really talked about right now. This one is uh written at where we ended up uh with, but remember we're always a year in a rears. So 86.1% is not the class that just graduated. We do not have the final data on that, but this is just an example. If we're looking at how to truly impact graduation, this one is written from 2025 to 2027, but again, this is a placeholder until we have uh the actual true data for the class of 2025. So then the final slide is just a draft, just an idea because of the conversations that came out of past meetings and looking at the uh trajectory that the current strategic plan followed a what if with
051some of the requests that have been made to look at could we have this new one start next year. I won't go through all of this, but it does show um a pretty aggressive model to get to that. But when looking at this, I think we all have to celebrate the fact that the current strategic plan is extremely thorough. Uh definitely had a lot of stakeholder input. So the shell and the model is there. It's using that to adjust and adapt and some of the strategic plan goals. I mean, it may be the desire of the board and committee for them not to change, but some of them may need some revision. And so, that is just an idea of what that could look like. And that's that was it. >> Okay, good. Board members,
052questions, but Vice President B. >> Yes. Um se just several comments. Where does science and social studies fit in this plan? >> So science and social studies in the current strategic plan really fit uh under um graduation. Superintendent Murphy may have another way to answer that, but uh there is a pretty big absence in the strategic plan of science and social studies. >> And when we start emphasizing social studies and science, all other things will improve greatly. Uh, and it's nobody's fault, but I've sat here now for 18 years talking about science and social studies because we are so focused, rightfully so, on the report card and on the basic rudimentary critical skill sets that our kids need and don't necessarily walk in the school building with uh where in other districts they do. I
053got it. But I I really would hope I would think uh as you even look at some of these scores in the in the high school grades. Um right now on this one, high school's helping our report card out pretty well uh this year. Um but I I would hope that there would be some EV emphasis uh on both the social studies and and the science uh in in some way, shape or form. But uh just as a representative of the public as a retired teacher, I'm totally into weeds. I can't help it. It's all fascinating. It's good. You can do that. You can fix this or what. No, the public is expecting us to have a three. And that's what we have to have next year. And we came close this year. Uh and
054all of this is a a sham anyway based upon waiting and the arithmetic that goes into all of this. But they expect us to have a three because allegedly that means we've met state standards as a district. It's great that within our district we have any number of schools that are doing that. Uh and people can choose those schools if that's what they where they are as long as we're providing quality seats. But they also expect our children to be able to read and they expect us to have high graduation and they expect our kids to be ready to have a meaningful productive life after high school. I mean those are the I mean that's where the public is. We as educators and people really into this know that there's ways to get to all
055that and it's all this specific stuff that we're doing. But we have to keep in mind that those things that the public demand us to do and I think we make great strides regarding that preparation and readiness. I think that was that's a huge thing. They also expect after any number of years of this being said they expect us to be the highest achieving urban school district in the state. Those are expectations that the public have and I think in many of these instances we have met that even with this 2.5 as a star. Uh but let's keep in mind what the taxpayers and what the families and the parents and the children I think and teenagers are expecting but and then what Eve is expecting is to see more social studies and science. >>
056We'll have Greg. Uh so I am going to try and avoid my my soapbox moment here. But I want to do some clarification on goals goal four and five just for the record here as a history point that I think I actually already said once at the last time we had this discussion. But the reason we set the goal for having a workforce credential, which were the industry related seals that were required for graduation or for CCP credit, is because we did not have substantial numbers of folks who were graduating with both or either or. >> And the seals were new from when I at least when we got on the board, at least when I got on the board, there were a new process that were added in. And as such there were we
057were just now getting folks getting through that process. I think what we have realized and I think that's why the interim goals were for folks to go and enroll in the classes and enroll in the programs because the only way you get the credits in large part the only ways for us to monitor whether or not you get the credit is for you to have the classes that you completed and the programs you completed. I am perfectly fine with us splitting out the two goals now that we see that we can do both. I have no problem with that. But I think it is also not necessarily accurate to say that the interim goals did not match up to what the actual goal was because we do it for everything else. In order to look
058at third grade reading, we looked at what do you do in first grade and second grade as interim goals. In order to look for algebra, we looked at what you did in sixth grade and fifth grade in math to see whether or not you're going to be ready for algebra. And so that tells us you're on track to when you then take the algebra test, you'll be ready with that skill set. And so I I I think we we're doing us a disservice in saying we didn't have a rationale or logic to how you connect the two. I think now where we are is at a point where we are saying that the workforce credential standard from the state is at least for what we are doing for right now what we are measuring for
059this year but for future years is not enough. And if we're talking about being the best and we're talking about being the number one public school district in Ohio then we should not be aiming for the floor. for a goal. And so I think that's something we can talk about for future goals, >> but I think it's just been we we've pushed the floor up to now where we are doing this, we're meeting certain parts, we've achieved certain things with regards to the state level, there's more that needs to be done. I think it is also recognizably and important to also stress that thing that as we go forward in deciding what our goals will be. It is still important for us to pick a smaller number, not a larger number. And I say that
060because it's hard enough for this board to talk about four to five goals and four and five to six guard rails that in in a reasonable amount of time. And if we're talking about now having 10 or 11 goals, I just don't find that we're going to be effectively able to both guide the superintendent on where our expectations are, but also hold anyone accountable because we're going to be looking at so many different things that are so many different factors that involved in it in so many different ways. So I think as as we decide what those goals will be, it would behoove us to to pick a number that is a reasonably lower number to be the focus for us as a board as to measure whether or not we're seeing growth for the
061work of the students and for the achievement of students in the classroom. All of that's important. Every bit of it's important. Every bit of the students education is important. And I think that's something the superintendent will always have on her her her mind each day as she's out there making sure that students are learning. But for us to be able to say this is where we see the district needs to grow. This is where we see the district needs to really put a focus or an attention into. I thought that was one of the reasons that algebra 1 was such an important one to put before from my end of the deal because it is both a requirement for graduation and is a measure of something that almost every career program requires you to be
062able to do. Almost every tech school program requires you to be able to do algebra. And so if you can't do that, you cannot get into many of these programs postgraduation that you need. Um so I I think the six goals for now for this year seem reasonable. I think it's getting a number as to what that number would be for each of the for four and five seems very reasonable. Six is always a delayed indicator. So we recognized that when we made it a goal because we always understood that you were basically measuring the class before the class, right? Um and so this is continuous growth in that is is is the should be the mark that we we look for and I think all of those are reasonable and I just would maybe
063ask for us as we go forward. The only thing the only other concern I have with us setting the goals the way we're way the timeline stretches in there is I don't know that it leaves a lot of time for engagement and communication with the public around these goals and that we spent a good amount of time doing that and I do think it's a worthwhile for us to be able to do some level of here's what we accomplished here's where we were seeing the next direction to go and so I might even suggest that even if it is that we come up with a few goals at this point to do a larger strategic plan. You know, maybe I'm suggesting doing like another year of goals for 2006, 2007 as we build the bigger
064strategic plan that goes maybe 3 to 5 years, right? Because that way then at least we would have something that's more substantive to both communicate to the public that we did and accomplished and tell them where we want to go. And I and I worry that we won't be able to really do that from January to July as we also are doing the budget as we are also doing all these other things that we are tasked to do and communicate the public with. Um, so that's the only thing I would say is maybe having a bifurcated timeline or either having a timeline that extends beyond just that July deadline, but maybe thinking about having a one year that we set and a three to five year from that that the public has their voice in
065and really implements or really allows us to implement going forward. >> Thank you. One member Lindy, >> excuse me. >> Yeah, thanks so much. I think this is a great and really important conversation and I'm grateful for how quickly the administration has moved with suggesting something. We talked about this not that long ago. So I app just appreciate the the um speed with which things are moving. Um for for my part in order for me to vote in favor of this is I think high level good. Um I think there are three things that um some of them may be present in here. uh at least some of them look like they're not yet, but I think they are, you know, eminently addressable. But for me to vote in favor of a strategic planning process,
066there are three things I would want to make sure are really explicit in here. Um the first is that it start with listening. I mean, the first bullet says that the board and administration set priorities. I think it's really important that we do some proactive strategic listening to the community that we do that from every zip code CPS serves. This is going to be three years worth of work. I think it has so much has changed in the last couple years. But I think it has to start with a with a a clear strategic approach to gathering front-end community input. I think it's thing one. Um thing two, this is what might be in here just based on the timing, but I can't quite tell. Um it has to involve costing out the full cost
067of the strategic plan with a revenue plan. So, however we're going to move from X to Y, what do we need to invest in to do that? Why do we think that's the right kinds of things? How much does it cost? Factoring in every other source of of of cost inputs we have. Got a great new treasurer. And what's that cost? Um I can guarantee you that the revenue we will have will not pay for it. So part of this ought to be what's the levy strategy? Uh and the time to do that is when you're writing when we are writing the plan. So that if we are going to the public to ask for something there's there this is part of an integrated strategy that um is part from from jump. Um so we're
068in past uh iterations of of these conversations I can remember um various leaders saying things like well we have these goals but we don't really have a plan for how we're going to pay for it yet. I don't want to do that. Um I want that to be a part of the process we're doing from Jump. And then third um for me to support a strategic planning process it has to involve the question who in the country is best at doing the things that we want to do here and what can we learn in the strategies that we are applying. I think like a bad version of a process is we try to come up with all of this on our own. A good version is we want to improve in third grade reading. Great.
069Who is making the fastest improvement in third grade reading across the country? What can we learn from them? How is that part of the plan? So, I I think this timeline looks great. I'm excited to do it. I think we should do it. For me to support it, I think it's got to start with listening. It's got to it's got to have the financing, including the revenue strategy, as a part of the process. Uh, and it's got to involve learning from who is best at the things that we want to be able to do here. Thanks. >> Thank you, Bo Crosset. Yeah, I think on for um goal number four and five, I think it would be worth to see the trend data. I think that would be helpful in trying to set those goals,
070including uh the trend data results of the interim goals because uh there there could very well be a correlation between enrollment and what gets earned. So, I think that would be helpful information rather than just having X and Y. Let's just see what the history's been. Um, I think on the strategic plan, I I I want to echo Ben's point or board member Lindy's point about cost. I think not only do we want to look maybe nationally or wherever what works, but also within the district, if there's a specific specific school or group of teachers that are uh excelling, that might be a place to look and not just what to learn from what they're doing, but what it costs. Thank you. Anybody else? Vice President Bolton, you have your thing off. Are you wanting
071to say something? >> Oh, I'm sorry. No. >> Okay. Okay. This is this from me, my only suggestion is um I thought the community engagement piece should be a little bit should begin it could probably begin in the fall around ideulating with the community what their values are. again, um it didn't have to start necessarily in January, but uh I did think that it needed to to um to include a little bit more community engagement. So, I would like for us to capitalize on timing of what we're promoting with the community around our levy, getting them included, and that's why I thought earlier in the fall might help might be helpful. But I I do think that I'm going to say this again, it is time for us to reimagine education and what does that
072look like? And that is not to remember Lindy's point, that's not something singular that CPS is having to do in a silo across the the nation. People are having to look at are these things working? And so we we probably will find some other best practices that we may be able to expand on and um and create with. So I'd love some some trend data and some other data around programming. What What is What is What are other districts doing around absenteeism? What is it other districts are doing to generate revenue? What is it some what are some things that we can be doing to um to not only build for workforce development but increase the seals, increase the exposure for our students? Like maybe we let our students cater some culinary events and they
073get paid, you know, the I don't know. I'm just thinking out out the out the box. But again, that's I I want to invite the administration to think creatively as we roll out a strategic plan that is going to be long-term into a 22nd century that our kids are going to be going into. It needs to be more creative. It cannot be what we've always done because the students now are not the same. The parents now are not the same. So, let's while we have the opportunity, let's dream big and um see what else is out there. So, those are the only things that I would add. Well, member Matt um yes, so I do want to just echo with what all of you has shared as colleagues. Um just uh and and also really
074emphasizing the point of listening to the community, whether it's from the parents, whether it's from um different employers. I just recently had the opportunity to connect with uh several leaders um in industry work whether it is from the banks, whether it is from um cyber security and those are the things these are the conversations um that they are having when they are talking about employment. They want to be able to have um employees that have those 22nd century skills, right? Um and so making sure that our students are equipped and prepared to not only earn the seal um but to be able to step into employment confidently um and one of the employers talked about having little lag time in between that onboarding phase being able to show up to the um place of employment
075in a position of hitting the ground running. Granted, yes, there will have to be some onboarding of course, but being able to confidently step into that role. And so making sure that our focus is on um truly educating our students um again not from the floor, right, but exceeding and surpassing that floor. And so having those high expectations. Um I do want to add um to some of the things that board member Lindy talked about as we're talking about looking at this plan. I would just add making sure that we have a formal evaluative process um to thoroughly and regularly and consistently check how we are um navigating the plan. Right? So yes, as a board we are monitoring but again that making sure that there's cohesion across um every um entity that looks at
076data so that we can be singing or talking or speaking the same message right um even down to our students. I say that quite often. They are owners of the data as well. And then lastly, um I do want to inquire about the um the goals that were set. I know for several of the targets, some of the annual targets are looking uh the the level of increase or decrease looks differently. So how do we make that determination on what the annual targets will be? We had conversation around statistically the average of what a we had been doing and then what kind of movement you typically see in a goal three to five percentage points. But we're open to your feedback um based on what you believe to be best. >> Okay. Thank you for
077that. And then just again a clarifying question. I'm going back to this graduation so help me process it. It's me. um trying to understand. So from the uh the goal Rob could you put that last slide? Okay. So um it's stating that the graduation will increase from 86.1%. Um is so you're saying this is not actual data right now or because what I looked at the report from the um state report card is saying our graduation is at 85.7. And so I'm just trying to understand like the arars and so again help me understand just just trying to process it. >> So this button gets me every time. So keep in mind that graduation lags >> a a year on the report card. So to give you an idea today if we're looking at about
078where the class of 2025 may be. Now, keep in mind that's not what's on the report card, but that number is not final. Where could that grow looking over a 2-year period? >> Okay, >> but again, that's not final data because everything gets through October uh to clean up who your actual cohort is, but to give you something today just as what that could look like. Now again, that covers a two-year period. So that because graduation isn't just we're going to take them right now and suddenly, you know, they're they're going to graduate in like six, seven months. Uh but that very easily can change based on board direction, but that is not equivalent to what's on the report card because it's not the same group of kids. >> Okay. Um but we will have
079a more definitive target in October once we get that final data. >> Okay. Correct. Thank you. >> Sure. >> Vice President Bolton. >> Yeah. Real quickly, I just need a point of clarification. U the goals that we're talking about now are are goals for this coming year. >> Yes, ma'am. And we're also talking about a longer term strategic plan. There's two different things happening. >> Yes, ma'am. >> I would like for clarification. I would like to hear the the Monday or some other time. I want to know the difference between a strategic plan and an instructional plan. And that to the point that Mr. Lindy raised about the cost and what have you. Um, I would I would I think there's a difference, but it might just be me making a difference as to what
080a strategic plan is versus the instructional plan. I think very frankly I I've been here when we've had strategic plans and when we've had instructional plans and I think that there should be a confluence for sure but they to me they are they represent two different things. Um and I'm not sure if that's where everybody is or that's just my understanding. So, I' I'd like to hear that some of the thoughts that the administration has regarding an instructional plan versus a strategic plan. >> Okay, that's it. >> What about me Lindy? >> Um, I was just interested if the board member has a perspective on the difference between a strategic plan and an instructional plan. >> Yeah. First and foremost, um, it is the your point about listening and the engagement piece. Um I'm I'm
081not altogether sure the last strategic plan we had had anywhere near the involvement or the engagement that the previous strategic plan had. Um and so I think that there's a difference. I think that that listening is critical for a major strategic plan, but I'm not gather the public's engagement is as critical on the instructional plan as it would be for a strategic plan. Uh we want to know expectations, but they're not going to be in a position necessarily to help design an instructional plan, but they can design, I think, where they want the district to be in a few years or whatever it would be. I think too that an instructional plan really is part of we everybody has to be concentrated on but the responsibility for it falls to particular segments of the district
082whereas a strategic plan everybody's got some kind of part to play and so it's just those are initial thoughts um you know very again I I'm I'm still trying to figure out a way to talk about quality seats uh or as you mentioned uh consequences uh if you don't achieve or what's being talked about the last thing then the state very seriously is the consolidation of 600 and some school districts into about 60 uh that's actually getting some uh that's not going to happen in this state but uh it's interesting to be thinking about how what can we do to make sure that we survive live. >> Thank you. Um just two two quick responses. Um I do not want my um desire to learn about the requirements in Ohio to somehow become board member
083Lindy wants there to be lots of consequences for schools that score below because that'll happen real quickly. Uh and board member Lindy is suddenly going to be the one who wants to punish schools and punish teachers and punish principles. I want to understand the accountability regime that we have to operate within. Um that's on on that point. I think on the on the different terms I want us to have one thing. We can call it whatever we want to call it. Um, but from my perspective, it's got to be something that all of our different stakeholders, that includes children and families, that includes staff, includes taxpayers, includes business leaders and business uh workers in the city of Cincinnati. Uh, everybody can look at that plan and see, ah, this is what CPS cares about. I
084understand why, and that looks right. here's the ambitious but achievable goals they have set in those areas over this time period. They have an actual plan for how they're going to do it, including how much it's going to cost. And that plan is informed by the very best thinking that exists on the issues that matter most to this community. We need that. If we're going to ask the public for new money, we need that. If we don't have that, I'm not convinced yet that the public should give us new money. Um, and now is the time to do it. Um, and so I think what I what I don't want to have happen is we get bogged down in terminology. Um, we we need a vision that um, comes from what our stakeholders want, but
085that has real rigor behind it. And I that's the the piece that I'm advocating for. >> Thank you. >> Got it. Board member Craig. And I'll try and be really brief here because I know we have some other important matters to address today. But um I just wanted to also phrase out and I think this may be something that we can talk about as a board as we think about strategic goals. I think we sometimes have siloed out things like English and math as subject matters that have to be separate and not be a part of a comprehensive like educational concept. Right? So to maybe um Vice President Bolton's point, in order for you to do civic education, you have to also be able to read and and do reading comprehension, right? In order to
086do some of the business workforce development stuff, you got to know math and be able to work through figures and numbers. And I think there may be a way for us to formulate what are those goals that are not so much siloed to a specific you have to pass this on the English the you know the third grade English part but that maybe and maybe it is on certain aspects of it but maybe it's measured out on some other things that are for the higher grades where we've already seen this growth or we've already seen things that are expanding or the opportunities in education is is already growing increasing And so maybe what we are looking at is their ability to comprehend and then apply and maybe that's through different comprehensive educational concepts as opposed
087to we're siloed recognizing that that may be a challenge for us and I think that's where we may need that's where the to board member Lindy and board member M and President um Moffett's point that's where the voice of the public can give us more guidance as to what they still feel we have not met um because I think when we have those discussions around again like I I think our students understand a lot of concepts very well and understand how to put you know this concept in this one narrow space they're going to be required to know how to do this concept in a space that's not that narrow space and I think that's the area where I've seen us at least the area I think we are next moving towards is you know
088it's no longer just reading to be able to read the words on the page it's being able to take the words from the page comprehend and then put it back out in a way that makes someone else know what you knew in that conversation point. And I think that's the part I think for our strategic goals. I would like us to be thinking about what are the next step up like our first set of goals were really about getting the bare bare levels at a certain point and some of those we've met some of them we haven't what's the next thing we try to achieve to show that we are growing the students education and where I fear sometimes we stay at is we stay at the base level and we say like okay so
089third grade English we got to get every kid to read third grade English level that's great and it's a great goal to have the truth is they should be able to do more than just that. And I and that's the only thing I would say is I want us to start thinking as we think about goals also and as we communicate to the public where do you want us to get to in four years and five years that shows that we have grown for grown farther than just we getting more students to meet the minimum because I quite honestly believe we are going to have to show our merits to the public if we're going to ask for more dollars. And I don't know that we can do that by saying we're going to continue
090to do the same thing we've already done with the dollars you give us extra. And so that would be my only thought is just as we think about a strategic goal also thinking about how do we talk about it in a more innovative comprehensive way that reflects more of what the education and students are getting because I I do think there's a lot of great discussion and topics and talk in these classrooms and at least from the experience that we just had last couple last week. These students are learning so much more than we're giving them credit for. that we're able to talk about. And if we don't show some way to measure that or show some way to display that in our goals, we're probably not giving them the credit that they deserve also
091and how much they're achieving. >> And I'll just add one last thing. I think I put on my sheet that I'd also like to have the students surveyed around what it is that they're looking for. We keep making these decisions about students and talking about innovative programming but innovative innovation to me is drones but innovation to them might be um gaming or you know robotics. So I think we need to gather their perspective on what it is that they'd like to see. And I also would ask the questions around what will make them come to school because there are specific reasons why some kids are not coming to schools. And if you ask them, they're unfortunately brutally honest and they tell us. So that may give us some data around what programming to offer, but
092also how to address some of the ills that we're experiencing that we are impacting us at the state level like chronic absenteeism. So, as part of the engagement process, I think it should involve community stakeholders from the adult level, but I also think it should involve students. Um, and there's a way to survey younger students, elementary students on what it is that they want to see, and then we can take that. The other thing I wanted to add around board member map's question about um the targets, that is where trend data is super significant. If we are trending up three percentage points every single year, then to stretch us would be the justification for five percentage points. And so that should be able to be justified by data how we're getting to the next level.
093I would hate for us to arbitrarily pick five as a measurement when we've not been doing that or that seems unrealistic, but it should be substantiated in a quantitative measurement of how we what we can expect for the next level with a small bit of push. So, um that's kind of what I that's what I was asking for when I asked for that trend data so that we can see how we should set those new target data points. Anyone else have anything else? Board member Matt, >> it's just a a thought um and it's um related to what board member Craig uh discussed. And so as we are thinking about the goals uh for the strategic plan, I do think I do recognize how imperative it is to have that holistic and comprehens comprehensive approach
094to our students succeeding. Um but I am also truly in favor at the same time for our students to be able to um excel in the expectations that the state have as well. And I know that our students are capable um our students are beyond uh intelligent and exceptional students. And so I do think that there needs to be more rigor around how um we are um educating our students and the expectations that we have for our students. And so again, we do know that there are alternative pathways that are built in even from the state. But just reflecting on the trend data that we we were able to see a a board meeting ago, it's truly discouraging to see that we are not where we where we could be. And so I don't want
095us to necessarily deviate from find finding um or deviate from what the expectation is from the state but finding an alternative path. We have those in place. Maybe we can assess a little bit differently. But again, I want us to really lean in and be aggressive on how we can meet those targets and those expectations um that the state does have for us and our students. And then to um uh uh board member Bolton's point about the strategic plan and the uh instructional plan, I think they work hand in hand. I think the strategic plan to your point is the big uh picture, right? And the instructional plan is going to be that layout, right, to say this is how we're going to meet those goals. Okay. Anyone have anything else? >> Vice President Bolt,
096>> just a quick uh thought from Mr. Craig. Um the earliest part of what he was talking about, it was encouraging to me. Um from a standpoint of not segmenting, not fragmenting, not concentrating on a particular test or particular percentage or something. Although we must do that in order to hold everyone accountable including our students and ourselves. I keep thinking about the themes and what somebody mentioned literacy that's a theme we will this district will concentrate on literacy for our young people all the way through. Uh we a theme for me is quality seats that we're going to make as many quality seats as possible so that great instruction can occur in an environment where they can succeed. But the biggest theme of all is we people as I think Mr. Lindy mentioned we want
097to be known for is the theme that we've taken the risk to do which is the DEI and there's now in the polling there is commitment by our public in favor of diverse learners having all the opportunities of everybody else. And I think there there's themes that I think can influence both the instructional plan and the strategic plan. And I I I just would I'm starting to think of it that way to help me figure out um what's of interest to me and what I think might be interesting for us as a district. Thanks. >> All right. Board member Matt. Um I just have a question for board member Balton. Um can you expound on um the quality seats? What would what just expound on that for um all of us, please? Yeah, it's a
098term that um I can remember we were in the room um what used to be called 1A when you first walk in the building and we were having a committee of the whole and a part of the committee of the whole we had a presentation uh by Accelerate uh great schools or whatever that was and and still exists today. Um there was a and and we reacted very negatively because they were kind of separating our schools into the quality seats versus not so quality or whatever it was. It was crazy. But there's a there's a and and and they backed off rightfully so. They didn't mean it quite like that. But the reality is we have to create schools and a district where learning is going to be happening. And it's going to be it's
099it it has to have the environment for learning. It has to have the um resources for learning. So it's it's the the quality seats to me represented what we as a as a board could do to make sure that every single school ha it was an environment where you would have defined by other people that's a quality seat and and I and I'm I'm coming to grips with that terminology that's still back there like eight years or so ago or more and I think that speaks well to me about resources is about the about the purpose, the structure, uh the safety, uh the diverse learner. Everybody feels as though they're able to learn there. Um that's and it's I know that's still nebulous. >> Yeah. So, totally understand it. And I I just like really
100kind of the concept of all of our schools >> being an environment for learning. And so I I can receive that when we talk about quality seats, it can sound as though it's differentiating out, right? And so that's why I was asking just for you to clarify and expound on that a little bit more. >> And that's that was the reaction when that terminology was first presented, rightfully so. But when you really think about it, for me, it has it has evolved into this is a possibilities. How can we make it possible that everybody's going to be able to learn to their capacity? What do we need to do? That's a quality seat. Everybody's sitting in a quality seat. Okay. Thank you. Does anyone have any other business? Thank you, Mr. Turner. I'm sorry. I
101didn't mean to dismiss you. Um, I need a motion to recess into executive session to discuss the employment of a public official or employee in safety and security. Is there a second and a first? >> So moved. Second. Treasure. Treasurer Augustine. Please call the role. >> Mr. Craig. >> Yes. >> Mr. Crosset. >> Yes. >> Mr. Lindy. >> Yes. >> Miss M? >> Yes. >> Mrs. Weinberg? >> Yes. >> Vice President Bolton? >> Yes. >> President Moffett? >> Yes. >> Uh, we will not come back here. We will exe uh recess and there is an LSDMC meeting tonight. So, um, 6:00. So, looking forward to seeing everyone for that.