001We'll Just Seeing a quorum, I got everybody's attention. Seeing a quorum of voting members, I call the June 11th Cincinnati School Board Committee of the Whole meeting to order. Treasure Wagner, please call the attendance role. Mr. Craig, here. Mr. Crosset, here. Mr. Lindy, Mr. M here, Mrs. Weinberg here, Vice President Bolton present. President Moffett here. Thank you. The chair will now entertain a motion and a uh and a second to approve the June 11th committee of the whole business meeting agenda. Move. Second. Let's take a vote. Mr. Craig, yes. Mr. Crossson, yes. Miss Map, yes. Mrs. Weinberg, yes. Vice President Bolton, yes. President Moffett, yes. The evening's agenda is now approved. Superintendent Murphy, please introduce our first presentation. Yes, ma'am. Uh, Assistant Superintendent Chambers is going to bring us an update on goal four. All
002right. Um, good evening everyone. Um, I will be presenting on uh goal four and the uh four interims. Just as a reminder of the uh the targets for goal four, we are looking at the uh percent of black, Hispanic, and multi-racial students graduating with college credit plus credit or workforce credential. And we see it will increase from 49.9% to 68% by June of 27. And those um for a reminder, those are our interim targets. So for goal 4A, it's the percent of uh 10th grade black, Hispanic, and multi-racial students meeting the success criteria benchmark on the OST and reading. And we said it will increase from 35.2% in May of 23 to 40% in uh May of 25. So um you're looking at this um the data you're looking at u this information is based
003on what we currently have in our centralized reporting system. So you'll see the U preliminary results at 27.7%. And um and in in reviewing the same data from last year, the 23 24 data um and we looked at our goal, we saw an increase from the preliminary data to the final data, we saw a 12point increase. So um if we utilize the same trend, um we should be close to if not um hit or surpass our 40% data point. So um the data that we had in 2324 um you know we you know it will um look a little different because once it gets out of the centralized reporting system and the final data that you will see on the state report card once they take out the students that um don't count against us
004that were were tested because this um particular data um talks about all students that were tested not just the students that will count for um our uh state reporting purposes. So um with this um we are still on track because we will wait for this data to be finalized and that will be when the state report card comes out. In goal 4B, we look at the percent of 10th grade female students um meeting the success criteria uh benchmark on the OST in reading and then we said it will increase from 49.5% in May of 23 to 55% uh May of 25. the um you know again this information is based on our um fall our fall to fall map data and um in reviewing the target um and fall to fall map data we would
005be on track. So our um fall map data was at 56 um.65%. So if we look at that data and we look at the trend we should um it would be u mirrored more closely to our goal of um 55%. And goal 4 C, it's the uh percent of eligible students enrolled in a CCP course and we said it will increase from 19 uh% in May of 23 to 30% in May of 25 and I'm happy to say that we have met that goal and we have uh 32.3% of our students um that are um eligible and enrolled in CCP course and that is an increase of 14.2% over um last year. And um goal for uh 4D, the uh percent of students enrolled in a CTE course will increase from 45.5% in May of
00623 to 54% in May of 25. And again, I'm happy to say we have um surpassed that target. We have six 56.9% of our students enrolled in the CTE course and that is an increase of 10.8% over last year. And finally um our uh key takeaways um we looked at um uh newly implemented um school level um college credit plus um recruitment efforts. Each school had a letter of intent uh day um or evening um at the high schools and in the spring and this has had um impact over our um increase in CCP enrollment and uh preliminary or preliminary testing results um seem slightly higher um than the scores at the same time last year um but not as high as the finalized scores. So we are um looking to um focus on um
007looking at an increase in the ELA as well. And um finally in the key takeaways um we had increased CTE offerings at the schools and that has had a um a major impact over um the number of students that are um participating in CTE because the um the offerings are um are more robust. So the students are um taking advantage of those offerings. And our next steps um we just want to continue the um the outreach and the recruitment of uh new students to um our CTE and CC CCP programming. And u we're looking to develop um ELA2 uh learning collaborives which will mirror our um algebra 1, math 8, and math 7 um collaboratives and offer that professional development for the teachers. And um we want to uh continue to implement uh new programming
008um for um you know CTE which would um you know help uh increase the numbers of students involved in the CTE programming and that is it. Okay. Thank you board members. Do you have any questions? Well I do have a question but I don't expect an answer right now. So on slide number six you mentioned um that it's 32.3% of students eligible. It says but is that the number of students that are enrolled is the 32 3% or the number of eligible the number of eligible students enrolled? Yes. Okay. So I do have another clarifying question but I don't want it right now. So is it any other board members have questions? Okay. I think you're going to get a lot of questions later, but just not right now. All right. Uh, thank you. Do
009board uh, Superintendent Murphy, please introduce our next presentation. Absolutely. So, up next for school year 2425. We'd like to give you an update on where we stand with graduations, scholarship awards that'll go into our initial state test data. And then we'd also like to give you an update a week into uh summer school where we are. Good evening. I was hoping to get the brevity award, but I think John might this time. Um so I'd like to start by just thanking all of you for participating in our graduations. Um we had over 19 ceremonies at four different venues um and celebrated over 2,000 of our CPS seniors. So, thank you for your time and continued support of our students and our leadership team. Um, so at the beginning of the senior year, we survey all
010of our students around 3E data. Rob, can you go to the next? Thank you. You can keep going. Um, so at the beginning of the year and at the end of the year, we collect our 3E data. Um, which gives us an indication on where the students plan to go after they graduate from high school. Um, so this is our 3E profile for our class of 2025 in the in the spring. Um, so as you can see, we have about 73% of our students that plan to attend college, about 25% that plan to go into employment. And in that 25% we also include um entrepreneurship. Some say that's the fourth E. So we encompass our entrepreneurship under there and then about 2% going into the military. Um, so just a few highlights from our um
0112025 graduates. Uh, we had our first ever CCP bachelor's degree. Uh, we had a student graduate. I'm sure some of you saw it on the news. That was a great celebration. So, um, our first student that had that. We had two seniors that graduated with associates degrees and we had 62 that graduated with a certificate. And so the certificate would mean that they earned at least 15 college credits. um most had closer to 30, but the certificate is between 15 and 30, so they graduated high school with that many credits. Um we had 70% of the or 74% of our preliminary data shows that um our class of 2025 had about an in we had an increase of about 10% on the college career workforce readiness component. Still up in the air. We'll wait for
012Amanda and uh Kathy to tell us when that's going to be on the report card, but hopefully um soon because we've been making great strides there. So this year we were at about 63 unofficially um because the state hasn't released that yet, but we think we're going to be at about 74 based on the work that we've done. Um also we've seen an increase in the GPA in this class um for the NCAA um GPA has gone up um about 35 um points. So that was allowed many of our students to be eligible for more scholarships. Uh we had actually it's already gone up 155 um adults that earned their high school equivalency or diploma and um we had 21 students that graduated from the workforce academy program. Um so both of those graduations were
013really um really touching to be at because it was just it's just different to see a different type of a graduation and the workforce academy was new this year so that was a really fun one to be at. Um when we look at our scholarship numbers, um we had over $ 107 million worth of scholarships um awarded to our students this year. Um we did highlight a couple of our key partnerships. Um some of the work that we've done with Miami, OSU, UC, and Berea. Um so those four UC or those four CPS specific scholarships um are $5 million for our students um over their their careers in college. Um, so that's been a really great impact. Um, we also had 392 students from this class that were awarded athletic scholarships. So, um, Emily Moroni
014has a full breakdown of all scholarships, but even as of over the weekend, there were even more dollars. So, we're just counting like 107 million is is still not final because more and more scholarships are being earned. So, really exciting um, opportunities for our students there. And then just a few things that we were reviewing our data things that we want to think about next steps um just to continue our growth. We want to frontend our FASA completion nights. Um FASA this year got off to a little bit of a late start um from from the government. Um so now we know that next year as it's ready to go, we will start those u FAFSA nights a little bit earlier in the fall um and get as many as we can done early winter.
015Uh we also want to continue to expand opportunities for our high school students in athletics and enrichment because we have collected quite a bit of data that shows that our students that are engaged in at least two enrichment activities have a higher attendance rate and a higher um GPA. So we want to really try to expand those opportunities for our high school students. Um also really looking at career tech opportunities on the west side. um Western Hills and Dator High School have about 2,000 students on that campus next year. Um and really we need to expand programming um because right now they can only service a small percentage of those students. So um when we look at where we want to grow, we know that that's an area for sure to increase programming. Um we
016also want to talk about or have looked at we've already done a big expansion of industry recognized credentials through the advisory. Um so we've actually met with maximum potential to try to increase that number as well which will impact um students. It it assists with their um it assists with their goals towards graduation but also graduating with an industry recognized credential is um really great for our students. And then also um talking about strategies to engage our most vulnerable populations at earlier grade levels. Uh we notice that some of our students um when we look at our um students that don't complete high school um most of them are dropping out in around 10th grade. So thinking about how to start engaging a little earlier in nth and tth grade um and really start to
017monitor or notice um you know areas that we can improve there. Um also working a little bit more closely with the counselors around implementation of the district-wide graduation tracker. um our counselors have uh we've were able to streamline this year where they're all using the same one um and really making sure that that stays in alignment um with our EMIS team. They do meetings around the cohorts um and it's been pretty close. I think right now um we were only less than a half a percent difference. So really making sure that we're able to keep that track um and understand what we need to do at the school level and really talking about 9101. Um so that was something that we're working on. And then lastly, an area that we want to really increase our
018efforts in is checking in on the post-secary. Um, when a student selects that they're going to college, do they actually go? Um, and also if they say that they're going into a career, what is the career, is it aligned to the career tech program that they graduated with or are they um, you know, just like in a career and they're exploring? So really want to try to increase our efforts. Um, college and career team reach out um, and they're usually able to capture about half. we would really like to increase that number um when we think about post-secondary ver verification. So thank you. Great. Thank you. I see board member Matt has a question. Uh so thank you for the presentation and I just want to highlight thank you for that piece about the ver
019verification process for the sec postsecary uh students. So that that's another way to measure the success. So yes, we want them to be enrolled in these things, but to really give us an idea of where we are and how successful we are with implementing these different um program options or pathways um that will be really helpful to identify if they are in fact um in college, if they are, you know, actively working in their skill trade or in the military. I think that's a great um opportunity for us to grow. So thank you for that. Um I did want to ask um a few questions and I may need uh Mr. Chambers to come up to you two can tag team. Um it was connected to your presentation as well around CCP and CTE. So
020if we go back to the previous presentation Rob on go forc. So, as we talked about, we're seeing that more students are enrolled, um, which I think is great in CCP, but I noticed that there was a a pretty significant increase with our black students, um, that are enrolling in CCP. And so, I'm wondering what strategic efforts were um, placed there um, to see that growth and if that is being consistent or applied throughout all of the subgroups. So for the black students um there's been a 12 um 12% increase or 12 point increase and so just seeing that they are advancing and maybe having more opportunities with CTP just again wondering what the strategic efforts are are what the strategic efforts are that's in place and again how that is aligning with all the
021other subgroups. Yeah. So I will talk to Emily to see if they did strategic um like strategic outreach in that in the subgroup area. I do know specifically some of the components that they've been working on um is well they added the college innovation pathway at Schroeder. So all of the students in that um are now counted in our CCP. Um she they've also worked um with the it's the expanding opportunities grant to increase the amount of CCP that's offered inhouse at the schools. So some students want to have access to going on campus and some want to have um their actual CCP course at school. So, we've increased the efforts of really making it more accessible to students um by offering courses on site. Um and then also even next year, we've been working
022with um Emily Campbell and Craig Hoover to align our AP efforts with the CCP to think about how can we really capture all of the students that are interested in some type of advanced coursework. Um so but I think that the biggest effort has been increasing the number of CCP teachers through the grant uh which has allowed us to offer more on-site courses. Okay, perfect. Thank you. And then the last question is do we notice any socioeconomic trends um for our students that are either enrolled in CCP or CTE because we're seeing um maybe more white students are enrolled in CCP courses and the opposite for our CTE. And I'm just wondering are we looking into the trend data there and maybe what um and if so um any poignant pieces to pull out from
023that. I have not reviewed that recently. Emily might but I can ask her um if she has some data and I can definitely share um if she has that. Um I do know ex just in general um initially we only had two or three schools that had actually access to CCP and I think that now she said almost every high school has it. I think she said there was two that did not. Um so I think that when we just think about those specific efforts that have gone in place, um I think accessibility initially may have been an issue, but um we've even been working to like UC will give like bus passes and C Cincinnati State so that students can get there. We've looked at more schedules where students might be able to go
024to a night class on campus. Um, so I think our probably our biggest I would think biggest data point would be just in general the accessibility for students to get there. Um, but I can definitely ask her to take a look at the the subgroup data around um, economic status. Okay. And then last question, are there um are we tracking um the pass rate for our students that's in CCP courses? And also um for those students that may need a little bit more support, right, we know that those courses are quite rigorous and challenging. Um are we offering um intentional support to make sure that they are able to be successful in those courses? She does track the pass rate. I think it was a board assignment earlier this year. Um I can take a
025look back. Um but she does have that data. Um I think she said only three students in the winter did not um pass. Um so and I have to go back and look but it was close to 98% that passed. Um but I know certain it really depends on the school. Um some schools like for example um like at Schroeder they have a course that's specific to support the students before it's before or after school. um SCPA does. I'm sure Walnut I think has um the study tables or not the study tables, the intervention during the day. Um but I don't I don't know that there's like an across the board effort around that. Um so that's something we can look at as well. Okay. And I think that point will be helpful too as
026we talk about just that uh uniformity across the board with creating that access but also that support too. Sure. Thank you. Thank you board member Craig. I'll be uh pretty quick. I just wanted to hope and I guess maybe in the future we can also get some specific data about the students uh industry related certifications if we can get a little bit more. I know that's something we've talked about with career tech and and while our students are getting more career tech experience, not all of them are leaving with uh an industry related certification. And so I just hope maybe that's another thing that we can start to track better um and provide that information out to the board u because that'll be helpful. And then the other thing is that I know there are
027a number of opportunities that some of the colleges are also offering to have uh teachers uh become certified to teach some of the CCP courses within the school itself. And it also expand out the opportunities for a person to uh participate in a CCP course. And so I think that may be something else that we can look at is how do we get some of the teachers certified to teach some of the subject matters in the school building so that the students don't have to leave during the middle of the day. Sure. Any other questions? I do have a question um around just data. Do we survey this? This this one's not for you, assistant chambers. Okay. Um do we survey the graduates of our parents like as an exit interview? Um I've had a
028couple parents share that they wanted an opportunity and created it themselves with their particular school to share some feedback around their experience. So, I think maybe more globally we may look at um school experiences. Uh parent, you know, if you I don't exactly know how we could do that. I'd love if we could do it at the actual graduation because after graduation they tend to check out parents and students but it would be nice to get some data around um I don't want to say satisfaction but just experiences for graduates experiences for their parents how can we can how we can improve um and so I I don't I know we currently don't have that data but I that's an invitation to collect that and the other piece is what type of marketing are we
029doing to students around the availability of C CPP or college credit plus I'm and um AP courses because we're talking about the data for students that organically may know about that by either their their teacher or maybe their own awareness, but are we preparing students at a younger level to that this is something that they can anticipate they can actually prepare for? I I found that a lot of our eighth graders don't quite connect that this is when things are starting. so we can improve in that area. But I'm also wondering for those that are academically eligible, um where where are we preparing them for from a marketing standpoint or is there even a plan to do that? So probably not. We don't at the seventh and eighth grade level like have the letter of
030intent um like specific to seventh and eighth grade when we do those. So I think John mentioned that they had done that at every school this year. Um so when we do that all of the students are are invited to participate. Um but what I would say is that we could definitely increase our efforts at the because you can really start CCP in the seventh grade. Um and most of ours are likely in grades 10 through 12 um a lot 11 12 um to be honest. So, it's an area that we can continue and especially with the middle schools, we can start thinking about how do we utilize um our resources to make sure that we're getting out to those middle schools and really sharing that information as well. Um so, that's an area that
031we can definitely have um okay more of an impact, I think. So, I think that's kind of a gentle suggestion um at the middle school level for parents and for students. I think it's not just enough to educate the students on availability, but the parents as well that this is something that could tie into their graduation. This is something that could tie into their um their after high school um or even just high school opportunities. And so the marketing of our college credit plus and um the graduation stuff is just something that I would hope that like board member Craig, we can kind of start to capitalize on, record that data. Thank you. Any other questions? board member back just one final question. So with CCP as well as CTE, do you know where we
032are averaging um on a state and national level? I don't have I can what like you mean in comparison to other Yes. So how are we performing? So we're we're Yes, we're tracking um our students that are enrolled. how are we measuring that or comparing that to uh our state average as well as our national average in addition to the success rate, right? Um so that would be something that I'm interested in getting more clarity on. So we're trying to push these efforts um in both areas but not just from the lens of enrollment but also in terms of success. And so just wanted to see that comparison. Okay, we can get that for you too. Okay, thank you. Thank you. I hope somebody's taking notes for me. I'll I'll go back and watch Somebody
033need my pen next time. Somebody should definitely be taking. I think we'll we'll we got it on record. All right. Well, thank you. Thank you so much. Superintendent Murphy, please continue with our next presentation. Yes, ma'am. Uh Amanda Vargo is going to come and share a little bit about our initial uh state test results. This is still raw data going through the clearing house and getting cleaned up a bit. All right, good evening everybody. Um, as Superintendent Murphy said, I'm going to talk to you about our um, raw kind of data dump for spring testing this year from our schools. Good raw. Um, so just to kind of give some context and level set around this data. So, um, this includes all students who tested in our buildings, not just those that will end up
034meeting accountability criteria that will count for us on our report card and accountability measures. So this includes um high school students who retake end of course exams. Um this includes um students who do not meet full academic year enrollment criteria, English language learners who've been enrolled in the US for less than two years who count or don't count on various parts of the report card. Um and then it also includes things like um all the third grade test scores even though they'll take the highest score for accountability purposes between fall, spring, and summer testing. Um so when we look at our 20 tested areas um what we are pleased to report compared to spring of last year because that's really the value in this data is comparing the uh raw release in spring of this
035year to spring of last year um we have shown improvement in 15 out of 20 of our tested areas and those areas are highlighted in green on this slide. Um so some highlights from this data from the district lens. So we improved in 15 out of 20 of our tested areas um at this time uh this year as compared to last year. Um very proud of math that showed improvement in seven out of eight tested areas. And then we had five areas uh grade 8 ELA, algebra 1, geometry, grade 8 science, and American history that improved by at least five percentage points compared to spring of last year. And then at the school level, um we had some schools that showed some really strong improvement. We had 39 out of our 61 schools that have
036um tested grades. That's 64% incre improved in at least 50% of their specific tested areas. Um 16 of those uh 26% improved in at least 75% of tested areas. and three schools which deserve to be shouted out. Can's Schroeder High School and Withro High School improved in every single tested area that they have in their school as compared to last year. Um and then there is a full data table including data from the school level um that is linked in the deck if you would like to peruse further. So it's a very quick uh highle summary of where we're at right now. Great. Thank you. Board member questions. Well, that's a record that we have. Oh, wait a minute. Oh, okay. I was getting away with board member M. Um, so just the clarifying question.
037So, this is reflecting um on page three, this is reflecting that um throughout our district, these are um students that are at a proficient or above grade level for these areas of growth here. they scored proficient or better on that respected test. Yes. Okay. Okay. Thank you. So, um my question to so having just this highle data here, what do the teachers and I don't know if this is a question for you or not, but what do the teachers do with this information? Right? So, when they receive their data, how do they go back um and utilize this information to drive instruction? um how is this information communicated to the students to the parents and the community at large to help support the efforts to have that level of growth. So I'm happy that we
038definitely have growth right and so if there's already strategic things that's in place if you could share that or some things that you all are considering um because I want to make sure that we continue to see growth. So I'm curious to know how does this information um translate into those conversations with within the actual schools to help further that academic growth. So I can only speak from my lens which is a very narrow lens from the testing and assessment department but we do a lot of work with um school leaders with teacher teams around uh data literacy around um uh kind of you know what do these results mean? Um and then we we do a lot of work around showing um teachers, principal, school teams how to use the centralized reporting system which
039actually offers item analysis in standard level analysis data. Um and then even ahead of that you guys know I come and talk to you about the benchmark data. So we use those benchmarks in the fall and the spring to attempt to predict um these measures so we can intervene early. That is a very small drop in the bucket of all the teaching and learning things that go on which I cannot speak to but that's just from my lens. Okay. what I know is being you said from the what did you call it the standard reporting data so it's the centralized reporting system that's the state's portal that they release all of the state results into and it's given an analysis of areas in which um there were strengths and areas where yeah it actually gives
040question by question performance of the the students um and then it gives the associated standard and then in July they will actually release some of the test items not all of the test items but then teachers can actually go back and look at the item as compared to the standard and see how kids did on it. Okay, perfect. Last question. So, I know you're the data person. Are we noticing any trends as we look at uh individual student data in comparison to school data and districtwide data and I'll give you an example. So, having taught fifth grade, I know that fifth grade is a very challenging testing area. Are we looking to see if that is showing or reflecting a challenge across certain schools or across certain uh or the district as a whole? How
041are we making those comparisons and those analysis? So not at this time at this level because I think the value in those comparisons really come when we remove kind of the unaccountable kids and we get that kind of solid report card level data. Um, again from our lens, we have several running trend sheets where we can see like benchmark tests as compared to spring tests year over year over year. Um, and we teach folks how to do that. I can't really speak to like the teaching and learning side of that because that's just not my area of the house. But, uh, firm believers in data literacy and then being able to look at that trend data over time. Um, the linked sheet in here actually compares um, centralized reporting system spring release data to accountable
042data year-over-year over several years, which I think is really interesting to take a look at. Okay, thank you. Y, so I have a quick question for you. Um, Rob, if you go to it's the slide that where you can click on the link, it's kind of a little piggyback off of that. If you click on that data table, um I don't expect this answer right now. Okay, so that's a that's a a clue because it's a big question. It piggybacks a little bit off of board member map, but if we go to the far right at the very top and we look at um or just account just look at 2024 and 2025 um data for the spring. I'm very interested in the decline. So the 2024 fourth graders would be the 2025 fifth graders.
043Is that right? So when I'm looking at this, I'm looking like those fourth graders, 45 and 42% should have should should be performing pretty good because fifth grade seems to be a problematic year. I don't know why, but you guys do. But um so I'm looking at their performance last year versus when they were in one grade versus their performance this year. And the the are we closing the gap? Are we going up or because to see just a little bit of percentage um makes me want to dig a little deeper into who why, you know, is it because they're transient? But I'm but I'm so I'm looking at the data from that perspective. last year's um or the two years ago third graders if if it's good two years ago um or proficient, they
044should in theory be continuing to rise. And so that's the type of trend data that I'm interested in. Um, I know you're getting ready to say something, but but that but I would love to get um a little bit more information about that because I'm wondering why we're not seeing a significant increase over time from those same students. In theory, if those students I I understand we have a transient population. I understand it's complete data, but it should still show a pretty good trend. Yeah, I think what you're talking about is incredibly important. I'm smiling because in the principal PD last Thursday, we actually did this. We had them look at their cohorts from last year and we said, "Okay, you know, your fourth grade went up, that's fantastic, but did they go up from
045your third graders from the year prior?" Um, so we actually just did the session with principles, which was awesome. Um, but I So, yes, very important, very interesting to look at. The reason we are not looking at it that way now, especially, is because I really think the value in that is when we look at the accountable kids because we're looking at kids who were with us for full instructional year, okay, year over year over year. And so, um, I think that's where we'll see the value in that is when the the full final accountable numbers are ready and then we can prepare something more. And I get a little squirly because it's not a true cohort even when it is the full academic year kids. So, there's there's some danger in there even though
046there's value in there. Um, but we can certainly take a look at it because I do think that that is if 50% of your kids were proficient last year and only 30% are proficient this year, that's a problem. Even if they were same grade level went up, you know. So, right. Um, I there's a there's a ton of value in looking at the data that way and I recognize the cohort is not even. So, definitely giving grace, but I'm just wanting you to know where my thought process is because then I go to look at schools because to board member map's question, we should be able to look at what schools are actually increasing that particular cohort. In theory, there may be some additions or subtractions, but that second grade cohort, we should be able
047to see an increase and to see where it's stagnant and to see where we need to put more resources. Clearly, overall, fifth grade is is a year that's um demonstrative of some challenges, but I don't know if that's across the district. I don't know if that's across uh certain schools. And that's where my um and then I'm wondering, are we putting resources there? Are we putting the correct resources there? what changes one or two are we making that could be implemented across the the board and likewise where are we cutting so um thank you when so when we when will we get the accountable data so that will be final final right before the report cards come out in September um I will say if we're really looking at um you know looking at improvement
048data the progress data that comes out with the report card does some of that for us and it's done in a very statistically rigorous way that is way beyond my capacity so there's probably some value in looking at some of that too. That may be um a little bit easier, but we'll take a look at all that, but that would not be until October that data comes out. Well, it's good. It sounds like you all are kind of looking at it from a PD standpoint, too. So, that's great, too. Thank you. Vice President Bull, you said no question. You said no question. See, I told y'all we would be getting lunch comments. Um I'm I'm interested. you mentioned the three schools that have done so well in all the categories and what have you and
049I and I had a friend who likes to look at this kind of stuff and and actually um was very interested and maybe you could share either now or later the superintendent can I'm very interested to see if there's been any impact on Schroeder both Schroeder uh high school and also Schroeder's uh early grades uh since we had that split and and they've been now in a testing uh uh regiment, if you will, in both of those buildings. So, it'd be uh if is anything kind of been able to look at is it had a positive, negative, no impact or and you don't have to answer tonight because I'm not allowed to ask a question, but it is my comment. Um it's a comment with a question mark. Okay. Well, it's an it's an N
050of one right now because we have one year's worth of data. Um, but Shorter Middle School went up in four out of their five tested areas compared to again spring release of last year which is an which is 80% and then shorter high school went up in everyone. So I would say preliminary data is looking good. Excellent. Thank you. Okay, that's good. Thank you. Thank you for your not question not question and that was not an answer. Even an answer. Any other questions, comments, concern? Board member Matt, I just thank you. I just want to piggy back off of um what you brought up in terms of the cohorts and this is probably more for uh Superintendent Murphy or u Mrs. Campbell. Um when we're looking at these um testing areas, is there any flexibility
051in terms of how we um one definitely making sure that we're using the the board adopted curriculum, but is there any flexibility in terms of the pacing or how we maybe restructure or reorder what topics or uh standards we in we um you know introduce first so that there can be that level of preparation by the time we get to April. Does that make sense? Absolutely. I think Miss Vargo mentioned that the state will release a few items. Uh teachers, principles, central office will be able to do item analysis to see how well our children did or where they struggled and then we create a bank of questions or practice opportunities for them to use either during an enrichment or remediation uh period during the school day. We have already started as uh Miss Vargo
052mentioned with the professional development around this. We have already started looking at what our instructional plans will be for next school year based on where we are right now and things that we learned along the way. We've already started looking at our professional development to address exactly what you're saying and to address where we are with our data including the fifth and the sixth grade. Um Miss uh Dr. Smith Dr. Smith has already set dates to meet with groups of teachers about what do we need to do differently, what worked, where there were improvements in schools with fifth and sixth grade, what gaps do we have in terms of Dr. Mafett's question about the appropriate resources. We know that that's going to be helpful because that's exactly where we started this year about this time
053last year with the algebra 1 teachers. And so we believe getting that input um from them, what works, what didn't work, what would you like to see happen um is going to help us to improve um those scores in those other areas too. Okay. Thank you. That's really helpful because we know starting main idea at the end of the school year is probably not the best day, but you know, introducing those things those things early. We're already moving. Yes. And we've already done a little celebrating, too. So, thank you. Thank you. Thank you very much. Superintendent Murphy, please continue with your next presentation. Oh, we want to give you an update about summer school and Julia Indatio, bless her heart, she already said she was ready to pass this off for next year, but she's
054done such a great job. Thank you. Um, good evening. Uh, summer school. So, uh, I want to, uh, first off thank Emily Campbell for doing such great work around summer school. Also, um we've been pairing together on this um this work around the staffing and the curriculum. Um so, thanks Emily. Um in terms of summer school, um when we think about this show up and shine, one of the things that we heard loudly and clearly from you um this spring when we were talking about summer school is how do you get get kids to come? Um and so I'm going to show you a little bit of data around enrollment, around budget, and then talk and then kind of finish up with some incentives that we have for how we are encouraging students to come.
055So in terms of elementary, you might recall that we have only third grade summer school this summer at the elementary grade levels. Those are for any students who had not yet had re achieved a promotable score yet on the third grade reading guarantee. Um and then we have um we so our what we're looking at for success is attendance at 90% of summer school program and looking at those fall fall over fall ELA and MA math benchmarks that Amanda just spoke about is looking at those cohorts year after year. Um, we also are going to be giving a climate survey at the end of summer school. Um, in terms of programming, um, our teachers seem very, very excited about the curriculum for summer school. It is very engaging. Um, the it is colorful, interesting, inviting,
056students really like it. Uh, easy to implement, great PD around it, and um, we are taking good care of that so we can use that year after year, and so we won't have to come back to you for more money every summer for summer school curriculum. Um um but we but people are very very happy with it and it seems to be um really in um engaging the students nicely. Um in terms of enrollment um we invited 1,63 students to third grade summer school of which we're happy to report 276 got to be uninvited because they had a promotable score on the third grade spring reading assessment. So that's great news. um of those um so that would leave 787 students who are eligible for summer school of which we've seen 412 of them show
057up. Um so we feel like that's pretty much on track with what we expected and how we staffed um in terms of looking at sorry um staffing. So to to teach those children we hired 65 teachers for third grade and that included um teachers and intervention specialists. We also hired one parah per building to kind of help with lunch and breakfast and and buses and that sort of thing. And then we um of those 65, we only surplused four. So I'm I'm very happy with that number um because in the past we've had lots of issues around surplusing and and then people get upset because they had their summer money, etc. So we're real happy with that number in terms of it being close to what we predicted. Um and that's always just a good
058a good situation for us to be in from an from an HR lens. Um in terms of high school um again high school uh has a is very uh has has a different incentive to come because this is really going to help them to get their credits and in their skill building um built up. We are really looking at counting those numbers of credits that were recovered in summer school as well as looking at their beyond the tassel activities and what they got to participate in. And then finally, those parents and families too will get a climate survey to kind of look at how um they felt like summer school met the needs of their families. Um summer school is really looking at uh personalized need using um using the platforms that we have in
059egeneuity but leading with the teacher. So um if you can go one one thanks but leading with the teachers um so the kids are not just coming in and sitting on a computer and going to work. we really need the teacher to be engaging. And so the PD that we offered in front of that was how do you both use um teacherdirected lessons while using the egeneuity platform? How do you both teach a group of students as well as move individuals along as they need to be? So that was the um feedback and I'll tell you the the PD was wellreceived and people were very excited about and have been very excited about um the the teaching that's happening there. Um as well um in terms of the enrollment, this is a little bit harder
060to look at the numbers because students may be involved in more than one course. So what I can't tell you today, but I will be able to tell you is how many individual students are coming to summer school. But what I can tell you is how many students are enrolled in each of the courses. So a student could take as many as four courses a day because there are four blocks. Um, and so you can see that they're pretty well populated. Um, we we actually have a a bit uh more students coming than we anticipated. So, we're happy about that. We still had the right number of teaching faculty. We did not surplus any teachers at high school. We simply moved Oh, yeah. We surplus I'm sorry, we surplus one English teacher. We moved one
061teacher from one building to another where math was higher. So, they were um Schroeder needed an extra math teacher and thankfully we had one and so those kids continued to learn math from a math teacher. Um, from terms of staffing, here's what you have in terms of staffing. Um, so you got a you have a good idea of how many teachers we hired. For most buildings, they had one of each of the major content areas. And then some buildings had specific things like we need um Latin or we need a Spanish teacher. So those were some um specific pieces. And then we had intervention specialists at the buildings um paras at each of the buildings. And then you can see the surplus, the over and under was um very minimal, just one surplus um at
062those grade levels. So in terms of special programming, we also offered um extended school year. This is not summer school because extended school year is a requirement and so it's compulsory um based on the child's IEP, but those were offered at uh four of our elementary schools in one of our high schools. Um those are individual services um and those are provided on-site. We are excited about our English language learner English language learner newcomer program. Um 10 days at three of our high schools and three of our elementaryaries that had significant newcomer enrollment. Um this really helped students to get um feel more confident with their conversational um English as well as kind of getting more um ingrained in the culture here as well as some foundations of reading. So, this is really important work
063with smaller groups of kids who were um who might this might give them a really nice jump start for um next school year. Go. Um in terms of transportation, um yellow all of our elementary students are on yellow buses. Um 760,000. We have bus monitors. The white fleet was was doing um the work of um providing um one-on-one um transportation. We had some fuel costs and thankfully the metro passes for the high school students didn't expire until the end of June and so we've had to not spend money extra money on metro. Um and there were a few schools if they went to a different high school than they if they went to a different summer school high school than they were enrolled then we provided them with some passes so that that also was
064not an additional cost. And I um I know that we were asked to sort of just comparatively to um past years how much does summer school cost? We're relatively the same amount of money as we were last year. Um this this is our budget. This isn't our actuals yet. It's a little hard because we're in the moment to get actuals. Um we'll of course have that for you in subsequent meetings, but um you can see this the days of the uh when we were doing more of summer programming and um we're more where lots and lots and lots of kids were involved in all different kinds of grade levels. um and we've peeled back from that um to offer just third grade and credit um recovery, but we're still pretty proud of the number of
065students that are showing up and coming and earning their credits and and moving advancing their learning. So, our immediate next steps are that we want to develop a plan to verify attendance. Um some of the schools were reporting they had 40 kids showing but maybe only one student showing present in focus. So since since we've gotten that data, we've also done some course corrections with making sure people knew how to do summer school attendance um in the moment. We also need to figure out how better can we dis disagregate attendance by program. So while it's great to know how many third graders showed up if you know a third of those third graders were for a newcomer program that doesn't speak to our numbers as well. So we really need to figure out how to
066disagregate um those programming. Um we still have 11 more days of summer school. We're going to be proctoring the OST for grade three next week. Um and then sorry, the week after next. And then finally, we'll be sharing the climate survey that last week of summer summer school. Um just a couple more things. I I really want to say that this effort is is really across the departmental effort. Um it really takes everybody from transportation to food service, curriculum to human resources, um and and everybody in between to make this work. and it's been an amazing team that has been meeting um bi-weekly since the fall really to pull this off um to make sure that kids have an opportunity to get as close to and walking across the graduation stage as they possibly can.
067So, big huge shout out to everybody who participated and also to the principles who on top of kind of moving buildings, closing, you know, all of those things are also running summer school and they are doing a fabulous job and asking good questions and really helping us to really launch. Finally, I want to thank um our community partners. FC Cincinnati, the Reds, and the Bengals all have donated really nice um uh swag bags in tickets to games and even like a tour of TQL Stadium, which signed me up um for uh because for our best students because we said we need some ways to encourage kids to come. And so mascots are visiting schools and every week they have winners and that they they were given um um some um little tickets sort of to
068to mark their attendance. Some some schools have them hanging on the walls and kids are actually stamp putting stickers and stamps on those each week um to encourage them to attend. So that's that's paying off and we really appreciate our partners stepping in and um the athletics department really working with them to to make that happen. Thank you. Great. Do board members have questions? Board member Crosset. Uh yes. How how will you measure uh the impact that summer school makes in improving uh the education for these kids? How do you know if it's helping? Sure. Um so so it for high school it's a lot easier, right? Because they either earn their credit or don't and that's the bulk of our our of our summer school kids are high school. So for us, for us
069that measurement is in um credit recovery. How many credits did we do we recover? Um that's part of it for the kids that are in beyond the tassel. Some of that will come through climate um surveys. Also just kind of the experience that they they've had. Um and that that program is in part to to for workforce readiness as well as to um encourage them to want to be a part and to come to school and give them a rationale for learning. um for third grade um it we will be giving the the um the testing the last week of um of the of the term and so that will help us we'll we'll be looking at um fall data to see and we do know that from last year's fall data the kids that
070attended summer school had a better outcome on that fall assessment am I speaking that that correctly not the third week not the last Thank you. Thank you. I don't want to because I think the last week part was wrong but yeah that's okay. So um in 20 in the summer of 2021 um our measure of success was to look was to compare the students who we invited but didn't come versus the students we invited and came their falltofall readiness benchmark. And so the measure of success for third grade is to do that with um the students who we invited but couldn't come, students who we invited and came based on their testing data. Yeah. Thank you. Great. Any other questions? Yeah, sure. Thank you, V. Thank you. Thank you so much. Thank you very much.
071Appreciate it. Absolutely. Superintendent Murphy or Treasurer Wagner, please continue with the next presentation. Yes, ma'am. So Jeremy is going to come and talk to you about where we are with our current enrollment. Uh and then also give you a word about comparing that to the projections that we set earlier in the school year. Thank you, Superintendent Murphy. Uh we have some exciting things going on in enrollment. So I'm really happy to bring this update tonight or that could just be the numbers nerd in me coming out. I can't I can't really tell you. Go to the next slide, please. So uh a lot of the board members will be familiar with the the slide deck tonight. This is basically built on the year-over-year slide that we or deck that we do every year for our
072update of enrollment. The first slide shows you uh the long history of CPS enrollment starting back into the school year for 2003 running through present. Uh it is starting to get a little crowded. So we may have to look going forward on starting to shave some of the years off the beginning there and make it a little more legible. Um but you can follow that across U. So you can see both CPS, the non-public and the charter school enrollment year-over-year. At the end, a couple things to call out. You'll see both the projections based on the growth plan that we had earlier in the fall and winter, as well as the spring projection that we're looking at now, uh, in the blue line of 34,613. We'll talk a little bit more about those in a
073second. The most important number on here, and when I see it blown up, I realize there's a typo in it. It's terrible. So the new thing that you might notice on here is the little green line between uh school year 24 and school year 25. So traditionally this is all built off the October 15th snapshot or the state ADM. That's the average daily membership. Fancy way of saying enrollment. Uh and that's used in a lot of calculations throughout the year. So over time we've always tracked our enrollment throughout the entire year. But this was really a snapshot in time that we use for a lot of calculations. So going forward, we started looking at what does that enrollment trend look like over the course of the year, especially towards the end of the year. So
074we have multiple points of data to use in our projections and calculations. So that green line represents spring of last year compared to the fall of last year. So we started last school year at 34,917 and we ended at 34,231. And that really replicates what we've seen about a five-year history trend is that we start at our highest number. And while individual schools have different patterns, we as a district tend to start high and slowly decrease throughout the year to end lower than where we started. That has been a 5-year trend that we've seen pretty consistently this year. And why that number is important. And unfortunately, it says 34932. That should be 34632. So, I apologize for that type typo and we'll get it fixed. But what's different this year is you notice we did
075not see that decrease. So, we did see a decrease through our normal cycle up until around December, January, but from that point we we recovered and ended essentially with where we started. This is the first time we've broken that trend in five years. And I think that's very significant for us going forward and looking at our projection for next year in the changes. Next slide. So, the next two slides are still based on I'm sorry. Preschool's not aren't in those numbers. That's just K12. No, that is preschool through 12. Thank you. Um, so the the next two slides are still based off that October snapshot for now because the comparative data is where we have it from. So the CPS enrollment change year-over-year looking at our decrease around that October snapshot from last year to
076this year would have been a negative 275 students. Also keep that in mind for just a second later. Next slide. Looking at our market share, there was some pretty significant changes in the way the state funding reports come out a few years ago, which makes it much harder to calculate what everybody's enrollment is and how to compare our market share of that. So that's where you can see the numbers change pretty significantly in 22 23 um rel shouldn't say significantly but relatively to where they had been historically and kind of caused a reset but you can see we are still fairly consistent from last year to this year and our overall market share compared to the non-publiclix and the charters. Next slide. So this is really where all of those small tidbits come back to
077to talk about. So if we look at the October snapshot that that we talked about and we only use that for our projections like we do every year that gives us what we would call the first projection of this year the baseline that would be as if we did nothing different. We just used the normal data and we weren't considering the growth plan. all of that before then we would have only been capturing that continuing decreasing trend year-over-year for the past five years which means our projection for next year would have been 34,489 again showing another decrease in the middle of the year around the growth plan you we talked about significant or several times during those presentations we switched to a seatbased model so instead of counting just for the student population we were
078looking at the number of seats we needed within all the adjustments to make sure that we had the options available for our seventh graders, our 9th graders, as well as the middle school as they were transitioning to be able to offer all of the options we needed to as we also began enforcing the separation between the three corridor model. So all of that inflated that number slightly to be based on seats instead of students. This is where we did the original staffing planning and this is how it relates back to some of our budget discussions now for all of our schools. So that number was 35,864. Now that we have moved into the spring, we have a lot more real data that we can work with. So we have the school selection processes completed. We
079know where those students have selected to go. We know where the students have been assigned that didn't enter the lottery. We know where the metriculation rollups as well as a whole host of other factors listed out here that we can take into. So, while the spring projection is still a projection, like there is still a lot of moving parts, it represents the closest to a real enrollment number is what we could expect for next year. So, that's 34,613. Uh really the biggest comparison here is not from the growth plan because we know where that number came from on the seats, but really looking at the baseline projection if we had only been counting that 5-year downward trend and not offsetting it and seeing where our trend had changed within the year compared to the spring
080projections where we account for everything. And that number is actually 124 students in the positive which brings us to our projection being much more in alignment with ultimately where our enrollment was at the end of this year. Any questions? Well, member Craig uh just really quick and it's not so much a question, but I think it's just a thought for us to keep keep in mind and still is that I think while it is good to see um some growth in the numbers, I think we also have to recognize that is for next year and the potentials for year after year. what we will see as far as the trends go is another thing I think we should be paying a little bit more attention to because I think there are some factors in within
081our community and our environment that will affect whether or not the decisions parents make as their child moves up past that sixth grade into seventh because that's where we do tend to lose um a certain amount of our student body student body population and so it's whether or not we can retain those folks going from sixth to seventh that will make a difference in some are some parts of our um some parts of the enrollment numbers uh The only other thing I would say and I think this is really helpful. I think it also be helpful for us to see in some levels the corridor number because I think the other part that we may be miss seeing is that some areas may still be losing population while one corridor may be growing in population.
082That doesn't necessarily help us out either because that means more students in one space for which we would be having more overcrowding in the schools. And then we have another part of the district where we're having staffing levels where we're probably not necessarily supporting the right number based on the number of students that would be there. So I think that's the other part of the enrollment number that I think would be helpful is is the corridor patterns that we seeing. Yeah, I think that would that's a great suggestion. I said any any data that we can add along the way to help us get a more realistic number so that we know year-over-year what our projection and enrollment looks like and we have to do much less movement during the year which affects our teachers,
083our staff and our students, the better it be. And I think that's another great call out that we can add to those data points that we're using. Other board members questions or comments regarding enrollment for uh Jeremy? I have a I guess a question now. I'm not sure. Um it we always used to talk in terms of market share as well. I'd like to be able to see that a little bit uh as to um the possible number of of school age children first of all that are even attending or that we think are or could be at least even if that's the raw number. Um I'm I'm also curious here to see that it and and this would bear out what's going on uh politically and economically uh that uh the charter piece is
084beginning to be less of a compet competitor possibly uh than obviously the development of public funds for private schools. Uh, and I would imagine that that trend would continue. But I I think it would be great to to think in terms of market share because we used to always talk about how much of the market share we we dominate. The other piece is these numbers for charter schools. Where do we get this uh these numbers in the yellow line? So that's part of what I was saying earlier is with the change in the state reporting or state funding reporting it becomes much more difficult. So we are limited to essentially what is publicly available data from what they call the ODEX report that lists students from the OSE reports which again is demographic data for
085various districts as well as then what we have that we are aware of in our SIS. So any student that we give services to no matter where they're enrolled they are in our student information system. So between those three, we really have went we've had to start moving towards extrapolating all of that data together to try and get the most accurate information we can um because the state just doesn't provide it anymore within their funding reports and an easily nice one number to find. So it's an extrapolation of multiple data sources. Well, I'm glad that that extrapolation is occurring because I don't I really don't trust any charter numbers at this point in time. And I think reality is bearing that out whether it's the number of kids we put on a bus or don't
086or the number of kids that were said to be at Dawn school that really weren't. Uh so I I'm very interested in trying to find those numbers to help us figure that out. But this is very important. Other ideas, comments? Uh member Matt? Yes. Thank you for the presentation. Can you just share um more about switching to the seatbased model versus the actual I guess population of students that we have to enroll? My mind is just having a hard time processing that because I guess while it's yes a projection I think I guess ideally knowing just the level or amount of students we have would give us a more um concrete number. So I'm just trying to process that if that makes sense. Sure. So it really goes back to the growth plan. If you
087remember when we looked at that. So when we were looking at the gradeband changes and we were going through which ones we were and weren't going to pursue, we really had to account for the number of seats. For example, in each corridor for like the east side, we wanted to make sure that there were x number of seventh graders we knew that lived on the east side. We knew who traditionally had attended on the east side. And we also had to assume that a certain percentage would change based on all the different changes we were making. So those seats that we were calculating and planning for had to be enough across the different seventh grade op offerings on the east corridor to be able to fit all of the kids who may make that choice.
088So now we have the data to see how many basically actually made that choice and how many empty seats that left. And of course that's different between the various corridors and across the district. But essentially, we were duplicating seat counts at some schools for those grade bands where we weren't sure where those students were going to make a choice of. Does that help? I think so. So, ultimately you're saying that there was um maybe a over projection due to this seatbased model. Yeah, absolutely. Okay. And that's that's why we were calling that's kind of why we were pointing out that it was a seatbased at that time instead of the actual students because we knew it was going to be an inflated number. Okay. Okay. So, we're anticipating by the fall that's when we'll have
089the more finalized number in terms of enrollment. Uh, so I believe our spring projection, the the number we have now is going to be re very close. Like I said, it does factor in uh all of our metriculation and our normal um metriculation rate. So, this the percentage of students that move from grade to grade based on the new grade bands. It includes the school selection process. So we know where students elected to go and already have been given those seats and accepted them. Um we also had those students who didn't enter the lottery that we work with the families to us to pick a school with an available capacity and all of those students have been assigned. So basically short of those students who don't show up that we're counting on versus the ones
090who will enroll between now and the start of school that spring number is pretty solid. Like I said it is a projection but it's as close to real as we could possibly get at this point. Okay. Thank you. Any other questions, comments? Thank you. Do we have another presentation? Hope not. Well, we got we got three minutes. There's a and and we and that's six minutes. Um the other business that we had was um on some things that you wanted to bring up briefly. Are we good? Look at this. This is cooperation. Do you want to talk about it like in six minutes? Superintendent Murphy. Okay. Well, that's good. All right. Um, the chair will gladly introd Well, I'm sorry. Do board members have any other questions, comments, concerns? Okay, great. So I will gladly
091entertain a motion for a