001Seeing a quorum of voting members, I call the August 20 student achievement committee of the whole meeting to order. Please stand for the pledge of allegiance. >> United States of America and to the republic which it stands, one nation under God, indivisible, with liberty and justice for all. >> Great. >> Happy first day, everybody. I'm super excited. You just can't see my little feet. Treasure Wagner, would you please call the attendance role? >> I will. Mr. Craig >> here. >> Mr. Crosset, >> here. >> Mr. Lindy >> here. Miss M >> here. >> Mrs. Weinberg >> here. Vice President Bolton, >> President Moffett >> here. Let's jump right into it. Superintendent Murphy, please introduce our first presentation. >> Happy to do so. So, over the summer, we have been working really hard on reviewing our
002strategic plan and our goals and guard rails. Uh because we know that some of them um will expire this school year. Some of them we have um met the target and some we have not. And so we began putting together a presentation for you that initially was rather lengthy. We understand. But we've cut that down and want to try to explain and share with you and ask uh your support for some adjustments with the goals either extending them or making some adjustments. And we want to provide you the rationale. And what we're hoping from for you is that there'll be some uh response after you've had a chance to really review and uh look at uh where we are with the strategic plan and give us your feedback on how to move forward throughout the
003school year. So Mike Turner is here to begin that presentation. We also invited Amanda Vargo for uh a historical preference uh uh perspective rather on uh data that has been used in the past. Um, so if there are any uh questions, she may be able to help with Mike Turner. >> Thank you, Superintendent uh Murphy. Is this on? >> Okay. Thank you, Superintendent Murphy. And uh welcome everybody. I'm happy to be here. It's not on. >> Can you hear me now? Is that better? Okay. I'll talk really loud. Thank you, Superintendent. uh Murphy U Treasure Wagner and uh board president Moffett and all other board members. Just happy to be here today. We have two presentations. The first one strictly is on our strategic plan goals. If you will remember when the strategic plan was
004written uh it started in 2023 and then in end ends in 2027. So this first slide that uh we have the next slide please strictly looks at goal one and when that was written it obviously deals with third graders proficient in reading on the Ohio State test. uh the beginning benchmark was 47.5% in June of 2023 and the goal that was set is that by June 2027 that would be at 61%. So looking at the actual expected data and because the report card has not been released yet uh that number is not being shared specifically but we already know that the target that was set for 2025 a 51% proficiency uh will be exceeded. So, as Superintendent Murphy said in several meetings uh with the senior leadership team, the desire would be to set a
005new goal for the end of this school year uh 2020 in 2026 of 60.7% proficiency and then a goal for the end of the strategic plan for 64%. So, that's goal one. Uh, goal two deals specifically with a gap in reading proficiency on the sixth grade test between white students and three subgroups, black, Hispanic, and multi-racial. So, the targets were were set to go from uh 24 to 27. There is a recommendation in this one because there is a pretty large variance between white students in each of those three subgroups. In other words, uh there's not an equal gap between black and white, Hispanic and white, and multi-racial and white. So there is the recommendation that this be split into three subgoals so that the gaps between white students and those three sub groups can
006be better addressed. Again, do not have that final data yet, but the desire would be uh to have the approval at some point to split that into three sub goals. So still keep it as goal two, but we would have 2 A, 2 B, and 2 C that would address the gap between white, black, white, Hispanic, and white multi-racial. Goal three, more good news here. the algebra one goal that was set at 40% for this group that just took the test. And again, this is firsttime algebra 1 test takers. We already know that that target will be exceeded. So the desire would be to set a new goal of 52% for this year's firsttime test takers and then at the end of the 2627 school year have a goal of 57% for that because the
007great news is we know that that target will be exceeded. Goal four deals with um percent of black, Hispanic, and multi-racial students uh with college credit plus credit or workforce credential. Recommendation would be to keep this one uh the same. Although when we get to the interim goals in the next presentation, there is a slight uh change in the interims that will be recommended. And then goal five is uh relating to graduation and the desire would be to leave those targets the same. So to summarize all of that with uh two or three of those goals, the the ask is that they they be upped in two of those and then the one for gap closing that it be broken down very specifically by the subgroups because it's really too general as a goal and
008it's not giving justice to the variance between the the differing subgroups. So that's the end of the presentation that relates strictly to the strategic goals which were written for the period of 2023 to 2027. >> Okay, board members, do we have any questions? Board member Craig. >> Uh just two quick uh thoughts on this. One is that I think it's great to see that, you know, the work for the last couple years that we've been that the students have been putting in quite honestly and the teachers and and folks who have been supporting and parents is making a difference. So, I mean, I think the algebra number is one to me that it's my alarm because it's part of getting you to graduation, right? And it's on track to getting you to a lot of
009the apprentichip programs and that type of deal as well. Um the only concern I would have with number two is just that part of the reason we grouped all those together is because we saw the necessity of not um recognizing them individually. Uh and part that was because we wanted to make sure that things that we were doing were going to be successful for each group. And so in some ways, if we're breaking them apart and they're only successful for one but not another, it's still not really achieving the goal of of addressing um the barriers and the challenges that are faced by some of our uh minority groups. I do think it's worthwhile to say if that was an interim goal to look at those in interim fashion and say for your interim goals,
010you wanted to look at these individual numbers as they go over a period of time. But the full goal to me, I mean, I think that was part of the board's point was that we didn't want to just focus on one group or one without recognizing that some some of those same challenges are, uh, faced by others. And so, um, that would be my my only suggestion would just maybe using the interim goal as the way of breaking those apart rather than having a separate actual full goal. >> Okay. Thank you. And I'm also going to say board members, we this presentation was a lot longer and so you received via email a lengthy historical perspective of these goals and guardrails. What has been um boiled down is a more succinct and organized version of
011this. So um the the first time that the board members have seen it has been a couple days ago. Uh so in all fairness and honesty, I shared with the administration this took us a year to do um a couple years ago. I think it was a little traumatic because it was it was a lot. We did we took a lot of time to do this. And um we also are going to continue to review this uh for the next few board meetings so that we get this where we needed to be. And we may have to revisit some of our planning in getting here. Just so you know, because there were, if I remember correctly, correct me if I'm wrong, my colleagues, we had to have five goals. We could only have five goals
012and the where the disagregation comes is in the interim guard rails and goals for the administration. So, the goal wouldn't be able to change, but the superintendent would be able to adjust the guard rails and the interim goals. Is that right? Am I am I saying this correctly? >> Yeah. I mean, we always amend a goal if the board so chose. What the superintendent has within her authority to do is adjust their interim goals, >> right, >> to to make it work, >> right? I kind of thought that, too. Yes, ma'am. Board member Weinberg. I was just going to say thank you board member Craig for bringing that up in terms of goal two. I would um probably go with not recommending that you split the goal into the subcategories. Um I think like he
013stated when we created that we wanted those individual groups to stay together. So that would be my input on that particular goal. >> Great member Matt. >> Yes. Um thank you for the presentation. Um I do have a question about goal one um for the third graders um being proficient in the Ohio State reading test. So uh based off what is presented here recognizing that we are exceeding the uh annual targets and the recommendation is to increase that. Um but I am concerned and I I don't have all of the data um right on hand but if I'm not mistaken for last year uh the annual target while we uh surpassed it we were at 57% and I think for this particular year we were about 55 or so percent um or 54% I think.
014Um, so we're surpassing the target, but we're still seeing a decline or we were seeing a decline with third grade proficiency. And so I'm curious to know, have we um investigated what is occurring there in terms of that decrease in their uh actual uh proficiency level. Okay. >> So, what we've been doing as a senior leadership team around the curriculum areas in terms of creating what will our um instructional plan look like, what will the professional development for that instructional plan look like? As we were discussing these goals, we've also discussed what are our strategies going to be moving forward in order to make sure that we are exceeding what our targets are as we continue down this pathway. So uh part of it is getting clarity around where you as a board would like
015to see us go and this is our introductory attempt at just opening that conversation. So we are open clearly to the feedback. Um you are absolutely right. There was a slight there will be a slight decrease in where we wanted and hope to be but I feel moving forward we'll have a much more uh cohesive plan across the board. um we have the deputy scheduled to present I think it's in maybe two board meetings what that plan is. >> Okay, thank you for that. What I what would be helpful for me um as it relates to this one specifically is um being provided with more context around what the root causes are in terms of that decrease or that decline in this area. Um, and then also what the recommendation is in terms of that
016comprehensive plan. Um, ultimately because what I don't want to what what I don't want us to do is if we're seeing some decline or uh regression in that area is for us to change what the target is and not fully have identified, you know, what the challenges are to help us move forward. Thank you, woman Lindy. >> Thank you. Um, I think this is a really good and important conversation. I a couple at a a question or two and then a thought about process. Could we go back to the goal three slide for just a second? Um, I I may be looking at the wrong version of the data and I don't think we don't have our final official results for school year 25 yet. Is that correct? >> Correct. Um, uh, great. The last
017data I have shows us for algebra 1 at 39%. This is showing 40%. That's actually the target that was set in the strategic plan. That is not the reality of the scores. This came directly from the strategic plan document. So that is the target that the board and the previous administration set in the strategic plan. >> Right. >> So those are not real numbers. >> Well, I'm with you. It just says target has been exceeded. >> Meaning that the expectation is when the final data is released, the target or the actual data would be above the 40%. >> Even though the number we currently have is lower than 40%. This is for the class of 2025. That group that just took the test. >> The number Yeah, I could be wrong. The number I received
018earlier said 39. And so I'm trying to understand why this says we've met it and the goal was 40. >> Yeah. Let let Amanda speak to that. She's >> um so that is the spring release number which includes all of the algebra 1 retesters. What counts for accountability purposes for the report card and what the goal is written around is all firsttime test takers. And when you remove all those retesters, the number is significantly higher. And the not final but near final number that we have is will exceed that target. So that's 39% was the spring release data including all the retesters that tested during the spring. >> My my intuition first of all, thank you. Very helpful. My intuition would be that the um retesters would bring the score up because they're taking it
019for a second time, >> but that's not true. Retesters bring it down. >> Yeah. Except Yeah. And the actual I totally understand what you're saying, but going strictly on the way the strategic plan goal was written, it's the percentage of firsttime algebra 1 test takers. >> And so that's the data that w will be released soon that we know exceed the target. >> I I think um thank you, Mr. Turner, and thank you, Miss Vargo. You both know more about this than I do, so I want to be have some humility about all of this. I think um um it um ideally the more time they spend with us and the more times they take the test the better they would do. So there is a question there about why that's going down that would
020be worth considering at some point. I think like to zoom out for a second at the May meeting I had to look this up to make sure I was remembering this correctly. I remember a slide that claimed that we had sur that we were on track to meet a target that we had already missed. I don't know if people remember this, but there was a slide. This is for guardrail 3C, and there was a goal of hitting 80% by May 25. We had a spring 25 number of 72. And the the slide in bright green said we're on track, you know, and so I think that plus I just I I have some uh I want to be really sure that that we can be confident in the numbers that we're seeing and that everything
021hangs together. I think that was one reflection. >> Um I think this the the the >> the second thing though is I think the more important point >> which is that in um the coming months there's going to be a naturally occurring opportunity to tie a bunch of things together that I think we should take advantage of and that is the superintendent's evaluation. Um because we're going to be voting on what the targets should be for school year 2526. That's the time I think when we should make these kinds of decisions because whatever those goals are, they should be the ones we're holding the superintendent accountable for. Um, to be able to do that really well, we need to have official final numbers on where we landed. I think it's entirely appropriate and a really
022good idea to take a look at the goals and guard rails and ask, is this still the right stuff? Are these still the right targets? And I think the time to start thinking about that is now. And this is great. That's why I really and I I um I want to make sure I say publicly that I really appreciate the the thought and reporting. Um I know Miss Vargo, you and your team do on this and it's incredibly helpful. So, please don't take any of my questions as anything other than appreciation. Uh I've had a mix of experiences. Um and I want us to be uh I want us to have um thoughtful, meaningful targets as we go into the next school year. Um, and so, uh, yeah, my my you were asking earlier about,
023you know, decisions we might make on Monday versus decisions we might make today. I think the time to make those decisions is when we finalize the targets for the superintendent's evaluation. Um, and then whatever rewriting we do of our goals and guard rails, um, that they be aligned, uh, to that process. And again, I I don't think we can really do that well until we have the final data from last school year. >> So, thank you. Let me also just share that this process when we initiated it, when we initiated this process many years ago took time to do. It was not done in a vacuum. It was not done in a month. It was done over months. the attempt at the the I appreciate the administration for rising this to our cows which I
024have changed into being most all things academic to start this process in August lends itself to what one of my colleagues shared in wanting to get ahead of things early so that we're not rushed with having to do these types of decisions in a vacuum. And so, um, we recognized in putting this agenda together that we don't have all of the data, but the t but we do also, we also did talk about the superintendent's evaluation being in October. She would like to have some idea of what the board is thinking because she has established goals for her team already. And so we have to establish her goals, but she's already established goals for her team based off of some of this that she's proposing. So that was the reason for all of this, getting
025us to kind of start thinking one mind. I would like to see more data, more historical data. To board member map's point, I do think we should discuss this at our retreat in October, but unfortunately we got a lot going on in October. We got we got the superintendent evaluation in October. We've got uh a budget that we're talking about. We've got changes coming down from the state. So, it will be very busy, but we can do it and we can start now, which is the point of this in working on this. When will we see the final data from the state? >> Midseptember. >> So, this is on our agenda. it. I I may have u given a false impression when I told the board members that this is on the agenda for a
026vote. We can only vote during business meetings. So, this is on the August 25th agenda for us to discuss. If everyone says, "Hey, we really think that this is a good goal. Let's just make that set." We would be doing that on the 25th, but we don't have to. But we will see this every board meeting now for the next few months. um under old business because we are going to be able to get to some resolution and if we find ourselves there then that's going to be great. If we don't we're going to continue these discussions until we have gone through the retreat finalized these goals interim guard rules and agreed on those things. So it was really just an attempt to kind of put everybody in the same space because we have to
027do that publicly. So just wanted to be able to be honest and open. This came up as we were addressing the cow agenda. So this was nothing planned, but the superintendent said, "Hey, I kind of want to get ahead on these goals." Additionally, we gave latitude to the superintendent last year to be able to adjust these if needed. So this is just the time that she's doing this amongst trying to balance the budget and all that other stuff. So um you will see it again. Uh I will ask I don't know if we can do formal assignments right now, but we need some historical data. So if we could get if I would like historical data. So how did we get to here? It was a little traum traumatizing. So uh we may have to
028go back historically but I'd like to see some historical data so that I can look at trends. How did we get that five plus five percentage points is where we're going to stick to. I want to see that particular data. I think to board member map's point um so that we can look at how we're here to estibly be more aggressive than the than the 5%. you know, I that's where we've been going, but 50% is just not good in the broader picture. It's movement, but it's not good in the broader picture. So, um I'd like for us to have that data at our retreat so we could maybe get some bring the all of our board members to one like mine and then move forward with some attainable goals that are a little aggressive
029but that are achievable for the team. What member Craig >> I just as a just a point of clarity the targets were things that were set by either the administration or by us. So whether it's the goal target or the interim goal targets. So like the 5% kind of idea of growth was set by the administration as the goals. I think it'd be helpful though to see where that path has gone to board member map's point. if we've had progression and then we have a year where we don't have progression, it's helpful to see, you know, where we go as far as whether or not progression again will be a true growth point or will this, you know, is this an aberration or is this a new pattern? >> Um, so in in that sense,
030what we used to see with in some ways with the reporting out was the like historical time, you know, the time data so we could see the comparison because it also gives us an idea of where that growth is has progressed from. um because we were also in the midst of coming out of just coming out of COVID. So, some of those numbers were extremely low and some of those numbers have grown pretty quickly which is great to see. Uh but it it is it is helpful sometimes to see it the actual numbers in that historic context that will inform kind of where the new numbers and new goals and new interim goals could can go forward to. >> Well member Lindy. >> Thanks. Um I think I just want to start um by saying
031that feels like a great topic like good use of time in a committee the whole on student achievement to talk about all these things. Um so really appreciate that and it's great great use of time. Um I wanted to go back to something from a moment ago about the goals already being set for other administrators. Um superintendent is that uh I see you shaking your head. I can't I'm open. What's the context? So administration across the board, so um our directors, their direct reports, those goals are coming due. They work with their supervisors to create their goals. They haven't had them set yet, okay? >> But generally speaking, they're due by the end of August. Um they have their midyear at December. So what I was trying to do is get an understanding so that
032they understand where we as a district are trying to go of course which is what everybody is saying here so that they can level up their work to these goals and guard rails too which then informs my uh discussion with you about my opinion about the goals and guard rails and what should be specifically my goals as superintendent. So there there's a whole process for the organization to get to where you want to be uh what you just pointed out about needing to have the discussion with me which we have to wait for September. And so what we are having conversation about is based on what we know based on what we've seen that we shared with you in the spring um where do we think we can land? I think these can continually be
033adjusted because if we should happen to land higher than where we believe we are based on the spring, so be it. That's fantastic. But this is our best effort in looking at the trend and what we did two years ago, how much we gained or where we fell back over the last three years. We can bring that to you because we that is exactly what we've looked at to get to this 5% here or there. Um, so yes, so this is a leveling up and if there is no decision soon I get it. But then that then impacts the rest of the organization in terms of getting us to the goals as a whole. >> Yeah, makes sense. And I think again um really healthy good important topic for us to talk about. I think
034um in this uh we don't have Miss Bolton tonight, so I am shockingly the longest tenure board member here. Um which is a strange feeling. Um but um in in my in my time here, this is this is um the a first in my experience for trying to ladder up and down goals like this in a way that is timed with how we actually did last year. >> Yes. in terms of student outcomes. >> Um, the fact that we are having this conversation and we're having it now, I think is a win. Uh, I know we don't know exactly where we're going to go, what we're going to do yet, but we're having the right conversation. We're having the conversation at the right time about the right set of things. And so, I just want
035to say that out loud. Thank everybody who's helped us get here. And this is a first time we've done this. >> I also think that some of this pushpull is uh healthy. um uh where I think um there's going to be a bottoms up version of what leaders in the district are thinking they can do, there should also be a top- down version of what we as representatives of the community think that parents and families and taxpayers are asking for. Um and I think that a good landing point will likely be somewhere in between those two places. Um, the thing I would advocate, one of the things I would advocate for as as strongly as I can, and I remember like I checked, um, uh, I appreciate council's office on this point. I can't remember
036if this was a conversation in policy committee or in an email. I don't remember but I do remember checking with council about whether there were any kind of hard constraints about the timing of administrative goal setting either from a CBA or from state law and the answer as I understand it was no but if I'm if I'm missing that please tell me but that we we do have flexibility in term like we decide we the uh CPS administration and board decide when those goals are due so I think I I empathize and agree with the need to get people clarity quickly so that we can they can start their year and get the most out of the time that they have. And I think there will be a different level of alignment and clarity that
037we can have if those staff members are working backwards from goals that we've approved as a board. And so I there's no perfect way to square that circle because those things pull in different directions. The thing I want to advocate for is that as you lead the district, you create some space for people to firm up some of their goals on the other side of the conversation we're going to need to have in October around what your goals are for the year. I think preserving some room to move for people after that's locked down is just going to create so much more alignment and and allow us to have a bigger impact for the community. Um, I' I've talked forever. I'm sorry. I'd love to know what you think. >> Uh I I definitely agree
038and I appreciate everything that you said. I just want to add one more caveat that is aligned to this but something somewhat different. This strategic plan is scheduled to end in totality 2027. So our team's thought is January 2026 at a minimum we need to begin what is our next course of action. And so just something for us as a team to think about where we want to go after the current strategic plan. It'll be January 2026 before we know it. >> Whatever. >> Uh yeah, I quick comment on goal number two where you were looking at breaking it down. Um, I I um I think the idea of breaking it down might still be not necessarily in changing the goal, but just to granulate that to look for root causes, especially when the the
039disparities are so big. I wouldn't necessarily abandon looking at that data to see, you know, where we can uh find uh solutions. So, thank you. Okay. I think you have another presentation. >> Yes, we do. >> All of that. Just one presentation. >> Well, but this one really feeds off of that one. So, a lot of it is very relevant. So, so this one is particularly in connection with interim uh goals that are goals for the strategic plan goals that we just talked about, but also the six guard rails as well. And so you guys know from um having these these meetings that there's typically once a month there's a presentation about the progress on the interims. Uh so we know that as Superintendent Murphy just said the strategic plan goals expire in June of
0402027 which is two school years of work but the goals the the interims for the goals and guard rails were set in a short period of time from start to finish and those have all expired. So, we have to have new X's and new Y's for much of that. And so, what I want to quickly do is go through each one of the strategic plan goals and show you what that looks like. And so, the next slide shows us for goal number one, and you can skip that slide because we've kind of talked about the requests already. So for this slide, new interim goals, this one deals specifically with third grade uh reading. The way the original interim goals were written, if you look in the uh document that showed all of those, it was
041following a first grade cohort of students, but those first grade students have now already taken the test. So there needs to be a new interim goal. And so leadership's uh really I think thoughtful idea that makes a lot of sense around this is we can't go back and start with a new first grade group because if we do the strategic plan is going to expire before that group uh would even take the third grade test. You could look at second graders, but then again, you're you're losing some of the impetus we feel to actually measure, as board member Lindy pointed out, the idea of looking at the group of students that's actually taking the test and building on that since the the entire plan expires um sooner than later. Now the idea would be look
042at this year. So school year 26 that would be the 26 means the the ending of this school year. Look at the third grade students for this school year. Measure the X based on how they do on the fall I ready assessment and then look at how they actually ended up in the spring. The reason why we have A, B, and C is the original interim goals were written to measure for for A all third grade students, for B third grade black students, and for C third grade Hispanic students, and then the idea would be look at the progress of this year's third graders and then a year from now figure out the pluses and the minuses, the strategies that Superintendent Murphy that are already being talked about and then start the process again a
043year from now for the final year of the strategic plan with the actual third graders in that year. But again, keep in mind that all of the interim uh goals are they're expired. So they they're they have to be readjusted because they're they're no longer relevant. So if we go to goal number two, you see a similar uh process here. The way this was written originally was uh kind of following a cohort of students. The idea here would be look at this year's sixth graders, look at multi-racial, black, Hispanic, and look at the increases that need to occur based on how they do in the fall. Logically, if they're all increasing, then that would help reduce the gap. Uh, and so this could very easily with the ideas that have been given. Uh, we we
044could show the data for this one and actually pull out the gap at the end for multi-racial versus white, black versus white, and Hispanic versus white, and keep the strategic plan goal the same if that's what you all desire. This process will be repeated a year from now with the 26 27 sixth grade students. Goal number three, same idea. Now, this one shrinks. If you go back and look at the interim goals that were originally written, there were three for algebra. That's because it was following cohorts of students. One was a sixth grade cohort, one was a seventh grade cohort, and those have phased out. The idea here again would be take this year's algebra one students for firsttime test takers and look at how they do and then measure as the original interim goal
045had. It was black students progress and then we would repeat that a year from now as well. firsttime algebra one test takers for that one. Goal four. This one not really recommending any changes in cohorts because they're not following a cohort. Would say that interim goal D is one near and dear to my heart from the career tech side of things. A recommendation that we would make in changing the focus of that interim goal is if you remember the strategic plan for CCP and workforce credentials is an OR goal, but the way that the workforce credential piece has been calculated from the beginning of the strategic plan was looking at the percentage of students in career tech courses, which is really not a true indicator of who is earning at least 12 industry credential points.
046And so our recommendation would be to look directly at industry credential attainment. There are students who are not in career tech courses who are earning industry credentials. And so this gives a more true picture of the students who are earning credentials regardless of whether they're in a career tech course. And then goal number five is looking at graduation. For this one, we would recommend following the same methodology as before, following a cohort, looking at this year's 11th grade students, and following them out for the two years to make the biggest impact with that group, which would be the class of 2027, believe it or not. >> So, those are the goals. I don't know if we want to pause there before we go to the guard rails. or just go through the guard rails and
047then >> does anyone have any questions or would you like to see the whole entire presentation and then ask questions? What do you think? >> Hearing nothing. >> I have no preference. >> Okay, I said keep going. >> Okay, sure. >> So then Mr. Turner, I don't think we have to read each of the guard rails. We can Okay. >> Yeah, these will go very quickly. So if you remember the guard rails, I'm not going to read through these. We just put them in there for your reference. So we can go to the next slide. For the guard rails, those do have many of them do have a number for the X part and that was the last number that was presented to you uh in these meetings uh last school year. Uh again the
048not many changes with this. It's again going from X to Y. no recommended changes other than closely following the X to the Y to see what adjustments would need to be made for the biggest growth possible. Uh guard rail number two looks at uh disciplinary uh treatment. We can go straight to the number on that. Again, this is an X to a Y. No, no recommended changes with that other than following the X's to the Y's. Guard rail three. Next slide, please. Guard rail three is looking at our um responses on the district survey. Uh the idea here would be when that survey is given in uh September to have the X on based on the actual enrollment for this school year with our parents and hopefully we'll get a good report on our uh
049first day enrollment, but we know we're always losing parents and gaining parents. So no change uh in the focus of those guard round number four is about resources. I do have a comment on this one. Uh as we go to the next slide, you may remember that in the spring in the spring presentation 3A, I'm sorry, 4A was not an issue. That one deals with the suppliers meeting diversity criteria who received the RFP solicitations. But what used to be interim goal B ended up adding to more than 100% if you remember that conversation. uh from that meeting. So what uh Chief Birkhard and his staff have looked at is what we what we can do with this one is actually split that interim goal B into the three pieces that the previous administration was using
050to to lump together in one goal. And what that did is inevitably it would be more than 100% which did not make a lot of sense to people. So this one actually is looking at diversity based on local businesses, diversity based on minority owned and diversity based on womenowned. And so we do have that recommendation uh for that one. If we can go to guard rail five. This one is about chronic absenteeism. No real change uh on this one. The numbers that you're seeing is what was last reported. Again, the idea would be to measure the students uh for this year and look for increases. And then the final one, guardrail number six, is all about our partnerships and community access. Uh 3A, we we were at 100% already for the percent of schools with
051an active LSDMC. And so in that one, it's to maintain that because we're already at 100%. B. However, uh that's the last number that was reported. And again, um a Y needs to be set, but that's part of the entire process to have to revise these. Uh so that concludes that. Again, keep in mind that all of the interims expired already, so we do have to have new uh targets for those. Well, member Craig. Um, again, I'll try to uh kind of run through just a few thoughts here real quick and then to be brief. Um, I I appreciate bringing the new X and Y's. I think that's also helpful to uh board member Lindy's point as we're thinking about what are we setting as a goal for superintendent as well. It it makes a
052lot more sense if we know where we are and to set that next goal based on that. Um, and so that's I think that would be really helpful once we kind of have those numbers in as well. The one thing I wanted to I wanted to mention also with regards to the career tech and industry related I think you're correct that that I think we were measuring and this is because this is the only number we really had to do was how many people were enrolled in a career tech program. Right. And that does not necessarily get us to industry credentials. um and especially in certain areas where there's career tech where there's not necessarily the same industry credential um present. So I do think it is helpful for us to maybe as we explore
053what that means and how that how students are getting those industry credentials um how that fits into also our overall career tech programming. Um and I think that's going to be something that we would have to we may have to revision the the goal if that's something where we say it's not something measurable in the way we originally thought about it. um because we spend most of that time really focused on are you enrolled in a class that would get you credit at the state level, not necessarily the industry part of that credential. Um so I appreciate you raising that point. Uh the third thing that I wanted to mention um and I think it has this the guardrail 3 I I know we had this discussion about we've switched actually how we were measuring
054the climate and like the the surveying tools and so our original goal was built off of the previous set of survey tools. I don't know if we've made any actual change to that goal nor we kind of had that discussion around what does that goal mean given we're using a different method to survey and gather information. So like comparing what we did with the previous tool to what we're using now may not be the most accurate way because we may not be getting the same results the numbers and >> you may not be asking the same questions >> and actually to address that so uh Brian Cersian who does the qual which changed from you know panorama to that uh has analyzed so there were some additional questions that were added that were in essence
055not not duplicating what was on Panorama but trying to get to the same ideas. Uh so we actually have a meeting scheduled early next week um to see what progress he's made with that. But he feels very confident that the actual when you look at the the the ongoing data, the questions that were added really are already being asked in the in the other part of the survey, but then it's it's kind of level setting that to make sure that that really is occurring. So, I have a meeting with him and uh Chief Galahghue to go through um that conversation early next week. That's a great point. >> Um because we did have to switch from the panorama to >> and and again, I think this gets a little bit to the point that member
056Matt made earlier, which is that like if we're measuring off of a different set of data, >> Yeah. >> like at some point we need to level set. >> So, >> true. Um if that is now that we're level setting to say this is what we've done through one year we know this is a new expectations based on that >> right >> then that's fine to do. Um, the last thing I will raise, I I I think absenteeism is one we haven't really discussed as much as we probably should in some ways and the educational aspect of it because I think this is this is an important part to uh we heard from several of our uh Hispanic families over the last year that that has been a contributor, you know, some of our our
057federal politics have been a contributor to whether or not our students are arriving to school. And I think that's just something that is a forward this year, we do need to think about and address into whether or not that will affect how we achieve that goal. Uh because if we are seeing a pattern of students who are not attending school at certain times a year because of certain reasons, we may not hit that absentee number because we are always so very very close because it only takes what like 17 school days really that if you miss 17 school days for the whole year, you're chronically absent. Um, so you know, again, child gets sick, child has doctor's appointments, whatever the case may be that affects that. And so it's just another go, another interim guard
058rail that I think given our current political climate that didn't exist when we made the interim guard rail, >> it just maybe helped for us to revision and and rethink about that one. So those are my >> excellent notes. >> Thank you. We'll move across it. Um, >> is it it's Brian who's the Qualrix guy? >> Yes. >> Yeah. I had a conversation with him in the hallway and uh just confirmed this, but uh I believe that he was able to preserve all the questions from Panorama. We have we that was data that we allowed to own. So I think there is an ability to have it be apples to apples in a survey and then if there are additional questions that could be um some uh augmentation to the survey but I I I
059believe that we have all the exact questions so that should be able to have some ability to compare that uh apples to apples. >> Yeah. And I think also um one of the things that he pointed out to me is >> for what that's worth. >> Yeah. Well, you make a good point because the I one of the things that I think he's realized is in the kind of in the rush to go from not panorama to what we're using, there were some questions added, but then when you go back and you look at the questions that are already in there, the added questions are sometimes skipped by people because they feel like they already answered that question. So that's what he's doing is trying to make sure are we still hitting the same ideas
060that we had before but not repeating things that people are just going to say I'm not going to do this. >> Any other questions for me to Lindy? >> Not a question just a a couple of comments. I I think big picture I would just ditto everything I said earlier. I won't repeat all that, but that there's an important opportunity to make all of these kinds of adjustments in line with the superintendent's eval coming up in a couple weeks. I think we should do that. Um I appreciate um superintendent you flagging that the current um strategic plan will expire at the end of 26. 25 >> 27 not even close 27. Okay. Um but that if if it expires 27 in 26 would be the time that we would want to be thinking about a
061new one and that that's only a couple months away. Is that I think that's why I was thinking 26. I got it. Okay. Um I think it's worth noting like we have a lot of legacy systems that we are we are running with um that come from earlier times. The whole idea of goals and guardrails is from the council of great city schools. We canled that contract. The board was not willing to continue a coaching arrangement with them. We I think we should ask whether that's still the right model for us as we approach 2026. Um the reason I think that matters for this current school year is like if it's not going to be something we're going to use long term or if it's not something we're going to do with rigor and fidelity,
062we should not pretend and we should do something else with rigor and fidelity. And we have a chance to do that this year. Similarly, um a lot has changed um in this room. A lot has changed in this community. A lot has changed in this country over the last four years. Um so I don't think this will be a small difference between the past strategic plan and the next one. I think it'll be a pretty big one. Um, and I I think that I think that we should anticipate that taking some time and taking some real investments and listening to uh parents and to stakeholders and to taxpayers. Um, and where I'm going with all this is I think that might counsel us to be um just I'm trying to think of the right word.
063um maybe sparing or um somewhat um narrow in the ambitions we set for this next school year. um if we're going to do a big reboot on a big new strategic plan and if we have a bunch of legacy things that we're not really doing anymore like let's make this upcoming school year really simple and just focus on a very small number of really important goals really focus on them and do them while we invest in a broader learning and listening plan to create the next kind of big version. So this is just things to think about between now and when we lock the superintendent's goals for the school year. >> Thank you. Um board member Matt. >> Um yes. So something that just caught my attention is uh for interim goals for guard rail
064number six. Um and it says the percent of schools with an active LSDMC will maintain at 100% through May 2027. Um, I guess I'm curious to know how are we assessing that? Um, and how I guess the statement that stands out to me that says we'll maintain at 100% given the fact that we have not fully held uh active LSDMC's at all of our schools. So I guess the language here and the context here would be important for me to understand this interim goal. So as I'm learning all of this, I asked the same question. So the way that this has been calculated since the beginning, the way it was explained to me is that LSCMC's that submitted rosters of members when they were asked. And so to follow that same protocol which I think
065everybody has been trying to do from the administration that started the strategic plan to the current is that the rosters that are submitted if a 100% of the schools submit a roster then that is an active LSDMC. So, it's that same pro. I'm not saying that's the right protocol, but that's the protocol that was done throughout. Um, I asked the same question. What does active mean? And that's what has been used. Uh I think what was presented to you all earlier in the school year at the beginning was a number of like 90ome percent and that was because there were one or two LSDMC's who did not submit a roster but all LSDMC's have submitted a roster and that was the way this was measured from the previous administration through. So, >> thank you for
066sharing that context. Uh I think what it's highlighted uh for me at least is that this is an area that needs to be fleshed out more because again we don't want to have goals where we're being passive with how we are um meeting the targets but we want to make sure that we're being thoroughly and uh very intentional about making sure that whatever goal we set we're um being uh intentional accountable and responsible for reaching that goal. Yeah. And to that point, um, and this I cast no aspirations on anybody, but having you sign a roster is different than an active and engaging LSDMC. And so what I don't want to have to board member map's point that I think she's saying very delicately is it needs to be maybe we need to relook at
067some of these to ensure that what we're asking for is being met and if it's not being met we don't want numbers just to say that it's being met. Um I I remember we looked at one of these goals and it was like every every school will have an engaging parent organization and the parent organization was considered when two people get together. Now that's not a parent organization to me and so um but that was how it was defined. So we may need to again in our efforts to redefine some of these and we have an opportunity to do that kind of look at what we're asking for and get a realistic number rather than put pressure on the number. it needs to be with fidelity and integrity. And so this is this is the
068time we're going to be able to do that. And I would I would as a person who was very familiar with the strategic plan anyway, I would what I think to look to the future would be very helpful is not just what is the goal but how is that like what does active mean and what are what are the evidences of whatever it may be. It could be building baskets like what does that actually mean >> and what is the actual data protocol >> for measuring that >> so I totally understand what you're saying >> yeah when when we went through this very arduous process it wasn't about getting to the number as much as it was the district moving in a direction that defines us based off of these goals and guard rails and
069if we didn't if we were at 62% but there was a robust 62% then what measures need to be taken rather than okay we're at 100% because we got two people standing there holding hands singing kumbaya so >> um any other questions board member crosset you had one I'm sorry >> I think it's been answered thank you >> okay any other questions >> okay >> anything else from you >> no I'm done >> superintendent so for Monday what we will bring back um is the so that was due to be posted today the historical data in order for you to be able to inform your conversation. So um is so that didn't get posted today. So what would your expectation be to have that information? >> So board members what are you as we move
070towards redefining some of these goals and guardrails? We've asked for historical perspective. That was one uh ask of one of our colleagues. What are you wanting to see on Monday for us to make some informed movement towards decisions? If we don't need it, we are hap I'm happy to skip over it. It's going to still remain on the agenda because I want to keep it forthought. But what is it that you need for Monday's discussion and we can get the administration to bring it back. So, I would maybe say it this way, and this is maybe a little bit to where uh Bormer Lindy was going. I think there's space for you to say that your staff's goals are to achieve greater than what our goals and guard rails currently look like. You know, in
071theory, as you would be potentially increasing them, you know, like again, like some may go up 4% or somebody may go up 5% as their targets. I think there's a lot of space for you to be able to have that conversation with your team to say look I know they set the goal here but my goal remains right here and like being able to kind of guide that because invariably if they meet that goal you meet your goal right um so I think there is space for that to be done I don't know that we need all the historical data to be perfectly set up for Monday because I think that is a short time frame to come around to uh but our I think our next meeting is is less than two weeks from
072that. Um I think it's the first week of September. >> And so or eth I should say, not the first week because first week is Labor Day. But by that ETH being able to see what that potentially looks like now as we also are able to kind of program out and think about some of the wise that may may be able to be filled in given we already know what the X's are, right? Right. So, like I think as a as a you're bringing something to us, I think it'd be better to bring something that's more complete of a picture that we could then be able to digest than it be like a peace meal >> of like we can do these data point now, but this point we can't wait. This part we can't
073wait. Um, but I would say all that to say, I love the idea of making staff or or holding staff to a to a level to perform above the floor because I think some ways that's the one thing I've always worried about with our goals and guardrails is that it became the floor and that that's all we were worried about doing is meeting the the the floor the bottom threshold. board member Lindy. >> Uh I I think I just want to cosign what member Craig was saying that um I'm not in a rush to do it Monday. Um the ETH sounds fine. I I really really want to agree with the idea of of doing this holistically, not in pieces, so we can see the big picture. Um I'm all for having fewer of these
074um if we can get the list down. Um, I do think we have to sync it up with the evaluation. >> Um, which makes me want to delay it even more until we have the final state numbers. Um, but if if if people who know more about this than I do feel like, no, we really know like we're within like a reasonable confidence interval like where this is going to land and we can do this now, I'm fine to give it a try and see how it goes. Um, but I think I think my request would be um I really need time with this stuff ahead of time. Um, and so I think to be able to have here's what we what we used to have. Here's the set of changes we're making or we're
075recommending. Here's our rationale for why those changes are the things that we're going to recommend. and here's how that would link up to what the superintendent is going to be held accountable for and to be able to sit I would I would need like I don't know uh multiple business days like a week if possible but like at least at least two or three days to look at that think about that just figure out what questions I have and then we come talk about it together and I'm I'm all for like if this is like one of the most important discussions we're going to have all year if we need to scoot other stuff out of the agenda or have a different kinder time of meeting for that kind of thing where we aren't trying
076to watch the clock and manage all the other stuff like I'm in like I I'll 100% come for that. Um but that that would be my request. >> Great. Thank you. >> And I think just for me um adding uh having accurate information in the data points. So just making sure that those are correct so that we can come to some type of conclusion with the other additional information as well. So we'll run across it. I >> I just want to um keep in mind that the data and I this is more for the maybe the administration to think about but the data really should be the starting point of a conversation not the ending point of conversation in my view. Sure we have goals and we want to achieve those goals but it's really
077the conversation that we have around why we did or did not achieve those goals that's going to be important I think as as we go through these discussions in the next couple of meetings. So for whatever that's worth, it may be September 8th, you got a little more color commentary around, you know, where those where those numbers fall and why. >> Does that make sense? >> Yes. >> Okay, great. So I will I will share that um my suggestion to the administration the superintendent was when I saw that we had a large number of slides was that um things are chunked a little bit more succinctly recognizing that uh she does have an evaluation in October. I'm asking the policy committee is is why did we land on October versus in the same alignment as
078the other staff versus December? Was that because that's that was in the it's in the policy. And >> can you say one more time? I missed the >> So our so our policy which is new for the public um around the superintendent evaluation is that she gets evaluated in October. Correct. We we we have to approve her eval for the previous school year in the first meeting in October >> and then that's good. >> I'm I apologize. So I'm wondering where did we land since the admin the other administration like the rest of the district the principles etc are late December for evaluations or is it is it December where did we land on >> I think the difference here Dr. Mafet is this is for my evaluation for 2425. What I'm talking about today
079with the staff is they're 2526. >> Okay. >> Yes, ma'am. >> So, I'm just wondering I was I I suggested to them that we give her some latitude and some direction for her October evaluation, which is why this is on the agenda now. And I told her, "Anything that's going to potentially impact you for your evaluation in October, we need to be talking about this now. The board does not need to have a first view of something that's not met or met in se the end of September." So that's the reason why there was my suggestion to not wait and to kind of chunk these things on what is urgent, what is um absolutely important to you that we see was either met or you can't met or doesn't make sense to you from a
080from a goals guard rules standpoint because we offered her the opportunity to redo some of those when she came on and we just have not done that. So I'm sorry. that >> no we we did reset them like Mr. Crosset and I met with the superintendent and we did the I don't remember it was it was it was a genuine challenge because I think >> um the the the timing was suboptimal but I think people did the best that they could given the timing that we did have. I think >> okay >> I I agree with that. >> Okay. I could be I could be off board member Craig. I think I think to your original question though I think the October date for us doing that process was in line to because the data
081from the state does not come down until September >> and what we were generally trying to do is to doesn't mean it has to be in October. It could be the last meeting of September if it came down early or something to that effect. >> Okay. >> Um but the idea was that we didn't want to do the new evaluation without the information for the previous one. Um and we didn't have the information for the previous one because the state won't send it down earlier um until to September which does pull her out of the normal cycle. >> Okay. >> For where the rest of the staff, which I think was to the superintendent's point, is that the rest of the staff she does have to kind of give guidance to to get them going
082on their path. It it definitely is. I think that's one of those things that we we've talked about several times that the state numbers creates the weird out of cycle or out of normal cycle for the superintendent's position specifically. >> So that was the reason why I suggested to her like let's start this process early so that we can get some understanding of where the board is wanting to go so that by the time her evaluation comes in October she's got a clearer direction of what the board is thinking. So when you say wait until September, I was suggesting and I'm happy to be wrong and not speak for the board, but I was suggesting that we talk about this and give her some idea and feedback early on because of that. >> Yeah. I
083I think there there are parts of that that I completely agree with. Um and there are parts of it I don't know whether we agree or disagree. We may be saying the same thing. I think some of what's on the goals and guard rails does not depend on ODW's data like like there are surveys, there are LSDMC pieces like all all of those things we could do much earlier, you know, and I think that makes a ton of sense. Um I think we can do some that exact in exact session. I I don't mind doing some of it in in committee the whole meetings that that feels totally appropriate. So I think I agree. I do want to I want to argue that we wait on all of the um student achievement outcomes until we
084have final data. Like I just um uh we can we can have an early version, I guess, but like I'm going to suspend judgment until we see what the final numbers are. Um the other thing I would just note in here too is um I think if we had a smaller number of goals and guard rails, it would make sense to make all of them a part of the superintendent's evaluation. We have a lot of goals and guardrails, particularly if you look at how they're written. Um, and so one of the things that Mr. Crosset and the superintendent and I when we met did was narrow to a smaller number so that for school year 2425, what the superintendent is accountable for is not actually the full set of all of these things. It's a
085smaller number. Um, so that again, I think we may agree on all of this, but that that's that's what my response was. Got it. All right. Did you have anything else, Mr. >> No. >> Thank you. >> We are uh cooking with grease. Is do any do any board members have any items for other business? Is there anything you would like to see for Monday's meeting? We should be getting some good first day data, first day of school data. Look at this. Look, this is awesome. If you want some smiles and laughs and giggles, look at the screen. We are We are CPS back to school. A new era in education. Happy first day, everybody. Let's give everybody a round of applause. Does anyone have any tales of the first like what do we call
086it when we did our tour? A tale of CPS. A day in the life of CPS. Anyone have any first day clapping tales? Board member Weinberg. >> So, I'm just going to say that it was a pleasure just being able to see all of the children um and the kids excited, especially the junior high kids uh to be at their new schools um to start the first day. I did participate alongside uh Superintendent and of course President Moffett in a I think the first stop was South Aendale and then Ethel Taylor. I also went to Fair View and then also Evston. So, it was a good first day and I'm excited to hear from my own children um how their first day was and I'm pretty sure parents are excited to hear from their children
087as well. Anything else? I will say this, kudos to um Chief Birkhart and Metro and the superintendent because Evston Metro has moved and put a bus stop right in front of Evston for our students, a brand new bus stop. And that is awesome. So, they don't have to cross the street or walk down the the the street. They can just get off right there in front of the school. So kudos to Metro for doing this for our kids and for Thank you. >> It was awesome. So it was awesome. And just kudos to everybody because this was a this was a big day. I know uh everybody's a little stressed. Some people are a little bit boulder. board member. Um Craig, >> I I just want to uh give a kudos to the parents, including
088the parents on our board here who have endured the summer with their children and now are able to hand them back to the school. I know that was my sister was very excited to send my nieces and nephew back into the classroom today. Uh, but honestly, I do also want to send uh a lot of positive support, feedback, you know, good feelings, whatever to all of the folks who do the other stuff in our school buildings because they've been there also working hard these last couple days and last weeks to get everything ready. And I and I have seen some of the pictures that folks have posted and some of the work that folks have been doing inside the buildings to get things ready for when the students get there. So, you know, it's not
089just that we show up on day one and everything runs and working perfectly smooth. It's that we prepared for it. So, I appreciate all the hard work the folks did to prepare for day one. >> Yeah. Thank you. Anything more wrap? >> Um, yes. So, I did have the pleasure to attend several uh schools today. I It was a busy day being in, you know, the classroom with my um own children for a point in time. My son is a first grader, so that was a whole adjustment for me. That's a emotional experience, right? And then my daughter in fifth grade, she's just like, "Okay, I got it." But um so navigating that experience of mom going to other schools, it was just such a great uh experience to see all the kids excited uh
090or maybe not so much excited sometimes, you know, especially the older ones like, "Okay, it's back to school." But um and then also just seeing the teachers and the principles. Um and as board member Craig said, just everyone that's helping to make today possible. Um you can tell that it was a lot of hard work and effort that went into that. Um and just making whatever uh adjustments are needed to make today successful was a pleasure to see. And so, um, I had the opportunity to go to, uh, Pleasant Hill Academy, um, as well as Ethel Taylor and Evston as well. >> Good. This is good. This is great. So, um, Superintendent Murphy, >> I absolutely am deeply appreciative to the entire staff, uh, for making today happen. I am not at all aware of
091any bus issues at all. Um, so super appreciative, but I really especially want to thank the community today because they showed up and truly demonstrated being a village for our children and our families. They looked amazing. They were up and out and about very early and I'm deeply appreciative of that support. >> This was a great day. So, it is um also the last student achievement committee of the whole for Wagner. So, she she's just going to have to be mad. She's getting all these kudos right now. So, um do you want to say anything on your last Saka? Um so, yes, this is the last of everything. Um, so today I had the pleasure of uh covering the central office while everybody else went out to the schools and I I had a really
092good time chatting it up with the families and talking to the kids and playing with them and um they just everybody seemed very positive. >> It was good experience. Um Tony Fields I think they went >> when I walked through at 3:00 they had already they were on their fifth 16ome ticket. So that's how many people had done transfers or enrollments and they were they kept going. They were they were they were cranking it through. They did. Don Fuels is doing a good job. >> Wow. And thank you to our customer care team because they've been busy busy busy. I offered to help and I think they said yes until they realized who it was and I'm like no no no I really will help. But thank you to everybody. Today we are going to
093um go into exe executive session to discuss employment of a public official. And I need a motion and a second. >> So moved. >> Second. Second. Thank you. Treasure Wagner, please call roll. >> Mr. Craig, >> yes. >> Mr. Crossson, >> yes. >> Mr. Lindy, >> yes. >> Miss Matt, >> yes. >> Mrs. Weinberg, >> yes. >> President Moffett, >> yes. Everyone, have a good night. Thank you.