November 11, 2025 DMPS Board Meeting

001We're recording. We're waiting whenever you're ready. You >> just need to get serious here. Hey, >> I would like to put the school board meeting for Tuesday, November 11th for the Dewine public schools to order. Miss Rios, could you please take the role? >> Can you be quiet back there, please? >> Yes. Miss Alonso >> here. >> Miss Compos >> here. >> Mr. Dixs >> here. Miss Knox >> here. >> Miss Marrono >> here. >> Dr. Mayberry >> here. >> Miss Norris >> here. >> We have form. >> The first item of uh business is the approval of the agenda. May we have a motion and a second to approve the agenda? >> So moved. >> Second. >> We have a motion by Mr. Dixs and a second by Miss Martano. Is there any discussions

002or questions? I need to propose a friendly amendment. We are going to remove the work section on the budget um for transparency so people know why there was a pipe that burst in the other room and it was very hard to do this conversation um pulling in people virtually. So it is scheduled as a work session next Tuesday and it will begin at 5:30 p.m. So next Tuesday there will be a work session. Um board members uh with that so who made the motion I think what's up. Okay, so he accepted it. Miss Rios, please call the vote. >> Miss Alonso, >> yes. >> Miss Campos, >> yes. >> Mr. Dicks, >> yes. >> Miss Nox, >> yes. >> Miss Martana, >> yes. >> Dr. Mayberry Mates, >> yes. >> Miss North, >> yes. >>

003The vote is approved. >> Yes. >> Seven to zero. >> I'm looking funny because I always forget that I'm last in the office. Sorry. Um, due to flooding, we are not actually going to uh do district recognitions today. Thank go backward. Okay. So, uh we are going to move on to board monitoring reports. The next item on point of order. We have a public forum. >> We do just getting excited about everything. [laughter] Uh Miss Alonzo, would you like to introduce the public forum? We provide speakers at the forum an opportunity to address the board for up to three minutes regarding items that are not on the board agenda and up to five minutes for an agenda item. If anyone wishes to speak during any portion of the business meeting, please email rosa.reosdmschools.org. The same

004speaking protocols apply to all individuals who wish to address the board. Speakers will be called individually and we ask they say their name and zip code prior to providing comments. Students and minors do not have to provide their addresses. Guests of the board are encouraged to speak to matters relating to the program services and operations of the MBS. Please remember that Iowa law prohibits us from discussing specific employees or their job performance. We ask all speakers to avoid references to personalities or character attacks as those types of comments do not contribute to the purpose for which this public forum exists. The use of inappropriate language will not be tolerated and individuals choosing to do so will be gabbled out of order and asked to excuse themselves from the premises or escorted out by district security.

005As a reminder to the board in public, the board will not engage in a discussion with public forum speakers as it is our obligation to discuss only matters posted in the public agenda for the sake of transparency and opportunity afforded to all community stakeholders. Matters requiring attention will receive appropriate staff and or board followup at a time after the meeting. Thanks for your participation. We appreciate your feedback and input. Mr. Are there any speakers? >> Uh yes. First up, I'd like to call Alexa Chavaria. Alexa Chavaria, you can just take a seat at Oh, sorry. when you're ready. I'm going to use also my time. I also use my own timer. >> Sure. >> Yeah, absolutely. Yes. >> Is there like a microphone or >> No, you can do the draw but you are being

006recorded just >> Okay, I will be starting out. Um, good afternoon school board. I am Alexa Chavaria, a senior at East De Moine public schools. I am here to talk about the educational system in De Moines public schools and its treacherous errors. For starters, I know that the board wants to pass a grant of 200 plus million dollars to help the educational system in De Mo public schools. However, how do I know this won't lead to a complete failure and just an excuse to suck taxes out of homeowners in the De Mo area such as my mother? How can you claim to want to extend ST ST ST ST ST ST ST ST ST ST STEM and the pursuit of intellectual programs for students when you don't prioritize intellectual honesty such as the grading system

007in which the board refuses to abolish this PT at ET I don't even know T standard that you guys have is quite frankly very ridiculous. Many teachers agree with me including students. This you're almost there but not quite frankly here's a letter to sum it up is intellectual fraud. Students need clear quotas to help them understand their intellectual failures in which they should better on, not sugarcoat the grading system so feelings aren't hurt with real raw numbers. Many students and teachers ask that this grading failure changes and to promote intellectual honesty and not emotional pondering. And especially with the situation with Ian Roberts, I do want to clarify certain um circumstances that I see in the de mo public schools when it comes to certain practices. I find it ridiculous how certain students who look

008a certain way are exiled from certain opportunities, such as my Asian friend who wasn't able to apply for a STEM program because it was specifically for only the black race. The amount of times I've had teachers rant about how because I am Hispanic and brown, I will face oppression and harder circumstances solely based on the color of my skin and ethnicity. It's belittling and useless. We must hold teachers accountable when they fail to educate and become solely to indoctrinate their personal bias. This goes on all spectrums. Such as when I witnessed a Jay Guera picture on my teacher's laptop, a man who killed many and loved Marxism, or when I saw a pro-communist book on my teacher's bookshelf. I do not need to walk into a classroom and clearly and evidently know your political agendas

009as a student. I just want to learn. I find it appalling that the board does not care what happens in the realm of teachers and if they are complying with students educational pursuits in in pursuing intellectual honesty. Aside from own bias, aside from what they think, but what the students need to learn. So what I ask De Mo public schools board needs to go to classrooms and see what the children learn. Ask the children what they know. >> Thank you very much. Please know that I just want the best for de mo public schools. I want children to be able to such as I to think to conclude and to speak and have no limitations because I find it frightening to speak to to the kids at my school and ask them do you know

010who Stalin was and then to respond with the answer no. We must pursue intellectual honesty and help students be able to see what they can better at without sugar coating our our grading system. Thank you so very much for your time. >> Thank you. Next speaker is Taylor Boyce. Taylor Boyce. Next speaker is Marshall Jane. >> Hello, I'm Marshall James. I'm here with the Iowa Citizens for Community Improvement and the Public School Strongs campaign. And first of all, I just want to say congratulations to our new incoming school board members and especially congratulations to uh Miss Maria Lonzo, Alisa Denor Lonzo um for winning re-election. Um I I I personally see your re-election not only as a vote of confidence in yourself as a board member, but as a broader vote of confidence in the

011board itself. um there's been a lot of aspersions thrown at this board and how responsible or not the board members are and a way if the electorate was really mad could have taken that out by by punishing you by voting against anyone who's currently on the board. So I I personally feel you winning re-election is vote of competency yourself and in your fellow board members. I also am just proud to see the way that the de mo community came together and united around the bond. Not only did it pass, but it passed with 14% over the need, a true mandate. Um, and uh I I was just very excited to see how many community members, prominent uh elected officials were turning out, really pushing for the bond. That just really made me feel like this

012was I had I had kind of strong confidence going into the vote that it was going to that it was going to work. It felt like De Moines really wanted this to happen. Um, so I'm just very proud to be a de mo resident and I'm glad to see that we are really united in our desire to pay a little bit more to give our students so much more. So I want to also personally thank uh Superintendent Matt Smith for his work in shephering this project through its various iterations and and over the finish line. So, thank you all for all your good work and again congratulations to our incoming board members and uh thank you to our soon to be outgoing board members for their work as well. Thank you. >> Thank you. >>

013Last speaker I have is Ashley Crawford. Ashley Crawford. Those are all the speakers. Great. >> We are now going to turn to board monitoring reports and uh I've asked Kim to facilitate the conversation amongst board members. But first, I'm going to turn it over to Superintendent Smith who will queue us up. >> Yeah. So, while Kelly and Allison are making their way up to the table, um so tonight we're monitoring goal one and goal two. Um >> and Matt, so so people are aware it is on it can be found online um if you go to the board page. So technology is not working, but you can find the documents that we're talking about >> And there's two extra copies. Um so um tonight we're monitoring goal one and goal two um specifically in interim

014goal 1A the percentage of second and third grade students meeting benchmark on fastbridge CBM reading um as well as uh goal 1B the percentage of first grade students meeting benchmark on fastbridge early readings um as it relates to goal one uh both goal 1 A and goal 1B I am super proud and happy um that we are meeting both targets and so we are on back. Um, and so for our first official monitoring, uh, report of the year, um, there's just another reason to celebrate, right? So, there's lots of, um, lots of reason to celebrate, lots of blessings to be had, and this is another one. So, um, I've got both Allison, director of elementary teaching and learning, as well as Kelly Scoffield, director of middle school teaching and learning, both here because we're going

015to talk about goals one and then goals two, which you're going to hear some similar things, uh, because there is an alignment that's taking place. And so we're super proud of that. That's part of how we actually move the system for kids is we create alignment from preK through 12. So without further ado, I think I'm turning over to board member more Toronto and we'll go from there. >> Um our student outcome goals represent the community's vision. During board meetings, we will review data connected to these goals and understand whether progress is being made. Um we are going to monitor progress towards um whether or not the current performance matches our vision as a board. Um we are going to ask questions to identify our students growing towards that vision. Um and is there effective

016strategy in place uh that will likely produce continued growth for the district. Um the board uh will you'll hear board members asking questions like who is struggling? what's working and what's not working, how are we supporting specific um student populations and strategies. Um and this these questions are really to help us understand the current conditions that exist in the system and the superintendent's plans to move us closer to that uh community vision. So um as the facilitator I will um first that we um identify and as superintendent Smith has already done the evaluation of goal one is in fact that we are meeting the target for 1A as well as 1B. We're both meeting the target there. Um, and then I would, um, ask board members for any questions regarding goal one, the percentage of

017fourth grade students scoring proficient or advanced on the ISAS ELA assessment with an increase from um, 50.1% in spring 2023 to 65% in spring 2027. >> Member Marone, if I can, just for everybody's sake, um, typically the the board's questions would be to the superintendent. Um, given that I've been on the job for about 45 days, uh, may be exact, um, I've asked, uh, both the directors of teaching and learning to be present. Um, as I'm catching up on some of these things, that's not been my direct areas of responsibility the last couple years. And so, uh, they're going to be here to answer most of the questions, I will jump in as I can. >> Thank you for clarifying the board members. I'll open it up to questions that are reflecting back on what

018got us to the our current state. So, um ask focus questions first. Um the who, what, and why questions and then we'll get to the how questions later. So, uh I have a question about digital literacy and I apologize I didn't send this in advance, but I think it'd be helpful to understand it's referenced in both reports digital literacy curriculum. Can you share what that is and how that is impacting uh outcomes for the better for no change? >> Absolutely. So um we are so uh fortunate that as one of our um priorities for our strategic plan um that we are making sure within the next five years that we are working alongside um Neil and his department um to increase opportunities for students um and teachers to not only um learn in a classroom

019where we're um incorporating digital literacy and by digital literacy um it would be making sure that we're integrating technology better into the classroom um and across all content areas most specifically to try to incorporate strategies that would support literacy as well. And I think um in our work with the technology team this year, we're really focusing on the teachers tools. Um and then then we will roll out and and adopt and go into a digital literacy curriculum that would be for our students. Um and in talking about how we um are embedding some of that stuff into the things that we're doing now. Um we have some projects that we can talk about with science and projects that we're talking about with uh with ELA. But this is I I think they term it the

020year of the teachers. the technology department. So, really trying to get uh directors, coordinators, and teachers to understand the tools that are at at at their disposal so that they can then be able to use those tools to help them as a teacher in planning and then being able to help students use those same tools. Right. I'm just going to ask a follow up because digital literacy is so I mean it's broad, right? And so I know that um literacy has been piloted um some AI uh use of AI in a very small scoped way around skill building. And so for the prek, kindergarten I think. And so is is when you say digital literacy maybe just expand is that more like using skill building uh as it relates to using and harnessing AI so

021it's more individualized or is it more just tactics of digital literacy? And Neil's behind you if he you want maybe I'll just jump in. I don't want to leave you guys hanging. I think digital literacy is is a spectrum. It's a journey. It's it's a little bit of both of what you're saying. One is building capacity with teachers in tools that we not only expect them to use, but we know our students will use in the real world. So everything from as exciting as it is, designing a PowerPoint presentation is something I might do in the workplace, but then bringing in this all these different concepts in a variety of different ways. things like artificial intelligence both as an augment to learning but really an end in and of itself. We're talking already about uh

022microcredentiing aligning that into our signature school programs. Our students need to know how to use the tools in responsible ways to participate in society going forward. So illiteracy isn't just a tool in a subject in a class. It is an end in and of itself. teaching kids responsible behavior, cyber security, the range of tools at their disposals, how they may apply them in a variety of ways, but then also turning that into an activity in a science lesson in 8th grade, building a PowerPoint, using AI in a responsible way, doing research. All of that comes to bear, but it's a it's a complex undertaking. As Kelly alluded to, we're sort of in a a rebaselining year with our staff, bringing our tools into what we're calling a power pack. We we've brought in some AI

023tools, but at a very basic level to understand them ourselves to then start layering that in with our students. So, it's a a it's a comprehensive approach. You're going to hear more and more quickening and and about that in the coming months and years, but it is a journey we're on and it's there's a lot to to >> mean to veer too much into technology. >> No, I appreciate and thank you. >> Well, and one thing um that that we've done um that you would have heard a lot about last year that does incorporate AI is using Amira, right? >> Um through EPS reading assistant. Last year we used it um really kind of piloted or started it with first grade >> um just just to have a data set you I kind of thought

024that's where you were going. Um and this year um actually actually as an action step um that's different would be that it's an expectation K5 this year instead of just first grade because we did see um data move in three short months um with its use. So, >> so kind of going back with Amira, I know this summer you decided or we were going to have them in our um Metro Kids programs in the beginning stages it was kind of iffy because just get people trained on it. Um how did it end up going at the end of the end of the summer? Do you know? >> Yeah. So, we did at our six elementary metro sites um I did train all of the um not all of the caregivers but um the sort of

025directors of the of the metro site programs for the summer and um Neil alongside Neil um we got six laptops for each of those sites. um we did have um some some struggles. So um some device issues that some of the devices were outdated and need needed reimaging. Um we had some issues with a platform that we use called Clever which typically in DNPS we shut down over the summer which um it's a one uh it's like a single sign. It's a very easy QR code that it a kid could scan. And so if you're thinking of a little first grader, um they don't have to sign on every time to get onto a mirror with a password and all of those things. And um so we ran we ran into some glitches, but we

026gave it a good go. Um and um unfortunately without being able to use Clevver, we also weren't able to track with data how often the kids were on like we typically could throughout the school year. So, if we were going to move forward, um, we'll need to work with data and assessment to ensure that Clever is not shut off during the summer and that we can utilize it for not just Metro Kids Care, but any summer programming that we do because we have several opportunities for kids to be using devices. Um, and it did hinder us not being able to use it effectively. >> Thank you. >> Yeah. On page one and two of the goal one report, I see that um we are have met the the target. So what do you attribute um

027us meeting the the targets on these particular goals? >> I I feel like first of all we were set up for success. So we do have um at the elementary level a high quality curriculum that we use um that we have for several years. And so being relentless in our effort to ensure that our students are getting instruction to not to stop that. Um and so that was a commitment um not just in elementary but across um across really K12 um when it came to literacy. Um, we were also really committed and had a throughine K12 with gleam instruction which would include that grade level um, engaging, affirming and meaningful instruction which we monitored and tracked um, and had great conversations about. I do feel like we placed an emphasis on uh, first grade last

028year and and really honed in on as many things as we could try to do for first grade. Um, the only regret I have with that is sometimes it's hard to know when you're putting all your eggs in one basket, which one of those eggs actually helped uh propel us forward a little bit. Um, in fourth and fifth grade, our leaders spent a lot of time um after winter assessments um making creating some really streamlined goals, especially um like I said for fourth and fifth grade in with a reading. Um I'm just so proud um when I look at how many schools um not only grew but um we actually have a principal here tonight really excited to share the growth at Jefferson Elementary that they made um not only on fast but with Isask

029um and I think it just was our um very targeted efforts like really focused on you know a couple of things and we tried to do it really well and we didn't stop um and we just continued to analyze analyze the data and and try to make different decisions or tweak something a little bit. Um, but clearly clearly it worked. Well, it's working. We have a ways to go. >> Yep. Who do you think is struggling the most right now? um across all grade levels or um typically what we see is um between kindergarten and first grade um about this this time of year after our first assessment um we've seen a pattern where um first grade would be something we're watching really closely um and that the early literacy um yeah I would say

030there have been trends that I have looked at over the last six years where fourth and fifth grade particularly after winter testing um you know don't make as growth as much growth as much growth excuse me as we'd like to see. So those are patterns that I'd like to avoid. Um considering we started off the year pretty strong considering that we didn't have um you know as many dips um and in some areas we actually made some gains from spring to fall um in our assessment. So, do >> you mind sharing any opportunities that community could help partner with some of this particularly maybe some of the summer slide or if it's during the school year just different volunteer opportunities for community to better engage? >> I would love to. Um, I did work closely

031with Kaylee Becker um and actually uh talk to um board chair um Norris um in the winter about what other opportunities we could provide um in addition to Americanore um as opportunities for community members to be able to get in. And I know at Garten Elementary um principal financial they have a really strong partnership. I had the opportunity to go to principal this summer with Kaylee and talk about how to kick off the school year. they were um willing to donate materials to the school and they have um guest readers. They're getting ready to have a winter celebration. So, their community members um or partners from principal are coming in to celebrate with kids in the reading broke that they've made. Um and I know Kayle's working really hard to try to continue to promote

032um you know different ways in which we can invite more um people in. What I realized is um and learned a lot from was that we actually have quite a few schools like King Elementary that already have really strong community partnerships. So, it's just trying to to um shine a light on those positive things that are happening because they are happening. But I would say right now probably our biggest success would be Garden Elementary School. If I also maybe add a little bit to that, I think an area of opportunity for us is we have so many partners that have just a great heart for kids and they want to be around PS and they they don't put books in kids hands and we continue to encourage that. Those are great. Um and um an

033opportunity to um as partners to also care for the adults that are with the kids I think is a is a maybe an area that we might need to tap into a little bit more. So up we have um educators in front of our kids that u are putting in 150% day in day out and keeping them motivated, inspired, um uh taken care of as well by the district and by the community is also incredibly important. Um I think we've talked about at this table at least maybe in the cafeteria but in the boardroom before there's a you know there's a book out there right if you don't feed the teacher they will eat the children right and there's this with the notion of being the adults in those spaces also need to be taken

034care of because they're they're also going through it right in many respects so I love the question Dr. me very nice because I think an area of Morris is to continue to partner with community around supporting adults while they're supporting children is a very important. So just to piggy back off of that because this is a question that for my two years on the board we continue to ask over and over and over again and it's great that we have a some buildings that are that have good volunteer programs. I would appreciate in the next reporting because I think sometimes it's good for the community to hear here a list of the schools that do not have a good volunteer program and could use some community support. Maybe that would spur a community partner to

035say great, we'll take this elementary school, it's in our neighborhood um and be able to help with it. It's just it's great that we have some success and that we're getting better at it. I think we probably should be transparent about the schools that need even more help and it's the volunteers. We we just saw 74% of the people step up and say they wanted to help >> and after that happened a lot more people contacted me and said it's just still hard to help >> and so we just need to make that break down those barriers as much as we can because they want to get into the schools that help kids succeed. Absolutely. >> Sorry. I heard my name. [laughter] >> I was just sharing about Yeah. Gart. Um, so I've been meeting

036with companies. My order ring just fell off my finger, but um meeting with companies. Uh, I actually just pitched button this morning to connect business partners and with uh the schools that have one to five volunteers. We're also launching launching our new volunteer system. Actually, the new application is online today. um you can go in and see every single school's different opportunities that they have. So we'll have literacy on there as well. Um and then with our new community needs dashboard, literacy is also on there and map. Um so we'll see what specific needs in every single school you'll have and we connect those partners in. >> Great. >> Congratulations. That's a big deal. >> Thank you. >> Uh just one question. Are the students reflected on the numbers here? Um are they do they

037also include children in special education? >> Yes. >> So everyone is included. >> Yep. >> Okay. >> And ALP. Yes. >> Yeah. >> So at the the grade level teaching it's a win. 91% is great. What's our barrier to get to 100%. Is it that teachers are not well trained enough? Help me understand the remaining 91%'s great. That's awesome. But where where are we still uh not meeting that standard across all classrooms? >> And just for way binding for those that are following along in the report, we're on page three under items of what's going well. The second bullet, 91% of our elementary teachers were observed using grade level um standard alignment materials. >> Yeah. So at in those particular opportunities when we were collecting the data um the n uh 8 to 9% or

038I'm sorry I need to look exactly at that percentage but at that point were um not observed using um the curriculum as intended at that moment during that >> snapshot >> tech snapshot. Yeah. You know with this is big data we go in and collect it. So at any given time there could be a teacher that's reviewing something that is um getting ready for a field trip. Uh sometimes we get scheduled into um sometimes the glean will schedule us into an intervention more type thing. So >> yeah I think >> we want to be at 100% but that is >> is that not a realistic standard is because you're just going to have some days where there will be okay. And actually what I was going to offer up was I I do believe what

039that is is a a reflection of the fidelity of the observation of saying >> okay >> we're not just going to give credit >> because we were talking about getting ready for a field trip right you have to get ready for a field trip right >> right >> and we often didn't see it so we're not guided >> okay% like we get into we're at 95% consistently we would feel we'll be okay >> good in big data like that good thank Board members, are we ready to move on to future focus questions? Do we have an understanding of the past and how we got to the current existence of meeting our targets? Future focus questions. What will we be doing next? How will we move forward? So, in the past years, um, we've done blame

040WS. Is that something that's going to continue? It is as far as we know. Yes, >> it will. >> And then um we got a schedule so we can go visit >> you talk a little. So I'm on page eight uh towards the bottom where it talks about the elementary interventionists um attending some additional professional development for specific areas um particularly the uh some beginning in November which maybe it's began already and then some also beginning in January. Uh, I know we've heard a few times from some of the teachers and support staff around professional development and having that balance of things that are prescribed to them versus professional development that allows them to grow at what they've identified as gaps. Can you talk a little bit about for this professional development that seems like

041it's more prescribed, how that balances with what they've already been prescribed to do for prof. Is this replacing something or is this new in addition to what was already? That's a great question. Um, so, um, realistically it's it's somewhat urgent and timely based on legislation. So, um, last year, House File 2618 passed which required that any student that was not proficient in reading, um, we must have, uh, communicated that with families, K6. And alongside the communication would come an individualized education plan which would lay out what we were going to do. So what is our action and then also um how we were going to measure progress and continue to communicate. Then in the spring um and uh very similar um almost exact legislation was passed for mathematics and um reading and literacy has been

042a focus um for for quite a while for professional learning. um and um is a board goal. Unfortunately, math is not a board goal, but should be because our data also suggests that it's very similar. Um and I know that our priority is literacy. Um, however, more urgent this year is we have not focused on mathematics in quite a while in elementary and have quite a need. And um, I heard pretty loud and clear from leaders um, over the summer that they had some worries about um, do we have all the right tools and resources and information in our teachers hands um, to equip them um, to support our students um, especially once we report to a parent how we're going to do so. And so um there was some urgency around mathematics um which

043is great. Um last year that urgency came around literacy which was also wonderful. So um I agree with you there there does need to be a balance um and the balance with giving teachers autonomy in the areas in which they want to grow as well as just some needs that we have to level set to make sure that they have everything they need in order to teach. And so, um, starting in November, we're going to be focusing on providing our mathematic interventionists and instructional coaches with an additional layer of training and support around some new materials um, and some that they may not have used. and then um continue our work in the area of literacy um more specifically our connection with science of reading and um the alphabetic principles um in the reading rope

044when students are learning how to read making the connections with our ELLL teachers um to see the tie between the two and our interventionists. So, we're also meeting in January. Our literacy interventionists um are going to be meeting alongside our ELLL lead teachers to make that connection in the area of literacy. So, there's a lot of PD uh and that's a long- winded way to tell you that we are really working autonomy and then there's just some urgency to make sure we're complying with legislation as well. >> Thank you for thorough. >> Yeah. Well, and maybe I could offer two, the um we are still working towards creating that universal guaranteed and viable curriculum in that there's a consistency of um always teaching and instructing at grade level, scaffolding where we need it, right, and

045where the data says we need to be um but never really falling below that, right? And so that that's a constant grapple. It's no one does it intentionally. It's just part of the dynamics of classrooms, right? And um when you're working with you know uh students at at at various rates and levels of their learning they learn at different styles uh sometimes our scaffolds um lower the standard of u teaching and learning in the classroom not intentionally. Sometimes we go way above it and we don't scaffold enough to get so rigor. We actually just made it hard and not rigorous. And so there's that finding that balance um as teachers is difficult on a good day. And so these trainings are not only um in response to the house files, but also um in response

046to that constant teacher opportunity to grapple with one another about how they're getting success in the classroom next door to them or across the street or down, you know, down the road because we're all serving um you know, the same children, right? >> That's what motion's about. >> On page seven, you identify both in what's going well and what's not. One was the Pur Meadows one-year grant going well and the other was funding from the city of De Moines uh full day classrooms coming to an end. That temporary funding is what I want to focus in on. And my question, how much is your team anticipating that to be a challenge given our budget situation? We are we've discussed around this board table quite a bit how temporary funding can sort of derail plans that

047are long-term for us. Um to what extent is that going to be a challenge in the next couple of years that temporary funding will have >> and was that for preach? Yeah. >> Yeah. Yes. Thank you. [laughter] >> She probably will be able to speak more thoroughly about this. >> Yeah. So this year is our last year for the city of De Moines funding for our aid classroom. Excuse me. And then um Prairie Meadows gave us kind of a temporary band-aid for this this year. So, um we are looking at additional funding um opportunities uh specifically fundraising working with Kaylee and then with the bond passing. The great part about that is we can reallocate funds um from other funding streams not bond dollars but you know from save or whatever reallocate um that we

048can use to support. >> Just out of curiosity what would that number be all in? what would those two funding streams be all in on an annual basis? >> So, great question because I just um put those numbers together today um for us to sustain everything that we're doing right now with the city classrooms and all parent pay options because our scholarships from early childhood Iowa are no longer available as well. It would be $2 million annually. Did you say B billion million? Bion. I mean I would say I would take two billion. [laughter] >> Thank you. Yes. I answer all your questions for free. >> Okay. >> Under um on page six under what's not going well, you mentioned some work that the leadership teams began um to be completed. um is there a

049particular barrier to getting that completed or how can we ensure that um that will be prioritized and completed? Yeah. So, we are um really excited I think with some new additions as far as directors. Um we have already met a smaller team of us to just action out any items that we did not um finalize in the spring. Um and you know, our hope is to make sure that this MTSS um project that we've been working on is thoroughly rolled out in January. So, we're just putting the finishing touches on it. So, as far as barriers, I think it was uh we needed to recalibrate with some new leadership >> [clears throat] >> um and and support to just hone in on the things that we did not um finalize. >> So, action steps have

050been identified and has monitoring of those now action steps that have been identified been put into place as well? >> Absolutely. like we had all kinds of pieces of it put together. Um and now we met uh with small teams that represent others. Um and and then um we have action steps that we take back. We work in teams. We get it back. We have a meeting in a couple of weeks to bring back the work that we've done. We've actioned it out. So that as Ally said, we'll be done by January. Yep. All the pieces were there. We just needed to get it together into one place. um and that um we we have a a senior director that's helping us lead that work and get it done and and so yes. >> And

051how will schools see that cascaded down the leadership team? Um I'm guessing that that MTSS work will be very visible in the buildings. >> Yeah, it's pieces of it we've been working with them on. Like I said, there's pieces we've been doing pieces of it for years. We've had different iterations of NTFS guidance for the years that I've been here. So, I think that parts of it won't be new to them. It'll just be in one place where we can um so we're going to start part of the work that this team is doing. And then the larger director team will be doing is how what's the roll out going to look like in in in January, right? How are we going to roll this out to schools? How are we going to um by

052roll out, like I said, it's not a lot of new things. it won't be things that will be surprising to them. It's just all in one place. So, um how we're going to do that through leader meetings that are already on the books. How will we take it back to schools? How will we support it with our embedded uh curriculum support in the schools? We may not see the um the fruits of our labor in that until the spring testing cycle if these pieces are not implemented until after >> possible. Although there's pieces being implemented, >> I think it's just to make sure like we just want to ensure that across our system that we're speaking the same language when it comes to our tiers of support um and that um schools feel supported and

053that the process is consistent from school to school. And like Kelly said, there is a data literacy guide already out there. There's a lot of things that are there. We just want to make sure that we've updated it, edited them, publicized them, and then ensured that we've given the support to schools that they need. So yes, to answer your question is it's likely that it we may not see the fruits of those labors until spring. Um, but a lot of pieces are in place. So thank you. The area that I would highlight, sorry, um would be just this notion of current plans and responsibilities are being re-evaluated and that's has a lot to do with a significant turnover in leaders at the central office level and having folks get calibrated coming in to what's already

054in place versus bringing in those new ideas on how to actually strengthen that MTSS so that universed in ensuring that that is happening. We're hearing a lot from our community, particularly our our students that are falling into for that tier 2 level s uh need. Um so I appreciate that action has been being taken in that area. >> Board members, any additional questions regarding goal one? >> I would just ask one final question and I typically save it for after both goals, but I'm curious. Is there anything that we as a board can do to better support you this work? >> What always feels good is when you celebrate alongside us because we are working so hard. Um, and I think it's great for the public to hear um you know that that we're really

055proud. Um, and it's it's great to be able to start the year and say we're meeting or exceeding um in certain categories and and knowing that um while we know we have a lot of work to do, we know that's not enough. It's a great place to start. So, I think just having your support, the fact that you even asked that question means a lot knowing that um you're here to support us as well. So, um yeah, >> it's willing be here. >> Yes. >> We're very excited to share. Yeah. Okay. >> Offer that up if that's okay. >> Yeah. Um, can we bring Willie up? >> Yes. >> Mr. Willie, Principal Montgomery. >> Other people, too. >> Yeah. >> I believe the associate principal Dave Shy is here as well. >> You can all

056come up from Jefferson Elementary. >> Willie, bring them up. They want to come up. They want to come up. Yeah, >> you can stand. You can do whatever. We're celebrating. >> So, just so for everybody, um, anytime we pull a monitoring board together, all times we want to bring together a, um, a school that is exceeding, um, expectations and just doing amazing things for children and and really, um, implementing all the things that we're talking about at a systems level and doing so at a building level um, with a great deal of fidelity. So, um, we're celebrating Jefferson tonight because they are absolutely hitting out of the park. So, Principal Montgomery. >> Yeah, thank you. Uh, again, Will Montgomery Jefferson, principal. Um, I guess the first thing I would definitely do is just want to

057celebrate um the fact that we're taking time to talk about the buildings. Um, I know that a lot of our schools um all of them are doing really good things. Um, you know, and and we're just doing everything we can to strive uh and push things forward. Um second, I know that we'll be discussing the fourth grade um board goal that board goal number one um that really looks at proficiency and advanced uh students when it comes to ISAs, but I I I cannot um go on without saying that this is a whole building thing from kindergarten um all the way up to fifth grade. We know that they all have a role in helping us uh succeed and meet the goal that that we'll discuss today. Um, when it comes to the goals specifically,

058um, we're doing really hard work just like all the other buildings are doing. I I do believe that one thing that we did very different, very intentional this past year, um, we dug into goal setting. Um, and so we took a look at past uh, scores um, if they were applicable. Um, we talked with with students about their past scores. We took a look at the cut scores um, of what is coming up for the that ISAPs testing that's coming. um we work with them about being intentional and setting a goal. What is a strategy that you can do? Some type of actionable step um that you can take if that's reading more every night. Um is that making sure at math you're going to use that piece of scratch paper? Just getting into some

059type of really good habit that would then show itself in any assessment that you take. Um and then I think the bigger part that we really did that's I think been different from the past is we communicated um that expectation with our parents as well. And so the document that we had sent was sent home. Parents were asked to read through it, sign it, and then bringing them back. There may have been a bag of chips at the end or somewhere. But um you know, just really motivating students to take their their strategies, their goals, setting home, communicate that with family, and then asking families to help support us through that process as well. um before the the the all of the data comes back uh with the writing and things like that, we were

060quickly able to see um that we were on the right track. Number one, all of our students, third, fourth, and fifth that were slated to take the test completed it. Nobody was absent. Everybody got through it. And so, just knowing that they are there um and they're excited and and brave to be there and and take the assessment was huge. Um, another few points that I'll just cut out. Um, for our third grade students, first time they're taking the assessment, 72% of those students were successful uh on the reading assessment. 86% were successful um proficient or advanced um in math. Um when we look at the average just the growth um our fourth graders in reading were 20 plus points when it looked at the growth and in past time we've seen growth but just

061not that big. Same thing with our fourth our fourth and fifth graders. I'm sorry, our fifth graders. Um they averaged over 30 points in reading and math when it went from year to year. And so looking at cohorts um and how much they advanced, we really thought, you know, setting goals, making sure we have actionable steps to support them and then communicating that out with our community and and looking for their support and working together on it was was huge. We were super super intentional on with our fourth grade with morphes as well um this year. >> What's important >> like parts of words and the meanings of them. >> Did everybody else know? >> No. [laughter] >> Um and then that's something we've never done before. And so we really implemented that last year

062with our fourth grade third and then and brought it into fifth grade. and and that was really the only thing we really changed and we we carried that through intervention and and started that with some of kids intervention. Well, now this year we implemented it classwide um because we made a huge impact with some of our kids who were struggling and now it's just part of our all block time where we just incorporated it which is into our daily curriculum this year. Um and it's only about 10 minutes a day. It's quick and it's just you know just we added that in there. It's just real intentional. So, >> I put on the spot. Um, I don't know. >> Yeah, like we'll send you a lesson. >> Is that a standard um strategy or practice

063that's being used? This is probably a question for the curriculum team that's being used systemwide or when we look at things that are working at Jackson. Sorry, >> we're close. We're signal. >> Thank you. We're >> close. [laughter] >> Yeah. So, when you hear us talk about the science of reading, especially when we're talking about upper elementary, um part of our EL curriculum, this is embedded in it's called a language dive. And so if our teachers are being really intentional about pre-planning and looking ahead and getting the opportunity to to instruct in that way, it's part of our curriculum. And um more in the study of words in that way is a way especially in which older students um learn how to put word parts together. And um yeah, so it it is it is

064a part of what all schools do and it's really important to be very intentional about it because once kids understand those patterns and words just you mentioned this is the first year that you were intentional in putting that in place. What barrier did you overcome in order to make that happen this year versus previous years? So we we well we weren't a title school previously and so we didn't have we added um uh curriculum um supplies to be able to do it um classwide. Um we were that that was our biggest barrier was money the funding of >> course I just want to say have you say out loud again the average increase point increase on these scores. Can you go over those again? >> Yeah. Um for our four our increase for our fourth

065grade students um they average 23 points in the reading. Um and then fifth grade average over 30 points um in reading and >> I'm interested to know how much the kids are aware of that how much they are celebrated for it and what if any difference that has made in the atmosphere the culture the dayto-day at the school. >> Sure question. Um so when I got the call to come here um this was actually going to be an easier presentation because at the end of the year again we are able to see some preliminary data from the assessment. We don't get all of it back because writing and other pieces need to be um graded. Um but we were able to see very quickly just like general scores. And so we actually had a presentation

066um that we provided to our whole building. Um we shared that out with families as well, the PowerPoint that was there and they were able to see um actually much more than we have here of like how many took it um how many students we noticed that proficient in all grade levels. Um the averages that we saw um even there's even other points where you know at times not all students um scores will increase. We have multiple grade levels for every student that took it increased. And so, um, I I think the biggest part that comes out of it is continued goal setting. Anytime we're doing a fast assessment, anytime we're looking at any type of assessment that we have in our building, we're talking about, hey, what is that thing that you, you know,

067you can bring to the table, um, regardless of the outcome at the school, this is not you as a whole. Um, but it is important. What can you bring to the table that works regardless of the assessment that you're in front of? Can you read more every day? Um, can you make sure when you're going through again that math problem, you're taking the time, I'm sure you got it. I know you got it, but can you take the time to write it out to be sure? Um, and just get in those really good habits. >> You for all you're doing? >> Of course. Thank you. Thank you. >> Thank you. Thank you. I would like to also say I would like to also say when Kim when you asked about um board member member Maro

068Marano um the the question around morph themes uh we also spent a lot of time in third fourth and fifth grade teacher PD um making sure we were being intentional about all block and so Willie did mention that and that is an um it was an emphasis last here and um he mentioned it because they were very intentional about making sure that they taught um as intended and and it paid off. So >> to make a really quick comment, I certainly want to say huge shout out to Jefferson. I also think it's important to acknowledge during these I love that we have speakers from different schools present on what's working really well for them. But I also want to be very clear to the those in the audience, those who are watching from other middle

069schools, elementary schools that um we recognize there is a diversity of student learners within different buildings and different sides of town and different neighborhoods and one thing that works at one school may not work for the other. So, the intent behind having schools present about what's working well for them isn't necessarily a an attack on another school where it's not working or um there are lots of schools doing great things. We don't have the time to highlight all of them at every meeting, but I do want to acknowledge that because I I know that in the past there have been meetings where we highlight the successes of one school and I I will hear from teachers or educators or other other groups that'll say, "Well, that works for them, but that doesn't work for us

070for whatever reason." Um, so I think it's important to acknowledge that because there is some great work happening at all schools and if we had time to put all of the schools up here, we'd be here all day. But, um, shout out to all of the other middle schools that are doing very unique things in their school or elementary schools doing very unique things in their schools as well. I just want to quickly say as the parent of a student who gets the letter home um and struggle very hard to meet benchmarks, I really appreciate the commitment that I've seen from the district even if it came uh from legisl like legislative uh direction down. Um but I even feel it in my school. I do feel like there's a greater level of commitment than

071when I joined CIS board four years ago in engaging parents and communicating to parents because if I don't know there's a problem I can't be a part of the solution and um I think I've shared this before we even started implementing in the cart you read on the way to school. I mean it's little things like that that I'm just trying to like prioritize um for them. And so I just really value you inviting me to be a partner with my child's education in a way that was not there four years ago. So applaud to the bag of chips. >> I didn't make any chips. Sorry. >> And I I you know I I really appreciate Mr. Montgomery's comments. The second thing that he mentioned uh are the things that are working was communication with

072parents and just you know bringing them in I think is so important. So yeah, agreed. >> I I I would agree um with board member KNS um and you as well, board me, excuse me, I'm a little nervous. Board member Alonzo, um that while it was a legislation and a requirement, we're doing the right thing. Um and important to make sure that parents know and understand um in a timely manner what's what's going on with their kiddo and how and that we're helping and we have a plan. I think that's important, too. for the public to know the letter not only states what the school's going to do and what they expect the parent to do but what the students accountable for as well and so my child is also has accountability that she has

073as well and I think you know trying to as you talked about what did the students know or maybe it was Mr. s what do students know and how are you bringing them along um to help understand what does it mean to meet a benchmark? I was just at a meeting at North High. We were at the meeting at North High School with the counselors and I don't I I wish someone knew the statistic of how many students even understood what a GPA was and how it was computed and it's a very low number when they come in as a freshman at North. And so even that basic like your involvement and your education and how you can position yourself for success I think is just an important piece um to the puzzle right we

074can't but it's not all teachers it's not all um administrators so thank you >> great I think are we prepared to uh have a second to approve the report so moved accept and it's accept the report who approves the report >> accept to accept accept the report. That is >> uh we have a motion to accept the report by Miss Martanado. Do we have a second? >> Campo Campos second. Uh any discussion or questions? Most please call the vote. Yes. >> Miss Alonso. >> Um yes. >> Miss Campos. >> Yes. >> Mr. Dixs. >> Yes. >> Miss Knox, >> yes. >> Miss Marano, >> yes. >> Dr. May, >> yes. >> Miss Norris, >> yes. The vote is approved seven to zero. The next item on our agenda is our goal two monitoring report. Uh

075Mr. Sme, shall we turn it over to you? >> Uh yeah, please. Um and just to sort of frame it and then we'll obviously turn questions over um for Kelly Scoffield. But uh the overall goal is that the percentage of eighth grade students scoring proficient or advanced on the ISAS ELA assessment will increase from 63.3% in spring of 2024 to 63% in the spring of 2027. There are three interim goals of 2 A, 2 B, and 2 C. Each speaking to fifth, sixth, and seventh grade students actually on track towards their eighth grade year. Um I am super proud and excited um to share with uh the board and the community that um there are three sub goals. Um we are meeting all three and actually exceeding the um the target in two of the

076three. And so there's a lot to celebrate here as well. >> [laughter] >> We haven't sat here in middle school very often where we were making exceeding targets. So we want to help. >> Thank you. >> Um board members for this monitoring. I am going to go around uh the horn um and ask for uh one question each regarding goal two and interim goals. But do we have um Mr. Dixs, you will kick us off? >> I don't have >> I I'll use mine as a really quick comment. Um congratulations. Not only are they exceeding a meeting, but from the date that we have, these are the highest scores in the past three years. So, congratulations. >> Yes. you know, it's not um you talked a lot about the sixth grade experience and I know

077that was a focus. Um and so to see that really our sixth grade students are exceeding their benchmarks by most I'm confirming most significant amounts well maybe close to fifth grade. Um, no, most significantly in sixth grade to what I mean how much of that do you attribute to the sixth grade experience and some of the changes that have happened this year with sixth grade remaining in homeschool and I think some of the additional just thoughtfulness around those that did transition to a to a traditional middle school setting feeling maybe more more sort of intention going into that transition. So I think um a couple of things to say is that you know this data from fall to fall really talks about the health of systems uh and and so we really haven't had enough

078time to have enough data points to say whether the sixth grade uh model that we've set up is is attributing to these things or not. We have some early indications that it that it definitely in middle school uh attendance has increased, behavior referrals have decreased >> across the board pretty much. Yes. Great. >> Yeah. Um but those are preliminary and those you know it's hard like it's early. It's early to say. Um it started well like every principal in all 10 schools were really impressed how it started. Teachers are settling in. We're still supporting some teachers with new curriculum, but overall it's it seems to be um to be settling in. Um and also I want to point out that our uh our cohort data, which is one of the things that and so I

079want to address what you were saying about the sixth grade coming in like our our fifth grade came in higher this year. So that I mean our sixth grade came in higher which is really about their fifth grade year. Um but our six our cohort data from our sixth grade to 7th grade. So their sixth grade year um was still lower, right? It was the only place we went down was that sixth grade cohort data. So they came in in fifth grade last year. Um and they they didn't make the progress that seventh and um that that fifth and seventh grade did. So fifth and eighth grade did. So, um, the reason I'm bringing that up is it's kind of what is still not going well, but we but we feel like that this model

080in sixth grade is was set up in the spring to address that and we feel like it will address it and we'll have um >> Got it. >> We're going to see the results of that in the spring. >> Does that Yep. >> Yes. >> And then there were very few We only had the Finley students last year that would be part of the sixth grade cohort. And although their students did well um in sixth grade, it isn't enough data points to point to whether um the sixth grade and elementary out >> outpatient. >> Yes, there's two different sixth grade environments that we're talking about. One staying back in >> elementary school and then the smaller learning communities that are also correct place in the traditional middle space. Right. So, we changed both those. They're

081similar. Like we had our six we set the model up and we worked together across elementary principles, middle school principles, uh directors, um to to really set a model up that's very similar whether you're in a sixth grade in elementary or you're in a sixth grade in the middle school. Because what we had talked about is we've done a lot of things to try to jumpst start and do a transition from fifth grade to sixth grade, but we've never really changed the experience for a sixth grade student. they come into middle school >> much like they leave middle school. >> Yeah. It's the same like >> it's the same. We didn't do anything to change it in the middle school. So that was um Ally and I worked together on that and that was really

082our goal is that yeah we you know it could be better for our students to stay in elementary but changing the sixth grade experience for them in middle school is also a necessity. So we'll see you we'll be able to compare that a little bit more. And the one and the sixth grade that stay in the elementary have some other thing. you know, they're that are positives for them. Um that not the transition to a new school, they know the staff, but their day looks very similar. >> So, how early do you identify a child who needs additional support? Like you mentioned that some students uh being in a like for example seventh grade come in maybe at a sixth grade. what how how early do do you are you able to tell whether a

083child is going to need extra support and what kind of services do you provide? >> Right. So um we have that data immediately. We have their fall we have their spring data from the year before from fast and we have and any diagnostics that were done and then we have the fall data. So we can we we can we can look at those students right away to see who needs additional help. Um what we haven't had necessarily uh in middle school is a is a systematic way to to support that right each school is kind of doing their own thing an advisory time or different times we've given materials for them to use like 95% group Wilson um for for literacy but not a systematic way to address it. So this year, one of the

084things that changed with the sixth grade wasn't just the two teacher teams, but the sixth grade that are in the middle schools have a designated what we're calling time intervention, maintenance, and enrichment. And we're really setting systems up for not only identifying students, but identifying what support they need um and being able to um provide that support for those students. Uh and we're starting out taking what we've learned from elementary time or whatever time they call that uh to really do that data analysis and provide the right support but also um understanding that most students many students don't need an intervention. They need more practice which is maintenance. They need more time. They need more practice. So we developed a whole um series of activities and lessons. They're all on Canvas. We do training for

085our interventionists and our coaches on how to find those, how to use those. But really focusing around let's start with maintenance because that can be differentiated more practice, more themes big part of that vocabulary, writing, spelling. Um, and then what are the it, you know, what are the students who need those interventions at a tier two or tier three level trying to build good habits and good practices for our middle school. this is something new um in sixth grade so that we can scale it up in seventh and eighth. So we're still giving support and intervention to seventh and eighth graders um in places where we can. Um, so sometimes they do that during advisory time generally speaking, but we're trying to set a model in sixth grade in the middle schools that we can

086then scale up to seventh and eighth grade in the next two in the next year and really putting a lot of emphasis there to build those habits in the school with the people in school. So again, back to the intervention is training. That's what our intervention is how to look at the data, how to how to know what the child needs and then give them that particular intervention or maintenance or we're also working with our ALP department to offer enrichments. Um so right now for the first semester they're math because um because we were able to uh differentiate more the maintenance part of the literacy and then we're working with them to add some um extensions or enrichment for second semester in literacy for students based on data. So our progress monitoring we had two

087progress monitoring measures that we used that all 100% of our sixth grade schools are now using. We had time I wrote the report they weren't all but now all of them are using that uh measure and we have it up and going trying to start slow to actually build a solid system and coordinators are supporting that. >> Um just a comment I just um I'm so excited about this exceeding this um this uh goal. Um what can we do as a as a parent? transparent. Um I think just get interested uh we have a we have we have four four core subject areas but we but really getting uh excited and interested about what's happening at school for students but asking them uh especially what they're learning in EL because that's such a knowledgebased and

088it's we um we really chose that curriculum for a specific reason to build background knowledge but also to be activists in their community and their world. Um, and we're really working this year hard on unlocking or amplifying the promise of that. So, being able to know those themes and asking them like, "What did you learn about this today?" Because it all connects to the world around. So, that's one. Um, I think just knowing where your student is, hoping that giving us feedback. I I like the comment about I mean, I think some schools do it the idea of connecting um with the parents, right? The letter forced us to do that, but some schools were already doing that. But if your school's not like, how can how do you know where your student is and

089get involved? And >> one campus is pretty good. >> Infinite campus does that. It does. >> That's great. >> Just read. Talk to them. Talk to them. We need them talking. Middle school sort of stopped talking uh to each other, but not to [laughter] not about school. Um, as far as future facing goes, the exceeding is great news except now you're past where we were supposed to be next. And so, are we going to reccalibrate or are we going to kind of wait and see on our middle of the year uh results to see where we go for next year's goals. >> I'm always for keeping >> we actually haven't discussed about whether or not we need to recalibrate yet, but I think it's something that we'll have to wait until see where we are.

090One one thing that we're really focusing in on now because we do I think Ally talked about that winter some we get a dip we especially do in middle school. So um we are putting a lot of effort into not to to at least staying even if we just stay where we're at in the winter this year we would consider that a win so that we're not having then to launch up to the spring. So that I think I mentioned that in that that's something we're putting some significant work into ensuring >> the shapes start to look consistent and so >> and ensuring that all our students are growing no matter what what student group they're in even if they were already exceeding coming into the school year. >> You know, as a parent, it

091would be important for me to know that we kept we made sure they were continuing to grow >> no matter where they started the year. I think also about like encouraging and um understanding that that literacy doesn't just happen in the ELA classroom. You know, part of part of how we got here in middle school is that reading across disciplines. So, that's an important part as a parent too to to know that that reading happens everywhere and it's not just on that one teacher. >> Sure. Facing questions. I'd like to make a motion to accept this report. Second. >> We have a motion by Miss Martano, a second by Miss Alonzo. Any questions or discussion? >> Rios, please. Yes. Great job. Miss Rios, please call >> uh the vote. >> Miss Alonso, >> yes. >>

092Miss Compos, >> yep. >> Mr. Dixs, >> yes. >> Miss Nox, >> yes. >> Miss Marana, >> yes. >> May >> C. [laughter] That's not right. >> Yes, the vote uh is we accept the report seven to zero. So congratulations huge team effort. >> We will now agenda. As a reminder to the board and public, the board will not engage in discussion or deliberation with a speaker regarding comments made to agenda items. Discussion and deliberation will remain among board members at the board table. the speaker comments in working the voice of discussions, deliberation and determinations as deemed necessary. Miss Rios, do we have any speakers? >> No speakers for consent. >> I believe uh Miss Bonzi, you have the consent motion. >> Thank you. I move that the board approve the consent items in accordance

093with the recommended action for each item of the consent agenda including bills previously authorized certified and approved for payment by the for secretary in the amount of 7,899,51686 and procurement card transactions in the amount of $581,679.77. Is there a second? Second. We have a motion by Miss Alonzo and a second by Miss Marterono. Are there any questions or discussions? Board M. Miss Rios, please. >> Please call the vote. >> Yeah. Miss Alonzo, >> yes. >> Miss Compos, >> yes. >> Mr. Dixs, >> yes. >> Miss Knox, >> yes. >> Miss Martana, >> yes. >> Dr. May, >> yes. >> Miss Norris, >> yes. So, the board votes to accept the report 7 to zero. in my own. [laughter] Very good. >> The board uh approves the consent agenda 7 to zero. And at this point,

094we are now going to move to a discussion item, reimagining education. >> Yeah. Um >> and I'll turn it over to Superintendent Smith for an update. Yeah, I just didn't want to miss an opportunity um to thank the the staff, the students, and the community on their actions last Tuesday um when three out of four voters showed up and said yes, uh we agree with a community plan that um that we were actually instrumental in building as a community. Right. And so, um I just want to offer up um a couple of things. Maybe specifically, I'm looking at members of Iowa Public School strong that show up day in day out um to offer their support uh for the 30,000 students, staff, and community of De Moines. Um your efforts and that of many, many

095others um allow this um to be an incredibly eventful um election night, and we're just super proud. Um I also want to mention the committee yet again. the committee showed up for almost two years um working with each other um and analyzing data and looking at research and traveling across state lines and to other districts. And so the work that they put in um is really really incredible. And so to have again um 74% of folks show up and say we believe in our kids and we believe in the city and the community of Lorn Public Schools is a true effort and a testament. Someone did say to me that now the real work begins. Um, I would offer that the real work actually was there too. That was also real work. Um and the

096real work actually continues and our opportunity now um to create um incredibly transparent, you know, public facing dashboards here in the months to come around what the construction project looks like and how we're actually moving forward with these phases and how the programming pieces actually support um uh and work in concert with the development of the the capital improvements is going to be really really something uh for our community to behold. And I just want to continue to offer my sincere thanks and gratitude for everybody uh showing up and u and really really showing out in a manner that is that makes me proud to be a parent, to be a staff member, and to be a community member. >> Um few things. I want to make sure that we thank the individuals who have

097stepped up to serve on the bond oversight committee. Um this is a group of individuals that will on a regular basis look at documents to assess progress to goal and uh Shashank uh and the CFO office will be staffing that effort and on a regular basis to be determined uh their uh feedback and assessment of how the district is doing with regards to management of the bond that will come to the board um to receive those reports. So, um I think as the cadence of meetings gets started, I'm sure our superintendent will share more. >> Um I think the last thing I want to do is not forget to thank uh my board colleagues. uh because this started two years ago. Um and it was a lot of hard work and as a board uh

098we were all brave enough to keep pushing uh and and this really also started as a facilities plan and we asked for it to be bigger and for it to be more and so I want to thank um obviously Matt and all the staff but I also want to thank our board colleagues uh because you went out there on a limb to support something really big and hopeful. So thank you. All right, with that uh we are going to move to information only items. The first one is board policy updates. And if Josie is here, don't know if she is. >> She is. >> Okay, I'm just gonna um we're going to say something very briefly and Josie is just going to correct me if I get it wrong. >> Um so um and I

099think this is really important both for current board members and youth board members. You know, one of the realizations um that took place um in the past year was that we had some viance issues with the way that our board policies were written uh whether they were written in the form of a board policy or an administrative regulation etc etc. And so, um, under, uh, uh, Marin Vlum, our attorney, and also now our newest addition, Josie, um, who leads HR, she is really driving, um, the process to make sure that we have compliant board policies. And so, um, phase one is what, uh, we have all just, it's in our information only. This is I think the third read potentially of the mandatory board policy. So these are policies determined by the state that every

100school district has. And so that is um what phase one is. Phase two um is uh I'm going to let Josie speak to it, but I will say one of the pieces so everybody just remembers this is phase two is also going to include syncing up the board standard operating procedure with policy. So that is not mandatory. That is highly recommended. And so I think everybody knew that going into this that some of the language the way it's written in the standard operating procedure may evolve. So we have the same thing in the manual that is actually in written board policy if we decide to copy. So that is one body of work that is going to need to be pushed forward um by the board. Um and then Josie, do you want to talk

101a little bit more about some of the other things that are going to take place in phase two and phase three? >> Sure. So um phase two will be some of it will be done by administration and then some of it will be done by the board. So we will take the board policies the mandatory board policies and if you saw on one of those documents 28 of those will need supporting administrative regulation. So that will be part of that. So we'll get those done. And then for the board's part, the next part will be picking those additional policies that you'd like to have. So maybe you'd like to have a a board policy on the committees that the board wants to have. That's something that you could adopt. So it will be deciding as

102a board what those other policies would you'd like those to be and we'll bring those forward for your consideration. And just so everybody's clear, we currently have a standard operating procedure which we'll talk about next, but this would be making the decision to codify it some way um in board policy. >> Yep. >> Any other questions? Josie, anything else you want to say about that? [clears throat] >> I don't think so. >> Okay, great. Um, so I think with that, the second information only item is the board governance standard operating procedure. And I want to thank Kim and Jenna and Maria for taking the final push on getting this over the transom. And um, and just so I u I wrote down a couple comments because I want to make sure that we say this

103the correct way. So, you know, two years ago, uh, in I guess that would have been 23 24, we had a new board, uh, a newly born board. And I think as a group, we determined, uh, that we were looking to have an evolution of our governance manual, of our governance process to evolve into something that allowed the board to have greater insight into things across the district. So not just student outcomes, student goals, academic goals, but something more broadly. And so in the the first year we came together as a board to recognize that and evolve our behavior. And then this year was really about codifying it. I think to be clear, nobody is saying that student goals and academic goals are not at the forefront of every decision that the board makes. But

104in changing the way we have our standard operating procedure established, what it does is it sets more parameters and scopes the work between the superintendent and the board but allows the board to look at things across the district. And so the codifying is really what can be found in that student outcome sorry in the standard operating procedure. But if somebody now was to ask you, well, what kind of, you know, governance model do you have? This is really a schoolboard policy governance model. So, it's evolved from just straight student outcomes to um schoolboard policy governance. And so, that's um what it's been determined to be called. I'll leave it to the next board to decide if that's what they want to continue to call it, but it really is a policy governance model um with

105a few asterisks. So, um, if you have any other thoughts on it, speak now or forever. Hold your peace. Otherwise, it's getting, um, final approval, um, at the next board meeting, the 25th. Any questions? Okay. All right. Now, we are going to move to items of privilege. Um, before board members share anything, I want to just say a couple of things. Um, I want to acknowledge, um, Ryan, if you'd like to stand up, Ryan Howell. So, um, our newly one of our newly elected board members. So, give a wave. >> We're glad you're here. Um, I did give Sarah Hopkins an out. Um, but I don't think she's here, but I just want to say her name out loud because I know she was planning on coming. Um and uh the the new board the

106board members that will remain are actively working on onboarding. Um I as remember um I provided a list of recommendations but it's really incumbent on the board members that are staying to embrace that as their own and on board u the new board members and I know they're excited. Uh, and then the only other thing I want to say is, um, as a reminder, Maria, as a Are you Anna is on the Iowa Association of School Boards, right? And so, um, Anna is not able to attend next week, the conference. Is anybody else attending the conference? I just want to check. Okay, perfect. So, maybe the two of you can link up and I think Ryan may be there as well. And so, you can look out for Ryan. Show them the ropes. Awesome. Um,

107so with that, I'm going to turn it open to um everybody for items of privilege. >> I'll start. Um, [clears throat] just uh I had a a really nice interaction with um some East High School students today. Um and we were talking about reimagining education and what it meant for them. And we were talking about making sure that all our kids had a why uh when they went through school. Why am I here? what am I working towards? And I just want to say to the staff and the administrators at East High School, the two students I talked to when I said that to them, they said, "Well, I have my why at East High School, and it's the staff and it's the administration here." And the student talked about, "I struggled as a student.

108I didn't do very well my freshman year." And it was the staff and the administration that really embraced her. And uh she talked about how she felt seen and heard and known at East. And so I just want to acknowledge the great work that goes on every day and certainly at all of our high schools, but I had the chance to highlight that at East today. And then I guess the only other thing I'd say is um just the outcome of the election is pretty overwhelming, but it's also a great reminder that um the opposition and outrage that seemed so overwhelming sometimes online really evaporated uh when 74% of the people showed up and acknowledged for us that we do have a lot of support in this community. And just for me, what a um

109just a moment of reflection that was to not uh to remember to look next door and to actually talk to somebody instead of um listening to what's online because that's not always it's just not real. So um so and a thank you to our community. >> I just have a note of gratitude to our community. Um it you showed up and you your voice made your voice heard and I am truly grateful uh for your vote your vote of confidence in the de mo public school board in in Superintendent Matt Smith and in De Mo public schools and public schools in general. So, I'm I'm truly grateful and um look forward to all that is to come for our students um moving ahead. So, thank you. >> I echo many of those comments just the

110affirming vote of our community. U the second piece I want to do is a shout out to our transportation department um being led by Samantha Sonixson and I have to give them a shout I was able to do a ride along recently and I think sometimes we forget that the transportation team missed for many of our students the very first face they see and the very last face they see as they enter their school journeys um every single day and I tell you from the routers to the administrators to the drivers to the associates full-time and part-time they take their job seriously at that just make sure they're greeting the students at that make sure that they're putting up a couple ghosts for Halloween I mean they are making sure that students are having really

111good experiences. So, I just want to say thank them. Um, in addition to all the other people that make our district work, that is a team that is really doing some transformational work. And I I even think about the struggles that they have driving a school bus up a county line road in the middle of the winter, but they're doing it every day, getting our kids safely to and from school. So, thank you to the transportation team and all that support them. Well, I will just echo my board colleagues uh words of gratitude to our community. What thank you for showing up. Thank you for uh reminding me why I love this city so much and thank you for helping me end four years on a really positive note after a wild ride. Um, but

112it just it really it's just such a testament to um this community believing in public schools and a great reminder um as Mr. Duck said um that we are a strong community. We are unshakable. We will persevere. Um and so just my deepest gratitude. Um while I will be exiting this board in my last meeting will be the 25th. Uh, I will remain on the De Moines Public Schools Foundation board and we do have a date set for our third annual dinner which will be April 16th. Um, so if you you can buy your tickets, you or your company could sponsor. Um, we are looking for auction items. Right, Kaylee? Anything else I should plug? Um, lots of opportunities to plug in. This is our biggest fundraising effort for our sort of general funds, which

113is really our grants. And I'm really proud to say that at our uh last meeting, we approved the distribution of $30,000 directly to our DMPS teachers for their classrooms for a variety of uh of needs that they apply for. Um and so we have a really strong grants committee that reviewed uh a lot of applications and we need more money to be able to fund them all. Um but proud to give away 30,000 this cycle and looking to do even more, but that means we need community support. So, um, thank you for your yes vote on the bond and continue to get involved and consider doing that with the TMPS Foundation. >> The board members, >> uh, just also thank you to the community for showing up. Um the bond was I think something that

114uh really took a lot of energy uh from a lot of people. um many invested so much so much energy uh time and I you know seeing just hearing of this happening um it's de mo is a good place to be. That's all I can say. It's a really good place to be. >> I have one more thing if that's okay. I do want to acknowledge uh our chair Jackie Norris and Patrick Dixs for serving as a leazison uh on that committee from the board standpoint. I was very much on the outskirts of it. They carried a lot of the weight and I just thank you and especially uh Chair Norris's vision for this bond and I think it says so much that we passed it. I mean there are districts that are still trying

115to pass their bonds and uh that we passed it and led the way in the metro with the highest percentage right 74%. So that is a clear vision that is uh us doing the work and that's how you get the results right the plan work the plan so just kudos to chair Norris for leading that way um and Mr. Dicksburg being there as well and stumping hard. >> You stumped hard for it. You worked hard for that. [laughter] >> Uh escape. >> Um I was trying to look something up. I can't remember. But um I was able to go on Monday to Mitchell. My daughter goes to school at Mitchell and they do a parent group once a month and it's just heartwarming to see these kids and their parents walk in and their eyes

116are just like so excited. They want to show them everything in their classroom. Um, so to the staff, um, all our preschool, um, staff and teachers, you know, you guys are taking care of our littlest babies and, um, I appreciate just the organization and the, uh, staff at those schools. >> Great, Superintendent Smith. >> Um, well, you did all the thank yous and so, um, I'll just ditto all of that. I did want to just reiterate to our elementary and middle school teens again um you're hitting uh targets, you're exceeding targets and um it's acknowledged, it's recognized. It's a team effort. We know that there were a few representatives tonight talking about it, but there's principal supervisor, there's coordinators, there's lots of folks that actually pull this together to make that work and thank you

117for continuing um to lead the way for all of us. So greatly appreciate it. Okay. So, we are going to uh take a quick break and we are going to move into close session and that will begin at 7:15. And so, if the I think we're going to do it here. Yep. So, um we'll ask everybody to exit and uh board members please come back probably 7:15. Okay.