Student Achievement & District Instructional Performance Committee of the Whole on Sept, 6 2023

001they're familiar with the way I don't know good afternoon everyone and welcome to the student achievement and District instructional performance Committee of the whole meeting for September 6 2023. we welcome everyone in the audience and ask that you silence your cell phones Ms Wagner would you call the role please Ms Bolton president Mr Craig here Ms Jones here Dr Moffett Mr moraski here Mrs Weinberg here president Lindy here um thanks everyone for being with us this afternoon uh we have three exciting topics on our agenda this evening depending on how quickly we move through those I thought if we have time before 5 30 and not after 5 30 but if we have time before 5 30 after we've gotten through those three I would would love to have at least the first conversation with

002the group about those three-month priorities given that it is now the month of September uh and we will turn things over now to um superintendent I think our we'll go straight to our um lobbyists so anything you want to share first great then we're excited to um hear an update from our lobbyists thank you I did it right this time okay to the uh chair to the superintendent to the treasurer my name is Eric Kearney and I'm joined with George Glover as you know uh Mr Glover is the um um main party on the relationship so we provided a report to the superintendent and it contains three parts one part goes through the budget discussion which is obviously the most important uh part of the um State government's work uh also provided a list of

003bills that either uh the superintendent or members of the board have asked us to uh review and then the third part is just general news and information or the third part is other bills that have been introduced and then the fourth part excuse me his general information that we thought that the board might like to know and it's wide ranging in terms of state issues um I'd like to talk about some of the positive things that occurred during the budget we met with the superintendent and we met with the treasurer we got information that helped us to persuade and talk to to legislature legislators you may recall that the house budget was more favorable to the interest of Cincinnati public schools than the Senate version and we were able to utilize the information which uh

004Treasurer Wagner provided us as well as information that superintendent provided us to have a coherent message to the legislators and that message was the um potential damage that the Senate's version of the budget would have on the work that CPS is doing and the reason why this additional funding was utilized we conducted meetings in Columbus with the superintendent uh utilizing the data from the treasurer about why this was so important and the financial impact George Mr Glover and I made numerous uh telephone calls to legislators during that time period and we were very strategic about the people that we spoke with and got our message into caucus and also during conference committee and that proved to be a favorable result for CPS um 12 13 million dollars to the good somewhere in that neighborhood and

005so that strategy along with the superintendent playing a lead in reaching out to legislators I think is something that we can replicate and we're going to in the fall have a meeting with our local delegation and the superintendent and and members of this board as as you all see fit uh Mr Glover has some uh information that he would like to share in in relationship to the report thank you Eric and good afternoon my comments are really more professional personal observations in the process we went through during the most recently enacted House Bill 33 budget process for those of us who have engaged in this process for many years both myself Eric is a member of the state legislature myself as a professional Advocate who has represented in many different organizations both education related not-for-profit

006and for profit I can tell you that what we went through in the month of June and may was one of the most positive and rewarding excursions I see from a professional basis and by that I mean it was it was good to see the how TPS as Eric has already noted was able to coalesce in a coherent message to work together on behalf of a set of objectives with our state legislators we're fortunate to have a number of good legislars connected to hammer County who represent and care about CPS both on the Senate and the house side both Democrat Republican we were able to engage those in as Eric said communicate with them effectively both personally through meetings in Columbus one-on-one meetings as well as effective Communications we have position papers that were developed

007that were well received were able to respond quickly and also utilize the entire CPS team including many of you here on the board who support our efforts it was a very successful effort and one that can be it should be replicated in the future on that point we will continue to monitor closely those key bills that impact the operations of CPS and there are many that will be continue to be out to be observed by and and impacted by the state legislature going to next year but we have set a groundwork here we have set a framework here I think we will continue to work on in a very positive way that would be beneficial to CPS as Eric noted we hope to replicate an event that we've had in the past before we're not

008quite sure about all the details yet it could be in Columbus it could be down here before we personally invite members of CPS to meet with us not just us as a team but us as a board and really hear about what we have to have to say about CPS we have positive momentum now we developed and worked on that in a very beneficial way let's continue down that path that's your wise the positive momentum we've developed continue to use that on behalf of CTS opposed in 2023 and 2024. those are my observations my comments if there are any questions I can refer to try to respond I'll be more than glad to thank you very much George thank you Eric for all of your work and for the update that board members have questions

009or comments for our lobbying team this is Weinberg yes I do have a couple of questions I actually read through the documents and my first question would be in regards to House Bill 38 I know with the school mental health days um I just was curious how do you all see this going I know it's in the first hearing um just was kind of curious on that and then I have three additional questions as well okay uh thank you through the chair uh to um board member uh Weinberg the house bill 38 deals with school mental health and it permits three mental health days away from school each year for for students it's a a bipartisan Bill sponsored by a Democrat and a republican Jessica Miranda who you may know is a local a local

010representative so it hasn't had a hearing since April it's definitely going to get I think a second hearing but I I don't know whether it will you know whether it has legs or whether it has any momentum in terms of Passage they will be back next week oh right okay so George corrected me the house will be in session four times this fall and I know that the Senate is going to meet next week for just one day so that kind of gives you an idea yes thank you and then in terms of for the house bill 103 it says it's in its fifth hearing how many hearings can it go up to be possibly infinite okay through the chair Miss Weinberg infinite okay so I didn't I was looking at that as oh that

011might be in the last stages it might you know something could possibly happen with that okay and then my other question is as I know I saw that there was an update from Governor the wine regarding the school buses and trying to make those safer I wasn't quite sure if there was an update from him regarding when you had this report um through the chair uh board member Weinberg that that that is the most recent information that is as of um as of Friday which is the last time that they made an announcement I'm sorry um having problems with your microphone uh but that's the that's the most current information about school buses okay thanks so much I do have one public policy issues has been brought to my attention by individual in Columbus who

012represents the Coalition of organizations or groups who oppose the legalization of marijuana which I think most of you know will be on the ballot say why about this fall they've reached out to me and said would CPS be interested becoming involved and part of that coalition to pose this ballot issue if you're interested I can gather more information but I did want to relate to you that one communication I recently had thank you very much Mrs Weinberg thank you George and Eric other board members Ms Jones yes thank you um I'm just curious on House Bill 12 the reform of ode do you have any sense of what I know it's in the fifth hearing and who knows when it'll be complete but if you have any idea um any thoughts on and what that

013looks like structurally and functionally want to come here okay so um through the chair Ms Council I mean board member Jones I'm having a day right um part of those reforms uh general counsel Hoying uh provided a letter to the state about those changes and we went through them some of them were included in the budget bill and I know that that's policy and typically policy is not included in a budget but some of those changes were Incorporated in the in the most recent budget I can get you what specifically was incorporated in the budget on hb12 uh if you if you would like I can follow up with the specifics thank you I think it would be helpful just to be updated on what changes are being proposed and where things stand that would

014be great yes thank you vice president Jones other board members with comments or questions Dr Muffin so thank you for the report this is so interesting and it's definitely informative I have a question about House Bill 71 with regards to the Workforce program I know that there's some um some reorganization under the house bill 12 for the Department of organization inside the Department of Education and Workforce how does that feel impact if at all CPS with regards to it says Community connectors Workforce program okay to the to the chair um board member Moffett I'm not 100 sure I understand your your question so this this bill was voted out of the house and is now in the Senate it hasn't been scheduled for a hearing yet in the Senate so I I'm not sure so

015I'm just wondering what is that about the community connectors Workforce program to make it appropriate like what is that what what is that about 71. okay give me one second and I'll give you an answer okay Eric please take your time if there are other questions from Dr moffatt or others while we're waiting be happy to get anybody else in I'll um you know take your take your time um well Mr moraski I'll go last I appreciate the update um Mr Kearney Mr Glover thank you so much um it's very comprehensive um I uh it was not as thrilled with the state budget uh due to my work with non-profits in my day job um our state is very unkind to Children's Services in fact we rank last if we doubled our investment we'd be

016last um I appreciate the work you've done on our behalf and I certainly appreciate the superintendent of being as active and the treasure being as active and so that's like the good news just to Echo Mr Glover I think that's the good news and all this that it feels like we're kind of firing on more cylinders at least than we have and like this is new at least for my eye and it's great um I know other people have seen it so I'm glad that y'all are here tonight too and since it came up and you know I want to speak my mind um I'll just throw out my two cents about the Coalition opposing a legalization of marijuana being that the roots of marijuana prohibition are teach deep deep in racism and keep many

017of our parents away from our kids that would be adamantly opposed to this body joining any effort to oppose that thank you Mr moraski well we're looking on the other um question I'll just raise one issue that we can come to at some point before we lose um George and Eric but you know we a number of um districts across Ohio have struggled with a transportation rule uh over the last couple of years um and I think there have been for some procedural reasons some short-term wins for districts on the transportation fine issue but as I understand it uh due to some more recent legislation and not administrative rulemaking the strategy the districts have used in the past has a shelf life uh and a short shelf life uh and I think some of the

018the Financial Risk that we face um is likely to continue and perhaps get worse given that that requirement is now a function of state law as opposed to administrative rulemaking um this might be an area where districts across Ohio would be looking for some help uh to Advocate at the state level for a different kind of legislation uh and I'm curious before we lose you this afternoon could you speak at all to the issues related to those Transportation rules where you would or would not see an opportunity for some proactive advocacy for our legislative contacts and any advice you might have for us and if the superintendent uh has a different or my colleagues have a different way of framing that question please let me know but I think this has been and will continue

019to be a real issue for us and we could use the help I think the the to add to that um George is right now um to our president's Point um we're dealing with administrative guidelines or rules and now it's become law and so as of October 1st what we've been able to do or what districts have done uh collectively to try to get some relief because of the challenge that it will cause to them come October 1st we won't have that opportunity and it is very likely with the challenges of transportation across the country um that even in the best scenario that there would be a possible fine um so I think that that's what we were looking to get some additional information on right yes with that information I think this might be

020another good opportunity for us to replicate or duplicate or efforts we've made in May and June to really kind of narrow down what the specific issue is what the financial impact is the CPS and begin to have those quick conversations with members our state legislature issue who can be impactful this area I would also encourage us as we have done in the past and the last operating budget to perhaps make contact with other Statewide organizations that might have similar problems and maybe work for them to develop a more broad good broader Coalition a Statewide level that is I'm assuming that this same issue described the transportation will impact other large Urban school districts as well if that's the true or valid assumption then perhaps you should reach out and broaden our Coalition in Columbus as

021well as a continue to work hard with our local delegation to Hamilton County and I think I think thank you for that George I certainly defer I think to the superintendent and to you all as to what is the strategy and how to do that I simply wanted to flag just from my perspective that this feels like one of the more important areas where we could leverage help uh in the coming year and certainly would invite any disagreement or agreement from any colleagues um on this topic Ms Bolden I really swore off talking about Transportation but I will back you up last week last week last week I swear I I went to church and everything about it uh but uh as a good church good old Presbyterian Church what can I say so uh

022no uh one of the issues of course is the unevenness the unfairness the inequity if you will of us having to offer the services but of course that's where it is regarding non-cps students because they're all our kids but I I don't know maybe the superintendent of Treasurer can help me out with this but some districts receive certainly more Transportation kinds of dollars than we do largely because they purchase fleets or buses or there's there's monies there that if you have been pretty reasonable throughout the almost the last generation Outsourcing the function until we've you know at least a crises that we've gone through um it seems as those schools that have been Outsourcing have or districts have been Outsourcing get fewer dollars I don't know that's just my impression and maybe the superintendent the

023treasurer could help me out with finding ways if we could get more dollars for transportation it would be helpful the the monies that you're referring to are is Monies to help replace buses they don't have that need so we don't we're not a bit we don't get that money we don't have our own buses but um over the years they reduced the percent of reimbursement and the state funding formula so if we can Lobby to increase that was at 50 percent or less I'd have to look it up I don't remember exactly exactly but we can certainly make that a priority issue if if that's the consensus of the board of CPS the other Dynamic that comes up occasionally in discussions with our legislators and not very often is the ongoing or the current status

024of relationship with CPS and Metro so that's something that might be worth some conversations well going forward as well Ms Bolton if they give you a chance to share what you wanted to share conversation dollars and they're kind of cut out because we have been doing it this way for a while but you're right I think the Metro piece is is a piece for for all of us to consider because since the ending of the extra routes which we understand is not in the business plan for Metro or Florida you know our attendance rate at our high schools has has declined significantly and now part of that's covered and all this other stuff that's been going on and I'm sure we're building back up which is great but again the uh more of a shared

025responsibility and indeed out of Columbus came the ruling about our students that are seventh eighth grade taking Metro but private and chartered children not having uh not being allowed if you will to use the Metro System I think that's still in place and that seemed to also be a discriminatory piece depending upon how you look at it from which side so I think Transportation noting that we're about 50 million dollars or something and making some success and depending right now as we Face fiscal year 24 of I don't know uh 19 million dollars might be yes sir that's part of that 50 million and it won't be here next year uh we are going to be in a financial crisis regarding Transportation uh the coming fiscal year so obviously it would be helpful uh to

026have that kind of uh I don't know some kind of interest from Columbus I appreciate Ben mentioning that thank you Ms Bolton I know Dr Moffett we had a question we were trying to get answered Eric thank you so much okay to the chair through the chair to Dr um board member Moffett so uh the way the legislation reads the Department of Education will work through Educational Service Centers who will hire directors those directors will be into uh schools high schools where they will provide opportunities for jobs and internships in the community the directors are supposed to collaborate with Ohio Means Jobs they will also determine uh with the district the number of students who can participate and they will create an application process they are supposed to report back these program directors to the

027Department of Education regarding the number of students participating the number of students who are placed in jobs or internships through the program the number of students who receive soft skills and professional skills training through the director and they have allocated eight million dollars from Lottery profits for the program so again that has not been passed but that's the essence of the bill vice president Craig so one of the things I did notice and I again want to start by thank you both for providing uh this report but I did notice that there are a number of things also within there that mirrors some of the same stuff we're seeing with um the higher ed efforts from the state of putting in things that would require them to create policies to enact certain things I look

028specifically like house bill I think it's 214 um that would you know go towards those type of ideas of creating a policy on on staff speech or in a policy I believe there's one that's also been discussed around the policy on um religious accommodations and these type of things and worry a lot of times because some of these things are really creating or ways of causing us to take action by making us create a policy that derives our action right so as opposed to telling you you can't do something we say you create a policy that mandates you do x y and z create your own policy but the policy still has a mirror the expectations are and I was just wondering if there's been any effort or what how do you see that effort

029going so far I know the higher ed level there's been a lot of things passed that have pushed out to require higher education uh like colleges universities to create policies that in many cases are adverse to what their actual philosophy or Mission or Vision are and so very similar things here yeah through the chair uh board member Craig I I would just say that's the tension in the state of Ohio and I would say that Florida is going through it and a bunch of other states are going through it as a former um elected official we would never put onerous restrictions on or requirements on schools right he didn't think you were doing it but when you hear from schools right they tell you they are onerous and there's not enough detail and it doesn't

030really match what the what the district is doing so I think that's just the the state of where where things are from a from a larger picture um George you may have different views than myself yeah but you experience Eric is right there are certain broad public policy issues that always seem to attract more attention to others this is probably one of them just because it tracks them a lot of attention doesn't mean there's necessarily going to be legislation acted to address it which could be good or bad depending what's the circumstances are what we can share with you is most of the meaningful legislation that impacts areas like what you're talking about will be probably introduced and considered and have hearings on during calendar year 2023 and up to probably the first six months

031of 2024 the bows of 2024 as you can imagine will become an election season the legislators that go back home and that's who they're going to spend their time and their priorities so these issues as you might hear a lot read up a lot about if they don't really reach an endpoint it has some final legislative solution but I would say late spring and next year probably not much is going to happen unless something might pop up in that crazy season called the lame duck session after the general elections in November of 2024. that's a general rule you have to stay tuned we'll stay on top of it I can tell you right now that things are probably going to be somewhat quiet in Columbus the next several months because again the efforts will be

032more toward the November general elections and see what happens if somebody's Statewide ballot issues that have attracted so much attention finally there is another major bill being considered right now that is the biennium or biennial every year state of Ohio capital budget we've just finished the biannual State operating budget for two years then we'll go into that capital budget starting next year and that has to be enacted by state law by the next fiscal year that June 30th of 2024 so that you will hear a lot about going forward in 20 and early 2024. so that's probably the best response we can give you at this point I appreciate that and again I think it's something for us as a district to pay attention to but to your points until it has moved with any

033traction through the legislature it's not something for us to immediately worry about but I you know it clears it comes to my mind because I think there are some actions that mostly have taken over years to respond to in this case higher ed we've seen it but specifically to respond to districts where they feel as though you've come afoul of what they would want the district to do how do we make sure that we take some action towards you or towards that group of people your points will take and I will tell you that I think the state legislature is probably taking a deep breath still from this last operating budget I don't think there's going to be a lot of outburst activity in the near future just because it was just so trying to

034digest figure out what they passed by June 3rd this year believe it or not so there's going to be a lot of review and discussion and digression of that as well so again just because you hear a lot of it the public Limelight doesn't necessarily mean it's going to end up result in final legislation which could be good or bad thank you very much George thank you Eric thank you colleagues any last comments or questions for our lobbying team hearing none will say thank you very much we look forward to seeing you next time and we're going to move to our next agenda item which is on iready my path Pilot School review thank you president Wendy so this is uh a part of this came up during our conversation last week as we were

035discussing goals and guard rails and we thought that it would really be good to share it with the team to share it in terms of how we're looking at not only what we're doing with assessments but also how we're thinking about progress for students and how they're moving forward using some of the tools that we have um so we'll go to the next Lab so this is an introduction to to this um during last school year elementary schools were given the opportunity to Pilot the i-Ready assessment it actually started with the assessment pilot so in transitioning into the district the initial thought was there were some schools that would still be using map but I already had a very robust assessment uh system that went along with it and so initially they were using the

036assessments and transitioning in May recognizing that we were using our ready for assessments we then gave schools the opportunity to use the map has personalized instruction feature that goes along with I ready as well as the teacher toolbox and this was for reading in grades K through six so it was an amazing resource for schools of the 47 buildings with grades k-6 29 of them opted into the i-Ready reading pilot and the remaining 18 schools continued to use map as their growth assessments and did not have access to the resources that went along with I ready which which again include the my path personalized instruction as well as the teacher toolbox so the study analyzes the effect of using the mypath personalized instruction tool with Fidelity and Improvement in state performance as re as measured

037by the Ohio State language arts test and Fidelity we'll see on the next slide just so that we'll understand how Fidelity is being defined Fidelity is being defined as the company defines it 30 minutes of activity at least 30 minutes each week um for with 70 accuracy so essentially students are they do the initial assessment on i-Ready it's diagnostic so from the diagnostic from the um from their diagnosis they then receive a prescription and when they then begin to use already on a consistent basis they're doing that specific to their individual needs so it caters to the needs of the student during the assessment Windows it is then on uh grade level in terms of what that assessment would be but their work that they're doing takes them through what they need in terms of

038the the resources that would be available to them so students in grades three through six were included in the fall projection to State Testing comparison only if they tested in both terms because as we know we cannot get growth unless students test both times and then students in grades four through six were included in the Ohio State 22 test to the Ohio State 23 test comparison if they test it both times as well students were who were enrolled in a school that used math math growth assessments were used as the control group because that was the consistent resource that they were using and they were students who were enrolled in i-Ready pilot schools were considered as a part of the test group for students enrolled in i-Ready Pilot School their use of the mypath personalized

039instruction tool was analyzed and that's where it looked specifically at 30 minutes for the week at 70 accuracy on the lessons passed and there were three months that we did not collect the data because the months were disrupted so August December and May so this is just for a seven month snapshot window of time so there were some limitations in thinking about this methodology there always is when we're thinking about data it's important to remember that the first Advanced is the highest level that a student can master so if a student score Advanced that would be a level five in 2022 or was projected to score advance for the fall Benchmark there would not been would not have been an opportunity of an indicator for improved because that's considered the highest level likewise because limited

040the lowest performance band has a really wide uh score range and so students may have made really good improvements within the time that they were using the resource but they may not have gone to the next level and for the purposes of sharing the data this is actually students that went up a level as they were doing the assessment so that doesn't capture the Improvement within the group for many other students overall results our fall projection to actual OST performance and this was for grades three through six so if we will notice across the top we have our months and that's months of fidelity starting with zero months to seven months and then across the bottom we have our math students because that was our control group and if we'll notice as we're looking at

041the performance of our third through sixth grade students and again this was where they were projected from the for their actual performance where they were projected at the beginning of the year for the fall to where they actually performed at the end of the year on the assessment uh and so we noticed that as we look across each of the areas if the students were using the resource with Fidelity um 30 minutes at least 30 minutes a week 70 accuracy on the lessons that were completed then we saw a greater increase so we as we look across starting with one month we saw some that didn't use it at all and they still had some improvement and we would expect that if students are working at what what they're doing in classes but as we're

042looking through each of the months if we look down at month seven for students that use the resource for seven months 30 with at least the 30 minutes of our definition of fidelity those students 50 of them improved in their actual achievement level overall at about the three month period we see where there was an increase over the test group which was the map data that we were referring to so that's just for the first group in terms of thinking about in the fall when you take your Baseline assessment your beginning of the year assessment that projection stated this is where you should perform at the end of the school year then throughout the year you receive this intervention and at the end of the year this is where you actually test it so this

043is based on our test data from May so this is current test data not test data from last year so this is current next slide likewise this is actually looking at students where they were last school year so the previous school year so this would have been the FY 2020 2022 data so may 2022 as compared to May 2023 and in noticing here we see that there's still Improvement if students were using the resource but not at the same level in terms of thinking about their overall level of proficiency where they were the year before so that was one level so for example if a student was at a level two in FY 22 which would have been last school year now a school year removed fy22 then in FY 23 this is how they

044performed on the assessment so what so the what that says to us is as we're thinking about where students are the best indicator to look at is where they start at the beginning of the school year and then from there working with them in terms of the overall resource so that the students are not only getting that tier one they need in class classrooms direct instruction with teachers but they also have this technology base that they have full access to all the time that also gives them an additional opportunity the analysis says this is just that um that students scored higher on the Ohio state test but this is just for English because we only looked at reading then they were predicted in the fall on The Benchmark and students who used the mypath personalized

045instruction for as few as three months with Fidelity had higher percentage rates than those that were using um the map assessment tool for the for that particular area and there are a lot of different reasons we began to talk about that a little bit last week both of these both of these tools have a really close linking study in terms of how students are projected based on how they score on the assessments and how they ultimately score on the overall State assessment the difference is the personalized instruction and the teacher support tools that go with one of the resources versus the other and the same for the OST performance to OS 22 to 23 students use the mypath personalized instruction with Fidelity for three months or more have more students improve their score than those

046that did not so the six-month group was a little lower and then the control group for percentages of students who improve their performance so we really have to do a deeper study around those schools what schools they were in what the grade levels were what were the practices that were done in that space because that was the one area that appeared to be the anomaly so that gives us an opportunity to do some additional research around for in our conclusions as I share the methodology in terms of how we're looking at the information is it gives us one more um one more data point that's that says that the resource that we're using in terms of assessment in terms of support curriculum as we're using the resource with the students students are seeing the benefit

047of doing that and we're able to close some of those gaps by doing that as well just a couple of different views for data and I did share this I'm with you already but there were some things that we also called out and I know that board member Bolton has asked a few different times about school type so in this particular Excel you have the schools that are broken down by the school but there's also actually a column that breaks it down by school type as well and that way we're also able to look at whether we're seeing something unique in the data by looking at the schools different ways our Target population is of course not all of our schools because we didn't have all of the schools that participated but it's enough to

048give some generalities around that um and and on this particular one this this compares the top 10 schools in each category are highlighted in green so that's what's in the far right hand corner and the um bottom 10 schools in each of the categories is highlighted in yellow um and that's just just to give us an opportunity to look at a little more deeply that data what that data is saying to us and what we're seeing around the average number of months for Fidelity and so we definitely see how this impacts what's happening in the classroom right now uh um beginning of the year testing has already started we're actually seeing that schools are um you're testing more in larger groups so that they can get the data back sooner so they can start the

049intervention sooner and so that's really important that's really where we want schools to be great a few different areas for us to continue to look at um as we think about Fidelity versus Improvement by the pilot schools schools with higher average my path usage tend to have higher rates of improvement and schools with lower average my path usage tend to have lower rates of improvement but there were some anomalies and so in thinking about those anomalies there's also a place to do some additional studies so so the outliers were Evanston and Rockdale are in the top 10 percent of improvement by both Improvement metrics but are in the bottom for 10 for the mypath usage so they still had Improvement they were in the top 10 percent for the Improvement but they happen not to

050use my path as much so that means that we need to do a little bit of deeper a little deeper study there to see what else did they do that was not my path but that gave them positive results a me and Westwood are both in the top 10 for one of the metrics of improvement and then the bottom 10 for my path usage so for us again it's looking at what were those interventions and the other thing I think that I would have to add in looking at the data if they're able to do those things already without using the additional resource then using the resource you would even see a greater improvement from the students based on the data that we have by contrast Ethel Taylor is one of our schools that is

051in the bottom 10 for both Improvement metrics but had a really really high level of my path usage and so that again would say we want to go in do some study around tier one instruction because again the res the resource is not designed to replace instruction it's designed to support and help augment what students are already getting in their classes if you'll click the link Rob so this is actually the link to the table that was in the earlier slide oh I need to give you access okay I'll give you access this is the link to the table that was in the earlier slide and what it allows you to do is to manipulate the the slide itself um okay it'll likely come to me in a second and then I can give I'll

052give you access so that you can open it up because I don't you did it already okay great so when we thank you so when we look here if we will um Rob if you will just um selects on uh School type k36 in column C should be a little drop right there yeah it's view only okay here we are so what we find is when we select um the k6 column and there are different ways to look at it but in selecting the k6 column we notice that we have it's about a third or third and a third a third that we're in the green the third that were in the yellow and a third that didn't have that were in the Middle where they didn't have um you know it didn't it there

053wasn't an identified difference one way or the other in terms of the percentage of improvement um for where they were in the fall to where they were in the um in the spring and then when we look at this same information if you're sort on column I and just sort least to greatest a greatest to least in column i z to a when we see this we see a greater percentage about the same percentage in the green area so that means that they show they were in the top 10 percent for the growth as about the same percentage in the bottom area as well so we'll begin to as we're beginning to share data we'll begin to share it more this way so that we can begin to go in and disaggregate really looking at

054the differences in the school types if we look if we pull just on K8 and we know we have two eight we have three eight we have three twelve there are a lot of different options for us to look at in terms of what it looks like so for our 3k8 buildings we see that there was Improvement um for two of the schools there was Improvement in the The Benchmark to the to the spring as well as the year before to the current year um and then one of the schools was in the lower percentage the lowest 10 percent is in terms of the the type of growth that they had so but even within those schools we're also seeing that the Fidelity months right around the two months Even though three months was the

055most they gave the most growth two months with these schools you also saw an increase in terms of fidelity at least from Benchmark to on the end of the year so just wanted to share this information to start with because this is a really good starting place for us as we begin to really dig in a bit more to how we're looking at our data and how we're using it to impact what's happening in the classroom I'll stop here in case there are questions thank you very much superintendent right do we have questions or comments from board members sounds like there are not many are there any okay I will ask just two very short things and then we can keep moving um but uh superintendent I think the um this certainly seems incredibly rigorous

056and important and different I think from past presentations on data that I can remember um and it's it certainly seems to me very powerful um are there any members of your team who worked on this that we could think absolutely so this actually so the the team that works on all of the information that we do around data is our I.T and assessment team so that's led by uh Jeremy gallahue um the person that does most of the reporting kind of information where we sit down and go through the analysis together is Amanda Vargo and Kathleen Spelman is in there as well but usually it starts with that group and then it branches out from there to do the additional questions any updates that we might need um they have worked with me enough at

057this point to kind of anticipate some of the questions that I'm going to answer so the goal each time is to have the data already ready so that when those questions come up they're already there in the data well then to Jeremy to Amanda and to Kathleen thank you for all of your hard work on this front um and then my last question we do not need to spend a long time on it but it it strikes me that some of this could be publishable I mean is there ever thought or talk about trying to get some of the I mean looking at where the biggest impacts comes from certain kinds of interventions that would be interesting I think to the field is that something that you all think about at all I think so

058I don't know that with this particular data set we've thought about that to start with um we are having additional conversations around all the data especially after all data is released so that we can really go into in deeply and look at each of the core areas looking specifically at the students and the students performance but I do think it's very telling for the field because this was data that was done in-house this was not done by you know an outside party and it's very specific to the data that we have for our students and so already it started to impact what's happening for us in the field because it's a direct correlation to what schools see and what we shared with them that we would expect to see if you do X and so

059when you think about the research base behind the the product that we're using the research base was really strong in terms of again diagnosing and also giving prescriptive information so that you're able to really get to the core of the challenges and and and we have the same kind of information for um for math but there's not a control group because at this point everyone k6 8k5 is doing the same assessment with IRA thank you any other last call for board member questions or comments okay well thank you yeah vice president Greg so and I did notice and it's one thing that maybe I don't know if you guys are thinking about it or if you're already starting to think of strategies around it but there's a substantial drop off in the number of folks

060who made it to that fourth month of fidelity we can go back to that slot for me um whether it's Keith whether it's three six or four six um yeah probably the first chart that we have let's just keep going up for me right there thank you and so you know we have 609 that were tested but then we dropped down to 387 which is substantial uh decrease and so I just didn't know if there's any strategies around um how do we build how do we build upon that going forward so we have a more sustainable number of folks who have done more than just the three months I think the first is sharing the information um because you know as we talk about um schools receive usage reports weekly um they have access to

061them because there is a full dashboard that they have complete access to so they they can tell their usage at their buildings but we share that information with them because it's important for not only for them to see what's happening in their building but how they are connected to other schools that are like schools and how they're connected to other schools that may be in their cohort so forth and so on so I think the first is to use this data our data belongs to us and this is what we saw as a snapshot from our schools and this paints a a pretty substantial picture for the importance of doing that work that's the first I think the second is also the schools that had some of the best success with getting students to use

062the resource um also made it competition for students they made it exciting for students to participate in students were able to really chart their own growth and their own progress and when you really start thinking about digging in deeply to students and students in student Improvement it starts with really students understanding their own data and being able to help monitor their data so doing more around that I think the third is making sure that we're engaging with parents and caregivers around the importance of our students actually doing this work and so even you know and if they're doing it for homework or they have additional activity that's a time when they could they could utilize this so that they're also helping to monitor that 30 minutes but it's not just 30 minutes it's 30 minutes

063at at least a 70 percent because that then avoids the point and click that we see sometimes times when you know students are doing doing work if you don't get to the point where there is a consistency and it's not just it's not just 70 minutes it's not just 70 the first time it actually it doesn't go up a level until it's three times so three times consistently so you've done the lessons you've done the activities now so you can show that you've mastered that so to speak now it goes to so that it gets a little more complicated for you each time because the goal is to get you to your level and then beyond thank you vice president Craig uh if there are no other comments or questions in this presentation we'll move

064to our third um which is the equity update okay so I am bringing this one back because the last time that we shared this there were questions and so I did want to make sure that we brought it back to um take into consideration what you the feedback that you provided during um the last time that we presented this and um the progress that we've made and the progress that we're looking to make in the short term and how we're thinking about the next uh three year trajectory so of course you know the policies we don't have to share the policies with you but we are referencing policy 2020 20 2255 equity and excellence in education as well as policy 2256 our anti-racism policy how is Success measured um the success of the equity and

065anti-racism implementation is registered is measured by progress towards our overall goals and guardrails success is also measured by advancing the expectations in the ex equity and anti-racism policy so inherent in those policies um there was a lot of time thought and effort put into what the board wanted those policies to say what the expectation was from the administration from those policies now we need to move forward to make sure that we're advancing those expectations based on the practice and the implementation that we're doing across the district but we know that Equity is a technical and adaptive challenge pursuing Equity including diversity inclusion and anti-racism requires recognizing both the Adaptive and Technical challenges so as we think about technical challenges the concept situations where the problem and the solution are clearly evident and well defined and

066then adaptive challenges are those where situations where are situations where the problem nor the solution are clearly evident or well defined often when we're thinking about our technical challenges the sometimes it's process changes that do not infringe on belief systems people generally open to Technical Solutions and can easily identify them so forth and so on our adaptive challenges are a bit different because sometimes in these areas it requires changes in values and or beliefs people may resist acknowledging adaptive changes Solutions are needed in concert with those experiencing the Adaptive Challenge and so forth and so on as well so as we go through the next steps for implementation we do that in terms of thinking about how are we addressing the technical Challenge and how are we addressing the Adaptive challenge just gave some examples

067of technical challenges versus adaptive challenges adaptive challenges require change it requires Transportation transformation it's not just about implementation and for those very reasons those are more difficult because of the things that we just talked about a moment ago so for example technical examples changing the doses of medication or changing a student's course schedule or adjusting school start times amending the code of conduct making sure that students have a device or a computer device or a device for computing those are technical examples and those are things that we can update and give to every student by changing process in terms of adaptive examples changing lifestyle around nutrition or exercise or changing beliefs about the importance of attendance or modifying instruction as we think about the challenges that we had with code or ensuring that there's equity

068in disciplinary decisions that's not just a matter of changing a process often it starts with changing a mindset changing a belief and it also includes those that are on the receiving end of that so that the Adaptive challenge can be actualized oh just our Equity plan overview um so the the way that we broke it out this time was to give the policy alignment for each of the areas and then to talk about the description of what we were doing in those areas um oh talk about what we were doing in those areas so that we would be able to to work through those so the first is the plan takes a technical and adaptive approach as we are pursuing equity and anti-racism our technical components are discrete bounded actions to take in the 23-24

069school year and more tactical and process Focus so the first um our technical um um description for the first one is standardized standardized disaggregated data analysis aligned to the goals and guard rails and the policy alignment is both to policy 2255 and 2256 the second on the technical is to provide the data protocol and guidance to our lsdmcs in alignment with the goals and guardrails and then our third action is the conduct conductive policy and process review for equity in the areas of school discipline and in later years we'll talk about enrollment lotteries grading practices and those kinds of things and four is to complete complete the equity index version 1.0 and we know there's been a lot of work that's been done with that to start with so we're really excited about making sure

070that we further that work the spirits create a community-centric equity Roundtable so we started the process in terms of doing that but a place where we could also get additional feedback from the community around the the area in the policy and the policy alignment that talks about overall engagement and launch a web page on the CPS site that warehouses and makes transparent the equity and anti-racism work so not only is this what we have in terms of policy but this is what we're doing as a district to be responsive to the policy that the board has set before us then we move to the Adaptive components and we we know for this year but we know that they again generally start with changing hearts and minds and therefore it takes a little more time to

071make sure that we're at full implementation the first is to elevate and align on Dei definitions and language use and there are when you know when we when we have discussions around Dei around anti-racism around Equity there are a lot of different definitions that are used so for our district what is the most important for us and how are we going to move that forward in our work launch storytelling campaign highlighting lived experiences related to equity and anti-racism and again with the policy alignment this is definitely to Foster the universal values as expressed and adopted in the board resolution and also to them embrace the racial diversity within our district while actively eliminating practices that perpetuate racial disparities the next is to support our lsdmc leaders in engaging their school community in discussing equity and

072anti-racism and we'll talk about that a little bit more in the upcoming slides and to explore additional development and training options for the district as a whole so what is what is the additional work that needs to happen in that space to make sure that we're actualizing each of the areas as a part of the policy and a part of the overall implementation plan next time okay so the first we want to ensure that our data reviews and our board reports use this aggregated data to show Equity insights and needs so as we've spent quite a bit of time on discussing our goals guardrails and our interim goals most of our goals and our most of our goals have some level of expectation around looking at diversity and how students are performing when we think

073about diversity and so this is important for us to make sure that we make that just a part of our regular work so that we're able to talk through that and prepare for that as we begin to start monitoring our interim goals and guardrails analyze Manta and monitor and Report data across Equity groups so that's race gender socioeconomic status students with and without disabilities possibly School type when relevant and analyzed for the root cause provide a data protocol and guidance to lsdmcs and this is one that um that we're really excited about because there were a few of the lsdmcs that were really asking around this information they knew that there was an equity policy they knew that there had been work done on it but they had not received resources for that could really

074be helpful to them at their level and being able to do this work through the schools so starting with supporting lsdmcs to ensure Equitable outcomes in line with the goals and guard rails specific to their school sites so starting in September we've got some information that the report cards might be released earlier so maybe September instead of October but if supposing September is accurate we start with the recommended data in terms of the Cadence and then October help them look at their one plan review which is connected to their overall School Improvement and then November action 5.1 the implementation update with the lsdmc chairs and then in December the one plan review again which is looking at disaggregated data I think one of the most important parts about helping our lsdmcs work through the process

075is making sure that they have guiding questions to help them really analyze the data as they begin to also talk about next steps at their schools so what are the areas that you celebrate as you review the data what do you notice what do you wonder what are the opportunities for improvement and how can the lsdmc support the work in these areas so just just kind of starting at the very basic level of this is the data this is how we're talking about the data these are some areas that we're looking at in the data and then this is how you transfer that into what you're doing in your school building and the same moving forward with thinking about the plan from January through May continuing with the one plan review in February looking at

076action 1.2 for the from the implementation update March action 4.3 using all of that information to determine what else needs to be Revisited in April and then again after the data is is finished um begin to go back to the one plan review as well so keeping those questions those guiding questions at the Forefront so as we're thinking about the processes and looking to move forward so that we are moving forward the work across the board we do want to analyze and audit our high profile areas that are sometimes prone to inequities so that we're working through those processes and doing that um in a group work format the first uh for this year's the code of conduct we know we have a revised code and for this year our focus is really around restorative

077practices and making sure how that's becoming evident in our school buildings but likewise we also want to make sure as we discussed in our in our last time together that we're documenting discipline that we're looking at what that is so that as we're doing analysis we're doing analysis based on what is actual what is real so that when we begin to see the kind of change we're looking for we know that that is based on what we have in terms of Baseline and then we would like to have any proposed changes for the code of conduct to the board by May for the 24 25 five code the next area that we have thought about and working with others in terms of getting feedback and thinking about what was done in the other Equity work

078was grading practices and we know that grading practices is a big one when you think across schools across interactions and what those policies and procedures are we do have an aligned a student progression plan now so it's not really talking about how students move from grade to grade as much as it is how they are actually graded across the district and within their classes and then for the with that Focus for the 24-25 school year with any uh recommended recommendations uh to the board hopefully by April for the 25-26 school year April of 24. and then our enrollment and lotteries uh 25 26 focus and we know that that will be a huge one a huge area to talk about and talk through but want to make sure that we we bring that so that

079we're able to talk through that so that we're really getting to the kind of alignment that we're talking about across the district complete the equity index version 1.1 oh the equity index is a tool used to demonstrate differences in need across schools the index wheel got Resource allocations as we are proposing the index will guide resource allocations to ensure those who need more get more take into account student school and or Community factors and be a key factor in decisions on how best to support schools we are not anticipating that the index will impact base allocations of resources or negatively impact compliance label individual students or be the only Factor taken into account on any given decision collaborative Equity index development process and we've begun this work we've been talking about it for a period

080of time there's been some entry work that's already been done on it but now going into the deeper work around it um the work group composition is listed here for you so it's a combination across the board of individuals that would be a part of the work group and our timeline for kickoff is September so that by November we have at least our version 1.0 that we would like to be able to utilize to help impact how we're thinking about the 24 25 budget and the last is to create a community-centric equity Roundtable we talked about this earlier some have given recommendations for individuals that came up at the last meeting that we were in but in the process of uh having those identify across the board so that they can be a part of

081those initial Roundtable conversations around equity and then launching the equity web page creating transparency into the district's work things to include would be the annual equity and anti-racism plan uh progress reports on implementation and impact data and analytic analytics and any engagement opportunities for the community adaptive components of the plan as well level set and Elevate the Dei definition so what are our working definitions each month explore a Dei term and definition bringing Clarity and Alignment throughout the district what does it mean to you where do you see this show up in the actions in the district and what can we do to bring this idea to reality in more places for more people and we have work if you'll go back for me with the work current working definitions were developed in um 2015

082and so it provides working definitions for diversity Equity inclusion and excellence in education and so that would give us a place to continue to grow off of launching storytelling campaigns highlighting the diversity within our district explore how equity and inequity has impacted live experiences Elevate local history in the context of which CPS pursues equity and anti-racism highlight and celebrate what stakeholders are doing to promote equity and anti-racism and celebrate local Pioneers for equity and anti-racism and so profiling the stories from stories from those in the room from those in the district from those that have supported the district so that it becomes just a part of the way that work is done and a part of the uh the culture of the overall District and support our lsdmcs in implementing anti and kind of providing

083chairs with training guidance and protocols to advance equity and anti-racism so that there is opportunity for structure a structured sequence of learning so that we're working through the work together and not in isolation and currently we are exploring Grant funds to support this programming and we'll offer additional direct staff layer programming as well and looking at a variety of evidence-based programs that have worked in other places as they're also lifting lifting this voice explore additional development opportunity with opportunities within the district as well and how are we looking at that structure and that learning also and our speaker series increasing access for personal and Collective growth in D and Dei um so the speaker series um would include quarterly symposiums highlighting local voices and context open to all stakeholders with a a range of the

084areas and topics the plan continues to support the focus on the key Equity areas recruitment strengthening pipelines for teachers and leaders of color and curriculum AP African-American history course and cultural integration into the curriculum and that's where I'll stop and I'll open up for questions at this time thank you very much Prince and great for the comprehensive update questions comments or reactions starting with Mr moroski thank you uh president Lindy and thank you superintendent this may be one of the the best if not my favorite presentation I've seen in six years for a whole host of reasons um ever since I got here I know Ms Bolton was here in the equity policy was passed and Miss Jones um that was a really historic move and then in the past few years the anti-racism policy

085um which was an interesting policy because there were some things in it that were a little more prescriptive than you may have actually seen in a typical policy that we moved to an addendum Etc but a lot of those things have not happened um and a lot of the promises the equity policy while Progressive and has made our district more Progressive at least in my opinion than most any other still some of the concrete like the technical stuff certainly the Adaptive has been lagging in my opinion the technical um has happened to a point but not like this and what I like about the technical and the Adaptive which is way more difficult you're correct you don't need me to tell you that the technical you can measure but even the Adaptive with some of

086the things that are up here is actually able to be measured the second thing I wanted to say is I think this was an interesting presentation to end with because the one we began with we began with a presentation while this was never said explicitly um about a bunch of bills that are hostile toward our students particularly our black students and their families um you go through that that list and there are explicit bills on that list we were handed that would seek to prohibit a lot of what we just saw um particularly the curricular pieces and I think it's important if anyone's watching if they're not that's a shame and hopefully the people are will tell their friends I think it's important to note that we're doing this and we're going to do this

087regardless of what these people in Columbus who aren't taking this work seriously want to do because this is serious and our kids deserve the best from us and then the last thing I would say um the only thing that was missing was anything about us and when we talked in our meeting last week we talked a lot about how we Define the culture of the district and just again speaking for myself defining culture is not passing policies and implementing new programs because of them it is modeling it and I've been very fortunate to be surrounded by a lot of people in my career who don't look like me who have helped me try to be less of a stupid white guy um and uh because it's hard being raised in a country that tells you

088you're always right people that look like you are always in charge and it's hard to unlearn that in your 40s even if you were raised by cool parents who weren't jerks that's real that's hard and making decisions differently um and I think it would be nice if we I don't know what it means and maybe this is something for us to figure out to model this behavior all of us together whether it's an implicit bias training not an hour presentation I don't know what this means but I do think it's important that we model it and not just have these policies and then have a superintendent who has the courage and and the know-how ETC to implement change so that our students get what they deserve so that's what I would end with and that's

089a challenge I think to us I don't know what it means I don't um but I think we need to model it as a board and I didn't see us up there and I think we should be but that's not us not not you so thank you thank you Mr muraski Ms Johnson yes thank member moraski um it kind of brought us on a historical perspective of this I think where we are now and I agree with everything he said I think where we are now um I I I feel like oftentimes that that um I don't know how to say I'll just say that it feels like there's no movement so this is I think um a good way to sort of reset kind of where we were um and how and historically how

090we come to this point I really appreciate the slide number four that says Equity is a technical and adaptive challenge that speak that's a very very powerful um kind of concept and I think because most people think that they practice Equity that everything is good I'm good I don't need this you know that kind of thing and the technical challenges are always the ones that people accept what people have trouble accepting including us are the Adaptive changes what does that mean for oneself and our behavior and our thinking and how we approach things and it does require some digging deep into um you know how we approach our everyday scenarios so um I I do agree this is a lot of information to absorb but I really do feel like that number four speaks to

091where I am and in terms of my thinking about this whole approach this is you know technical is good adaptive is good but trying to make sure that everybody gets all of this um and measuring the success for it I think is where the challenge is but thank you anyway thank you vice president Jones other comments from board members or questions Dr moffatt so I'll share I think this is this is great this is definitely a step um in the right direction from where we were it has more concrete measurement and um actually some action items to advance us to where we need to go at least moving on the plan um I as a as a Dei practitioner I am really into and and want to just make a suggestion that we include other

092areas um for diversity in that um the the letter from the lsdmcs talked about having training not just the the normal trainings but I think they the letter from April talked about like even implicit bias training um and things like that I I would love to see in the plan where the uh lsdmcs are included along with the um teaching staff along with some of our other staff on professional development regarding Equity because I think that that's more holistic and they've asked for that they've actually asked for movement and how do they deal with some really tough issues that that they're having to deal with in trying to align with the infant within the policies on anti-racism and Equity um with regard to the uh diversity of diversity I I would love to hear some

093trainings for students and staff on disability um Equity what are we doing there are vendor selections because it's not just about race we stay there we stay on the things that we can kind of concretely touch but um learning styles and then the discipline data I know because I'm involved with the end of the lacp that that's been a request for where we are now for years and so to even even though one of the slides was talking Forward Thinking about we're going to do this in the future but I think to even have a baseline of this is what we see now Like A needs assessment this is this is where we are good better and different this is where we are specifically around discipline um that's it's been a request and I think

094I personally think I know it's not what we want to be but it is a starting point and there is there is such power in acknowledging where we are even though it is not the best it is where we are and then talk about bringing others towards where we want to go um so A needs assessment and then I and one thing that I actually work with a couple of schools on that I'm suggesting years ago was a cultural audit the schools want cultural audit they know that their culture is a certain way or they know that they have things that they need to work on so I just would love to see where the schools are involved either through the lsdmcs or through the ptos they're involved in establishing what they're where they are

095in relation to the goals and guard roles in relation to the Strategic plan because I think that there may be some um I don't want to say disconnect but just to make sure and ensure that there is connectivity between what the schools are seeing in their site with regard to culture with regard to diversity in all the areas of diversity and where we want to go with respect to our goals and guardrails I think it's a great plan um and I think it definitely has some tangible things that the community can buy into I just would implore that we be honest and transparent with where we are because that's what we've been asking for before I got on this board that actually hasn't happened it's been kind of fluff and so when we talk about

096technical challenges and adaptive changes I like that but but we need to also acknowledge the community with regard to those areas of diversity and there are many um Beyond race but where we are with that so thank you so much for that thank you very much Dr moffatt any other last comments or questions vice president Craig they'll make do quick ones um first and I wanted to just again thank you all for putting this together but I want to highlight one of the things that I think is really important with doing this is that it's a challenge that I guess I keep uh saying over and over again because uh they're Bolton on the budget and finance reminds everybody that's I've been saying it for a long time but the reality is that we do

097have a uh budget crisis next year and that part of what we committed ourselves to doing as a board is both identifying where our priorities are but also identifying where there are challenges that we need to set resources towards and I think that's one of those things you have to do in an equity framework because it's really easy to say I'm going to do X Y and Z to make this school better it's really hard to say to someone else you're not going to get X Y and Z anymore and that's that's a challenge we're going to have to think about and we're going to review and so I think it's important to do this and that framework of recognizing programming needs recognizing curriculum specific uh needs that are that are there the second thoughts

098that I had and I think it's um worthwhile to kind of for us as a board to also be thinking about as we go into our next year's phase of these things is that there are some challenges that will take a long time to get to and I know yeah Jones talked about it sometimes it feels like things weren't moving right and and somebody that is both our District's culture but some of that is our City's culture and the challenges that we will face as we improve and I think that opens up opportunities though for us to have Partnerships with folks who have seen us not move who may now see us moving right like a lot of the folks that I have heard from and a lot of folks I think board members have

099heard from the challenge is always that when you went to work with CPS is this going to take forever to get it done and you felt like it wasn't going to be whether it was getting through the the red tape whether it was getting something done the approval the results all these different things and I think this is part of that world also is how do I benefit those folks who I really wanted to make a difference for in a way that will also give opportunities for others and so I think this is a great opportunity for us to think about that net Equity lens as well as while some things may take a long time to get done some things can be done to speed up that process and so to board member moraski's

100point you know passing the policy wasn't this wasn't the stopping point it was the starting point now let's Progressive further thank you vice president Craig other last comments before we move on Miss Bolton yeah thank you very much thanks for the report too and I think I'm happier with this than I was before uh and I'm not surprised at all I know we're all deeply committed to doing this right and I again to uh Carolyn's point I I like that adaptive and what have you it helps me understand and I would say that the you know the Adaptive as you say takes time but that other end needs to start to be a grocery list and a check mark list and a timeline for that list that this is going to happen on this day

101this is going to happen on that month because that now that you've framed it for us and I appreciate it just intellectually thank you so we not only have the checklist that was in the policy both the equity policy and the racism policy which did provide a checklist and a path forward uh anti-racism the the issue for for us now is to actually do and a couple things um advisory groups at least for the most part in the Suburban districts advise the board they don't necessarily advise the administration so I think we need to kind of figure that out uh and uh another point is on this Equity thing what was raised in finance a few months ago and uh I think uh Mike so my colleagues will remember it where we said let's start

102even on the financial piece let's start thinking in terms of all the resources being able to be accountable at the school level is that's going to be the most uh difficult and the most controversial perhaps uh guideposts that we have so that we we have this aggregate piece of budget process and we have this district-wide uh formula and what have you which makes complete sense except for Equity uh because it has nothing to do with equality but if we are focusing on really having an understanding of what each school has and I know I've seen or the superintendent and the treasures say wouldn't it be great to have a list of every school we have and every service every aspect of their programming you know even when we're trying to assess the value of Our

103Community Learning Centers or what do we get from our school-based health centers I mean I think something can be that rudimentary and and we can see a a close by two things I think part of equity needs to be to redesign the school day especially for our teenagers I think there's equity in thinking about a new school day the other thing is this is interesting this morning I had the privilege of teaching a class at Schroeder largely due to the campaign nobody wanted any wisdom or anything from it I was just interested in about how you run for office which was great I was happy to share I'm not sure how I used to do that for five times or six times and on two years seven times a day so it was uh it

104was humbling uh but they asked great questions besides they want better food and what have you but which is the teenagers I would expect that and hope for that and I know Carol has pointed that out any number of times but I had one young lady um the razor hand and I didn't see it at first and then I saw it because I think some of her compatriots said oh she has a question and this she actually said this I believe this is as good a quote to teach us all he said this CPS work to get so many poor students and I said you mean people that have economic struggles she said yes y'all work to find everybody that has those struggles um that was bone chilling uh peer making whatever what is so

105perceptive she's surrounded in this wonderful wonderful high school and in her life or whatever she senses that the people with whom she's dealing you know all share this these great challenges and I I just so I think there needs to be not only rethinking the school day as part of your thinking uh if I can be so presumptuous but also a tremendous effort toward thinking about that impact of economics on our kids because it's it really has I think more impact Maybe than we fully appreciate the their confusing and making difficult their lives and their families lives so happy for the report I want to study it more and think more about it and um if I go teach a class thank you Ms Bolton I'm headed to Shredder on Friday and look forward to

106finding your students um thank you superintendent um as we hear on 5 30 I promised I was not going to keep people over um so we won't uh what I will do instead is just preview what we'll do instead at the meeting on Monday uh which is I I don't think we have a lot going on in the meeting on Monday we have a budget uh to discuss and approve we have bylaws to review and hopefully approve uh we have a mission vision and forecast resolution to review there's a lot that's on tap I don't think we'll have time to do a full extended discussion on our priorities but I think we got to start um because I think there's our danger in executing too much without a clear set of priorities so here's what

107I was going to do this afternoon uh and we'll do this during the meeting on Monday I just want to give everybody on the board a chance to share what they think are most important board priority should be between now and the winter holiday uh so think about that um this should be succinct you know 30 seconds to a minute um and and the goal for that time is just to get a list of what everybody says and so everybody can hear each other share what they say um we'll then have to carve out some time the following week to deliberate on that and then if we need to do some voting but as a first pass come ready Monday to share in about a minute um what you think our most important board work

108should be uh between now and the winter holiday uh any other items or business before we close our committee of the whole meeting having no other business before us I declare our meeting adjourned him have a good evening