001as well as um questions to better understand the current state, how we got to where we are currently at um in in pursuit of this goal as well as future state questions looking forward. What changes need to be made? What um what strategies do we need to invest in moving forward? What's going well? What's not going well? In the spirit of continuous improvement, we as a board want to um give Dr. Roberts the grace to um pivot if pivots are necessary based on the data that he's provided to us um in pursuit of these goals. So I will open the floor to my board colleagues regarding goal and forgive me I am still opening some of my documents. Kelly is going to present something before we get into questions. Thank you. Uh board member madam
002chair. um as it's customary I I think it's it's important for us to at every u monitoring meeting we are bringing for teammates or students who are closest to the work um pertains to the specific goal or guard that is being monitored and and while we know that the monitoring report gives us a snippet and a very important snippet into where we are how we're performing I think it it's a tremendous value ad for the board and community to hear about some of the work happening in terms of growth ears years of struggle, years of challenge, and where we're getting positive traction. So, this evening we have uh I'll have our um school director of teacher learn school introduce our amazing school leaders. Good evening. Um we're I'm excited to have three of our school
003leaders here uh tonight. They're going to speak to um goal two, but also guardrail one. Um that work uh really that's uh um is really intertwined. And so they're going to speak to some of the the work that we've done across the district around language acquisition, uh adolescent reading, early reading, and uh um reading across disciplines. And we're going to start with um Harding. Uh one of our really big pushes in middle school this year was a focus on adolescent literacy and reading across disciplines and creating languagerich classrooms, which you know, and reading the board reports would impact both of this goal and the guard rail. Harding embraced that work from the very beginning last spring, adding these uh goals and actions into their uh their CPS. Um and they have monitored and adjusted their
004strategies and supports throughout the year. So I want uh Dr. Smith to talk to you a little bit uh about the work they're doing at Hardy around those um those actions. Hello. How are you? Uh I'm Chris Schmidt. I'm the principal at Harding Middle School. Um, I just wanted to come and share a little bit with you about the goals at Harding and what we've done to support board goal 2. One of our biggest pushes was to get students reading, talking about what they're reading, and doing some writing about what they're reading in every classroom because we believe that all of our students are are good readers and can improve upon that because all of our teachers are literacy teachers. Uh our work started out with professional development and focusing on vocabulary repeatedly in our
005professional development sessions. Continually coming back to that and helping teachers find ways to teach vocabulary to students. Um we created languagerich class languagerich classrooms. Um, and like I mentioned earlier, we're we believe literacy across the contents is very important. We introduced specific strategies for students to use in classrooms, including readthink, talk, right? Um, jigsaws, say it with me, read it with me, rank, talk, write. Any way to engage students in discussion about what they're reading, what they're doing in class. We found it was we found it was very necessary and important for our teachers to be able to um do peer observations of one another and see what they're doing in each other's classroom because I can go into their classroom and give feedback. Dr. Roberts can go in, but it really means a lot
006when their PLC partner or the teacher down the hallway is coming into their classroom and giving some constructive feedback and what's going well in their classroom. So we we did have done that a few times throughout the school year as well as doing gleam walks from the very beginning of the year. We also focused on prioritizing teacher planning time because if we want strategies to be put in place and implemented, if we want reading to be happening in the classroom, we know that teachers need to be be able to plan for it. And so that planning happened with support from our instructional leadership team and our instructional leadership team continues to help support teachers in that planning process. Um, a few other things that we've done that I'm I'm very proud of is we piloted
007the Lyft curriculum for foundational skills in literacy for our ELLL students. And we're also experimenting and I I want to stress experimenting with our instructional coaches providing intervention reading intervention for students using our using 95% group uh curriculum and we're looking to expand this um but we we have some work to do on that yet. So that's just a little bit about what's happening at Harding. I also um want to feature an elementary school and a middle school specifically around their work uh in guardrail one, but it will also as you're listening uh align to to go too as well. Um we have the Brewbaker uh BrewBaker principal here and um Jamie O'Brien, one of our coordinators that support that school. Um Brewbaker team has worked diligently over the past two years um to ensure
008a guaranteed and viable curriculum for all students. her team um have put actions in place that have increased outcomes for all students, but especially those in ELLL programming. They exited 10% of their students in ELLL programming based on the ELPA 21 assessment. And that's, you know, double digits is um is is quite a feat. Uh this is and that 10% from last year is up from 3.5% the year before. So that quite an increase in the number of students they that they exited um from Yellow programming. They also showed growth in uh 68.35% of their students showed growth on ELPA 21 uh in one or more of the domains which is one of the things that the state um uh assesses for the report card. So I'm going to let um Ashley and Jamie tell
009you a little bit about what they've been doing at Brewbaker. All right. Well, thank you for giving us the opportunity to talk about the great things that have been happening at Brewbaker over the last um two years. Um, first I want to share that our growth is directly um related to the hard work of the teachers and all the staff at Brewbaker. Everyone really works together to make sure that we're doing everything we can to support our students. Um they um I think it's important that you know that it's everyone really working collectively together. Um teachers set high expectations for grade level learning and they've worked hard to create languagerich environments for our students. Um, we make sure we're following the LEAP plan, which is the district service model for supporting our multilingual learners. Um,
010we continue to ensure that our multilingual learners are fully integrated um, into their classrooms um, so that they have the same opportunities as every other student. Um, another factor that's led to our increased achievement for our multilingual learners is our frequent use of student data. Um, so as grade level teams, we meet monthly to examine their fast progress monitoring and we talk about who's making what type of growth and what can teachers do in order to help support all of our students continuing to grow. Um, additionally, our teachers implement our highquality EL curriculum with fidelity. this has been something that they've worked so hard on and I'm so incredibly proud of our staff for all of the hard work that they've put in um to really implementing the EL curriculum. Um so I have Jamie
011O'Brien here. She is our curriculum coordinator um and she's going to share about our CLC process. She's been instrumental in our work um that we have done and supporting our teams. So she's going to share about that. Okay. Can you just help us with the acronyms for who don't understand all the acronyms? Absolutely. So, let me look back and see. So, ML would be the multilingual learners. I'm just kind of looking back here. Um, a CLC would be like a PLC. So, it's a community of teachers that come together to um meet weekly for planning and looking at data and helping move students forward. So was that I'll try and catch any leap that is also um the language the the model that De Moines uses to um guide us in providing appropriate services for
012our ML students. So thank you for asking let's I acronym heavy always so it's that's really good. So, um, anyway, so Jamie O'Brien, our classroom teachers at Brewbaker collaborated collaborate with our ELLL teachers, um, by participating in the weekly CLC's um, with grade levels that they support. So, just kind of not going to all of them, but depending on which grades they work with. Uh, as part of the gleam planning process, we focus on ensuring access to grade level learning and providing scaffolds when needed. um so our ML students have what they need to engage with the grade level standards. So just really being proactive in providing them um with the tools they may need to access grade level standards and expectations if that's something that is um it might be a little bit challenging
013at times due to language. Um, as part of the process, the ELELLL teachers um pre-eread upcoming lessons and prepare materials to scaffold the grade level work. They also highlight components of the daily lessons where ML students may need additional supports. Each team focuses on integrating language strategies and ensuring all students have opportunities to read, write, speak, and listen throughout the daily instruction. Um, and to conclude, our ML students enrich our classroom communities at BrewBaker. At Brewbaker, our goal is for our ML students to find success through grade level work as active participants along their classmates, alongside their classmates. You and last but certainly not least, uh, we want to, uh, highlight the work that Hyatt Middle School is doing. The high the Hyatt leadership team has had an intentional focus on improving the experience for
014their students in ELLL programming and all their multilingual learners for a number of years. For the past three years, Hyatt has steadily increased the percentage of students exiting from ELLL programming as determined by the ELPA 21 testing. Last year, they exited over 9% of their students that qualified for this programming. and they had 52.9% of students in EL programming show growth in one or more areas of ELPA 21. Um I'd like to introduce our Oscar Cardus. He's here um to tell you part of the story of heights and how they're focusing um their efforts for proficiency. Yeah. So it's a yearly exam that our ELLL identified students will take. Um so just some quick context about about Hyatt. We haveund 188 MLL students that represents about 38% of our student population. Um within that population
015is a variety of language proficiencies. So we have 17 students that are identified as early intermediate. So they've been in the country about one one to two years. We have 46 students that are beginners, newcomers around a year or less in in the country. And then 12 125 students that um have been in the country maybe two or or three years or more. students that we term as long-term meals that have been ELL's identified and haven't been able to exit the program yet. Um, of our ELLL students, 44 of of those or 23% are are dual identified in ELLL and special ed. And then at this point, we don't have any students MLL students identified for ALP or advanced learning programs. Um, in the past six years at H High, we've increased our uh the
016number of MLL experts in our building and refined our programming. So, we're able to support MLL students at their proficiency level. Um, those proficiency levels that I just described there a little bit. Uh, we have an amazing MLL staff like a core staff, MLL funded staff, Miss Kamacho, Miss Young, and Miss P, Miss O'Brien, and two ML associates. So, LA and also a um a co-taught class in in social studies. Uh for our sixth graders, it's kind of the same thing. If you're an intermediate sixth grader, you can have a global studies course with a dualendored teacher and then have MLL associates supporting you in math and science, too. So, the ME ML associates work all grade levels and are able to support our most needy language learners. And as far as scheduling, uh, because
017of our offerings, we're very intentional about providing service that meet the needs of our students. Our MLL team and our feeder teams do a wonderful job of making recommendations and letting us know the needs of our students. And so, we look at each child individually to ensure that we're providing the most appropriate support for them. Not over scaffolding, not providing too much support, providing just the the right supports that they need for themselves. Um and we've embraced uh the right service for each student and supporting students in the classroom where they have access to our high quality curriculums instead of a pull out model. Um you we really embrace getting kids into the classroom with the right services and and supports. Um and then we just encourage uh DMPS to continue any kind of partnerships
018that we can to develop more teachers that are dual endorsed as well. Thank you. Thank you for indulging us. I think it's important to kind of see how the words on the paper play out in the school. So, thank you. Great. Thank you, Kevin. Thank you, board. Just a reminder that uh to mute and unmute. So, when you want to talk, unmute. The phenomenal team back there is muting if you forget to mute, but always remember to unmute when you need to talk. With that, I am going to turn it over to Miss Martano to frame the next steps. Thank you, Madam Chair. Um board colleagues, um I'd like to um bring your attention of course to goal monitoring report um two. The percentage of black and latinx 8 eighth grade students scoring proficient or
019advanced on the ISAS ELA assessment will increase from um 38.5% in spring of 2023 to 55% in spring of 2027. We have three interim goals that are being monitored this evening and this um overall goal uh I am what I am seeing is that we have had insufficient um movement towards this target. So board colleagues I will open the floor to you to ask questions around um better understanding of our current state of this goal. Um, I know that we've gotten a presentation on what's happening um in some of our buildings, but um to get a better understanding of current state, how did we get to where we're at, I open the floor. Okay, I can start. Did I do it right? I'm new to the board table. You're nailing me too. Okay, awesome. Um,
020okay. So, Dr. Roberts, um, on goal two on 2 A, 2B, and 2C, so all three of our interim goals, we've seen um, in both 2024 and 2025 a noticeable dip between fall and winter. um but that pattern was not present in the 2023 data for all three of these um interim goals. And so I'm interested uh to what you attribute this fall to winter achievement dip uh to that we did not see in 2023. I will mute. Okay. Okay. Thank you, board member Knox. And so, um, just a point of clarification, you referenced that we did not see a dip in 2023. We were not monitoring yet in the interim for goal two goals, interim goals 2B and C in 23. But I think the the more most important point there is maybe yeah
021we actually started monitoring by having and establishing the actual targets in the spring of 2024 and once we started you're absolutely correct the observation you've made and and that is we have seen a dip um in in really working and speaking with the team um they've attributed a number of factors the ones that I want to highlight um and we've shared some of that in or column around what is not going well. U we've had some inconsistencies just with how we were providing uh one tier one instruction as well as um interventions right both tiers two and three intervention to students in middle schools. Um, additionally, uh, the conversations we've had is, um, we are probably now in, I think the second or going into the third year of implementation of our curriculum with Fidelity,
022but where we still have some areas of growth includes how our teachers have internalized the curriculum and how we're implementing up at Fidelity. This is very awkward because one to me is gone. Sorry, I'm just catching. you want to just focus on turning your microphone on and then they'll focus on muting you. How about that? Just leave it on on my computer. Okay. Um the my question I think you you talked about um curriculum is the same for our elementary school curriculum because we're seeing the same dip with our fifth grade um reading scores from fall to winter. So are are we thinking we're we're having challenges? Are we implementing new curriculum all the way from middle school and elementary school and having the same that's yeah no no we're not so yeah we're implementing
023curriculums EL and IM however our elementary school had a much longer runway around implementation um it is my understanding with our middle schools we did not have consistency across the board where each of our 10 middle schools uh were implementing the curriculum in the same manner we did not yet two years ago two or three years ago we did not necessarily establish um our Gleam framework, the calibrated instru the instructional rounds that were aligned that had all of our school leaders, teachers, curriculum coordinators calibrating on for example the breakdown of of gleame. So we were not able to see consistency with regards to how we were defining looking at and observing what grade level instruction looks like. So elementary school I think we've had about seven years of the curriculum adoption and implementation. middle school
024much later. So then I'm just trying to I just I'm curious. So if we've had seven years of the same curriculum to what do you attribute the decline from fall to winter for fifth graders if they've had seven years of elementary school curriculum? I think that's a single data point and I appreciate you pointing that out. They are going to be es and flows in how students are performing and any assessment um how students are performing overall. So um I certainly want to applaud the fact that we need to look at what were we doing during the time when we saw students increasing to as they're moving towards proficiency with actual versus target. Whenever we see a dip, I think it's important for the team to come back, revisit where we are, um, examine our
025data, including both formative and summitive assessments, and then come up with a really solid retach model. And that is happening right now as we think about what is happening in our professional learning communities, um, our collaborative learning communities where we're seeing a collaborative effort between not only teachers, but interventionists, curriculum coordinators, and school leaders. So, yes, there's a dip. We are acknowledging that there is a dip and we have to make sure that we are unpacking the data to determine um what is the cause of those gaps. I appreciate that question. Absolutely. May I just ask a clarifying question? So the dip is two years in a row though, right? So it was in I want to make sure I'm reading this accurately. The dip was in 2024 fall winter 2025 fall winter. Correct, Miss
026Knox and M. Mariano. Yes. Board colleagues, I would just like to um ask for um you to reference the page number if possible or the I don't know that there's page numbers on this report. Um page two. Yes. So for those of us following following along, we know exactly what page we're looking at. Thank you. Dr. I just want to clarify that. So the DI has been two years in a row. unmute. Yes, madam chair. Are you done? I have a question. Are you done? Uh, Dr. Roberts, my question is more general. This is not associated with the page specifically, but trying to better understand the shared identities of black and Latin exh. Uh, and I apolog I did not send that ahead of time. I'm not not looking for a specific number. Uh, but
027is there a connection and an overlap between those populations? Um, and I I'm asking because I did see in I'll ask it later on, but one of the recommendations is focused on students with IEPs specifically. So, just trying to understand the connection between black Latinx 8th graders and students with IEPs. Yeah. Thank you, uh, Dr. Mayberry Maze. Um and the one connection that I'll make here and we certainly haven't highlighted it is each of those three groups that you referenced are considered historically marginalized and as a result of that we are committed to certainly ensuring there's resource reallocation and that resource reallocation to make sure that we are providing them with um an instructional model that meets their needs is in glee right the um last three letters in an acronym um to make sure
028we are delivering and engaging affirming and meaningful instruction instruction and pedigogy that is culturally respons responsive um we believe will move the needle significantly for our students. As of right now, we are in year two of um the implementation of Gleam. And I certainly always want to bring back to our audience and community um that while we are um not pleased with the the current performance um we are excited about two things. one, we we are now really strongly calibrated around the instructional practice that we're not necessarily meeting the needs of those students in terms of highlighting and elevating their cultural and lived experiences. The second is um you know we certainly want to hearken back to implementation science not to make this um sounds as if it's an excuse but with implementation science we
029know that it takes between 3 to 5 years and I know there's a sense of urgency on all of our parts um you know we have teachers and leaders who are losing sleep and so am I. Um but there are some we're getting some traction but I really appreciate the highlight that one not only through the question but it's clear that something is not working um for for many of our students although we were able to celebrate some of the growth we have. Um the last thing I'll share is this. You you know your highlight of our uh students with IEPs. I think the district is hovering just about 15% of our students with um disabilities. And I I'm the first to admit that we are um right now going back to um the drawing
030board to think about our service delivery model for students with IEPs and 504 plans as identified by you know IDE and recognize that um we have to become much stronger, more intentional and make sure that our model around meeting the needs of students with disabilities um in a more robust way. Thank you. It's certainly a subjective question, but would you say that a lot of the black and latinext students are on IEPs as or No, I would not say that at all. Um there are two things and if you indulge me, I want to respond in two ways. Um one, um we are going to unpack that data and certainly make sure we bring it to the board's attention in terms of what percentage of our students who are on IEPs or have 504 plans
031are also identifying um in our student information system as black or Latinx. I think that's an important data point for us to be able to look at. Uh but I'm always sort of um weary when I think about students who are black and latinext who also have IEPs uh because there are so many opportunities um for them to be misdiagnosed and we've seen that over and over again. Case in point um we know that uh whether it's in the board public schools or across the country uh students because of behavioral challenges or behavioral dispositions I'll say um are often evaluated very quickly and they um end up with IEPs or 504 plans and that disproportionately impacts black and latinx students students with language barriers right who may be intellectually gifted um in some areas but
032because they're not in literacy we also tend to see an over a misdiagnosis. Not saying that's necessarily a reality, but it happens across the board when it comes to students with IEPs, but I'll certainly get that data in terms of its breakdown for the board. Thank you. I appreciate that, Dr. Roberts. In the past, we h at previous monitoring conversations or during previous monitoring conversations, I I do recall Dr. one dean um identifying and recognizing and overidentification of um our students who are um black and latinext um and also have IEPs. So um hope that we can dig into that a little bit further. Just on that point though, Dr. Roberts, so to to be super clear, what are we doing to address the overidentification? like what specifically are we doing to to address that?
033Well, the evaluation process um for students with IEPs, it's it's thorough, right? You know, you have the um the the uh student support services team. Um you have the um principles are involved. You you have um parents oftent times will make the request or work collaborative with with schools. Um what are we doing to ensure that there's no overidentification? It it's it's an ongoing process, right? Um, one thing that we I know that the team is working on is to make sure that it's not the first sort of decision point we make when a student is either underperforming or um has sort of a disposition where they have some behavioral um sort of challenges. Um those are sort of certainly two of the the the most important um steps for us to make. Um can
034I ask it like if I to be literal like if there were 100 students already identified let's say on IEPs or 504s how are they uh evaluated or re-evaluated on some type of regular basis with the goal of them potentially coming off if they are if they had been misidentified. So two responses by law and this is um federal law public law um uh 94142 every single student who has an IEP must be evaluated at least once annually. Additionally, a student, the parent of a student or a student's advocate um can also make a request for a student's uh for a student to be evaluated during the period of that annual evaluation. Thank you. Um special education, the last thing I'll share is this. In in in the world of special education, we often say
035that special education, it's a service. It's not a place. Essentially, we saying that a student who is given or assigned an IEP or a 504 plan is only assigned that document of designation because we intend to make sure that we're providing the student um I'm using more acronyms with uh free appropriate public education um in gosh I'm getting technical in the least restrictive environment that really supports the student based on their needs. And one of the key measures, and we've talked about this at length, um, for us to determine whether or not we're making progress on moving the needle around students with IEPs or 504 plan, is are students students exiting this designation? Because what we have found is students sometimes who are through the evaluation process assigned an IEP in first or second grade,
036in many instances, and way too many, they end up graduating from high school, still haven't had the IEP. One of the most important measures for us to determine whether or not a school or school system is achieving success is if we can exit x number of students um from their IEP because they've demonstrated that they've achieved the IP goals. And in most instances, the IP goals are usually for literacy or math in terms of the academic goal. So, Dr. Roberts. Um I'm not seeing it in this report specifically um that we are in fact and I know that again I think during that same conversation Dr. Lundine mentioned that we were going to do an evaluation of our students who have been overidentified. Are you um comfortable with me adding this item as an action
037item moving forward that um we as a board will hear results of that um evaluation of our students who have been overidentified and what action outside of the um annual state and federal requirements for students with IEPs that we will um receive some sort of report of what actions being taken to um address that. and I don't know my comfortable I'm inspired by the board's willingness to just push our thinking and challenges here to make sure that we are truly committed to meeting um the needs of uh what some may characterize as the most marginalized or at least serve to supported amongst us. So yes, thank you so much. um regarding to item two um interim goal 2C um which is our fifth grade students um it shows that we have insufficient movement towards our
038target on this particular item. Do you have um or could you help explain um what your and your team f you and your team found are the root causes um across the fifth and six sixth grades that are are really impending the progress toward these students meeting this particular proficiency level. Yeah, thank you board me around. There are a couple of things that the team um certainly shared with me. And one is students when they transition from grade 5 to six um they experience a little bit of a culture shock. And and and that culture shock is anchored in the fact that in elementary school um students were exposed to and spent an inordinate amount of time with probably two teachers versus when they pivot and they get to the sixth grade. Now um not
039only is there more movement but students have additional teachers that they now have to get used to or become comfortable with. Additionally um as a district the team and I you know we are certainly um acknowledging that we have not necessarily prepared students by providing them with a robust transition plan that is academically sound between grades five and six. Um, I'll also share and I have to go back to the report to see if we have this and there's an action and if we do not we should add it. But we've had a lot of conversations about ensuring that there is more intentionality around vertical alignment and vertical planning between our teachers who are teaching fifth graders and those who are teaching teaching sixth graders. And one of the primary reasons for that is um
040we want to create uh an opportunity either in a professional learning in a PLC or CLC uh for teachers of students in the fifth grade to have a sense of what students should be able to know and do in order for them to be successful in sixth grade level. and and s conversely um we want to make sure that our sixth grade teachers um understand uh what students were exposed to where they've demonstrated mastery what are their gap their learning gaps or areas of growth when they're coming from the fifth grade. Um because of that observation um and the the board will see that we have uh actually rolled out a pilot to ensure that we are um keeping students for one additional year in elementary school to not only minimize their movement and transition
041but to ensure that they are um going to benefit from one additional year of that supportive nurturing system that will likely better prepare them uh for when they get to the to middle school level. May I clarify? So the pilot is the one that's currently in place. That's correct, Madam Chair. And next year, uh because uh our school leaders and teachers um also are aligned with this this thinking and the vision we have. Uh many of them have raised their hands and said, "Look, uh we would like to be able to do the same thing." And so next year we will have four additional elementary schools who are piloting um keeping students uh for one additional year in elementary school. one um celebratory point that is not in the report in one of our um
042elementary schools because of course we want to give parents choice um and certainly agency around um whether or not they want their child to go with excitement to that middle school experience or to stay one additional year. In one of our schools, we have a single fifth grader who has decided to go to middle school. Thank you. Um Dr. Roberts earlier we heard from our leader from Hyatt Middle School um as well as other buildings and we heard about a six-year progression of um increasing our multilingual language um experts in that building and my question is what is Hyatt doing or what barriers are there in taking the model that Hyatt is currently using and um using that across the district as well as what tough decisions did Hyatt have to make in order to
043increase these multilingual um language experts in that building when we hear about additional associates, additional endorsed staff. Um I'm guessing that there had to be some tough decisions made around other staff. So what did they give up in order to make that happen to where we're hearing about that success? Thank you. Excellent question. I'll put uh uh Joe Green on the spot in a minute or um Oscar. But what I'll say is I really applaud that team and others around the district who are investing in ensuring that uh their teachers are all receiving um that endorsement, right? Um I I know that we have for example um a program and a partnership with Drake University where we are encouraging a lot of our teachers as well to ensure that they too are receiving the endorsement
044because receiving the endorsement is not necessarily just um a value add to the resume but it provides our teachers um even those teachers who did not necessarily attend school to become uh multil- language learning teachers or um ELLL teachers uh with the skills and the capacity in order for them to better provide supports and services or ELLL students. Thank you. Board members we haven't heard from yet. Dr. Roberts, can you um uh talk about on page four you talked Sorry, I wanted to Thank you. So, we have one of our dynamic principles in the room who's going to V a little bit in you called his school out. So, I think I don't know that it's a matter of what we gave up. uh to get to that point as much as how intentional we
045were with our work to be to really seek that out for our students and for the staff to get those endorsements. the support that we've had from um our curriculum team and from human resources and being able to offer different contracts for teachers and uh to be able to get that endorsement to be able to help support them with the funding to be able to get that endorsement and those credits along with the partnerships with Drake University uh and other colleges I think has been an extraordinary lift for our teachers that feel like they don't have to take on the financial burden but also then have a cohort of uh colleagues that they're able to do that study and do that work with it's also a matter of being intentional with our focus as a
046building and that the work doesn't just lay lie with someone who has an endorsement for our English language learners. It's it lies with the work of all of us and so having more people that are endorsed just means that we speed up the time processes being able when we are in a situation we're able to collaborate and share ideas and share strategies and things that are going on that we're able then to do that quicker than if we had fewer people to be able to do this. So the collaboration certainly brings that dynamic in because you have some people that have some more opportunities and and specific training towards meeting those needs and that's really lifted our whole building where we don't feel like um they're they're one teacher or a couple teachers responsibilities or
047all our responsibilities. We all need to increase our our knowledge base. And so even though we have teachers who aren't dual endorsed, they still greatly benefit from the the teachers that are dual endorsed and the focus that so we can get through our professional development to to meet those needs. I hope that answers. Yes. Uh one followup. I appreciate you elaborating on that. Is it an accurate statement to say that you did not increase FTEES then in your building to accommodate this? You've taken existing staff and they have have gone and and you've facilitated those endorsements from with the district or the district I mean from our core not from our core so with the support with the having 40 40% of our students uh that are multilingual learners uh we do have a fund
048of FTEES but as Oscar spoke to with even with our associates as we talk with our students and sparked with our staff and see like where do need the most support. Where where are you benefiting the most? Where are you getting the most support? What's what's working and what's not? a lot of things came to light is uh we do have staff that is talking about that but where we decided to pivot when we talk about ourl associates is the idea that we have a lot of newcomers that do speak Spanish um that are very smart but it's having to manage the language and also math concepts and vocabulary and translate that in and out of your brain and getting everything can sometimes be cumbersome and so investing instead of necessarily a teacher but a
049associate who can help bridge that language barrier so that they can keep on track with the work that they're learning and that language isn't as much of a burden for them. I think it's greatly helped our students feel more confident in the work that they're doing in those classrooms and feel like there's also more of a connection to the adults that we're addressing and then also helping them along the way as they become more accustomed with language acquisition to bridging that so that they can still be successful. Pleasure. Thank you. If I could just ask a follow up on that. It Dr. Roberts, if it's been identified as a successful strategy in one building, the ELLL associate, hope I'm using the right terminology, um is there some uniformity to in the decentralized model um some
050non-negotiables as building leaders do their staffing? Yes, Madam Chair. Again, you know, in the last two years, we've made a significant shift and pivot um in a number of areas. One, um we have a new director um of of of our middle schools who um in partnership with her team, they're doing a phenomenal job. Um I I have to say while I cannot necessarily speak to um to some extent I can um what was happening prior to the last two years in terms of the professional learning community amongst our middle school principles they were certainly um individuals who they had a spirit of collaboration throughout but what I've seen now more than ever our middle school principles are aligned around the importance of replicating um some of the best practices or the practices that are
051working and so while we are highlighting Hyatt and Harden um you're going to see this happening in many of our middle schools. Um the extent to which it's happening, it is happening varies. But I really appreciate a question because again our commitment because when I come to the board monitoring meeting twice a month, it's not necessar necessarily about a single school. It's how we're moving the needle systemically for all of our students. And so um I like that answer and I have a follow. Yes. So either the thing just so because I actually if you teach me there's the ELLL endorsement but that is something typically that a teacher would acquire as opposed to an ELLL associate who may be a native Spanish speaker. Am I that is very two different things. Yes. Okay. The
052teacher is a certified teacher um who uh may have their certification in something that is not necessarily ELLL but the ELLL endorsement better prepares the teacher to provide services to students. um who have the who are identified as ELL. An ELL associate is a class classified position and there is tremendous value because you ask whether or not an EL associate who is a native Spanish speaker, they add tremendous value and work in partnership um with our English language learning teachers and all of our teachers in buildings. And so if that is an effective identified strate do we have I'm trying to figure out if I should be asking do we have sufficient teachers with the endorsement or sufficient ELLL associates in each classroom? The answer is no one. However, the light of the entertainment, similar
053to um what uh principal Brie mentioned uh and principal Smith, we are committed to investing um in all of our teachers um who uh so choose to ensure that they're getting the endorsement. Additionally, when I think about our our native Spanish speakers who are associates, given the work we're doing with our tal talented personnel team to have partnerships with our colleges and universities, we're looking at creating a pipeline where those ed associates will actually uh move towards becoming certified teachers. Is that helpful? Thank you, Board Member Dixs. Um on page four uh the topic of scheduling is uh seems to be a barrier uh in middle schools especially. Can you help us understand the what are the barriers to scheduling? Is it just there are not enough minutes in the day? What are the barriers
054to scheduling and um how are we addressing those barriers in order to provide the instructional time needed, the focus time needed to uh get further toward our goals? Yeah, thank you so much uh board member. It's twofold. Um and this certainly is not an exhaustive list. One, um there is some inconsistency with and it's it's not necessarily a bad thing with how our um middle school schedules have um been set up for the last several years. And so there's some differences. So while some middle schools um may have an opportunity to have, for example, um advisory periods, others do not. And then certainly the second one and you referenced this is is the number of minutes in a day right so but what I'm see one of the pivots we've made is for example you're
055going to see some in some consistency with uh for example um I think at the beginning of the day where there's an advisory and at the end of the day or vice versa where our middle schools are looking at um some and this this speaks not only to this goal but also to the next to the guardrail one around where we're looking at consistency with how we are setting up the day for our middle schools. Um, but it's timing. I think one of the things that the team talked about, and I can go to my notes, is we have to be more intentional about how we're dividing the time and how we're committing um our multi-tered support systems to specific time during the day to provide students with tier 2 and three intervention. So we're
056saying that the the advisory time is a proven strategy that we want to get consistent across that that really is a valuable piece of cushion in the schedule. If you will help me understand what the advisory period does for us and then if it's if it's good are we going to implement it across the the district is I don't have the details about exactly what happens in every advisory. I can certainly call on one member of the team. Um, but I think what's more important as we think about goal two is finding time during the day to make sure that students who need and can benefit from tier two and three intervention um are actually receiving that. Um I think one thing that was shared in some instances uh students in some of our middle
057schools only had I think 35 minutes a day. Um that is insufficient but I know that the middle school team um is now working collaboratively with our principles to increase that number. So that is the goal across to get that time across uh for school year for school year 2526. Okay. And I'm happy to call in Kelly to come and confirm or correct what I shared. I want to make sure that the board is receiving the appropriate information or accurate information. Can you repeat how how are we utilizing the time during the day with our middle schools for interventions? Right. I think um one of the barriers is when we say the schedule is there's not a designated time right now in middle school for intervention or maintenance or an enrichment time um like elementary
058have built into their schedule. So schools have been very creative in how they've addressed that and use some of their advisory time um and and other uh ways that we've tried to address having some of some of that time. Uh but I I want to go back to um the to some of the scheduling in middle school uh that Dr. uh Robert spoke about how it was really inconsistent in past years and we'd have some schools that might have 35 minutes for language arts and some schools, right? So I know you've heard at the board table a couple of years ago where we really uh did a universal schedule. So we had 60 minutes for ELA and 60 minutes for math and 60 minutes for science, 60 minutes for social science. Well, that then because
059of our time constraint, start and end time takes away uh time to have that intervention time. So, we we lost that time to gain more core instruction because our data would support that core instruction is really what we need to still be working on. Now, um what we have done to address this won't happen this year. We we've tried to address it with individual schools and support them in ways that they can offer um that uh through some during their advising time and then other periods of the day. But next year um we're starting with our sixth grade um model. We started working on this back in September. So sixth grade will look very different for all sixth graders across the district next year, not just the ones that will be in the elementary schools.
060And so we uh worked with a team of principles, worked with the middle school principles, team some elementary folks, uh my partner uh Allison and um the director in elementary and we designed a schedule that would uh allow us to have a true uh advisory time uh morning meeting, whatever that school wants to call it, so that we can really work on that transition. We uh Dr. Robert talked about that earlier like really addressing this transition from being with one teacher every day to being in a middle school environment. So we want all schools to be able to use that for seal for transition work for executive functioning that type of thing. And then we created a time for sixth grade next year u which at the district level we're calling it high time intervention
061maintenance and enrichment. school may call it different like miracles of Mustang minutes but um that will be a time where we can really work with sixth grade to address um because we'll have a designated time. So we're working at the district level to have framework interventions um working with the ALP to have interventions on that side um for students who need enrichment and then and then we want to start planning now I was just talking to Joe about that like we've got to start planning in May what seventh and eighth grade will look like the following year. So in you know really changing that experience for sixth grade get a model going with the schedule and then working with how are we going to um change the experience for seventh and eighth grade so we
062have those minutes built in but the time time is a constraint you know our start time and end time um you got to get lunches in and all like all those things. So the schedule is something we're constantly working with to make sure that we're uh giving equitable and enough time for certain subject areas. We want to also have extended core opportunities and we want to add more of those which can also become a scheduling issue. So we're really we are working on that and hope to be able to tell you more about that in the um late spring summer and in through next year how seventh and eighth grade will look different. Thank you. And what evidence do we have that that IME time is um going to really close the gaps that we're
063seeing? Are we using the fifth grade skills block as a model or as evidence that this is going to work in 2026. Fifth grade, I believe, is it? It's all block. This is more of a focus as opposed to skills block, right? The skills block the early grades. But yes, um the IME model is really intended to make sure that we are providing students with the the the supplemental interventions. Again, we, you know, we would admit everyone in the district's leadership team will admit that we do not intend to intervene our way towards proficiency. We want to make sure we're using intervention and we have a really strong and continuously improving multi-tered support system. We have to get better at core instruction. We have to improve around core instruction and the the struggle this process
064we have in place right now in the system um will get us to that place where teachers for example are having an increased um exposure to professional development monthly professional development with our interventionists with our curriculum coordinators and our district leaders. That actually leads to my next question and this is sort of through the the report and I think in a lot of our monitoring reports for me the um the resources look very um professional development heavy. Can you just talk about as a a philosophy why you believe that professional development you you say often we just have to get better in the classroom. Our teachers are great and everybody says that all the time. Sure. But why is this professional development? Why do you believe this is a strategy that is going to make
065the biggest difference because it feels like a lot of the the resources we're putting toward um getting better are about professional development and I want to make the delineation between that doesn't mean our teachers are not proficient. It means that we're asking them to do something else. Can you just talk about that sort of philosophically a little bit for us? Yeah, thank you for that. sort of philosophically um even master teachers will tell you that they too can benefit from professional development. Um I think the the shift or pivot that we are making in the Martin public schools is that our professional development um menu of options is not one that is just generalized where every single teacher and on a based on our collective bargaining unit will attend one professional development a month where
066they all sit in the same room. our professional development um the scope and sequence that we have prepared and continuously um evolving is targeted and differentiated to meet the needs of every single teacher based on who and what and how they're teaching. um a part of that professional development um sort of menu of options or scope and secrets that I'm referencing is one where there is sort of almost real time coaching right and that's a a model that um has had proven success and what it includes is a cycle of observations um analysis of data reteing and you continue teachers are continuously being exposed to that cycle. So the professional development is not singularly um an instance where a teacher goes and sits and gets where they sit for an hour or two in front
067of someone who's an expert. Um but what I'm also characterizing as targeted and differentiated professional development is where our um interventionists are critical coordinators um our team that conducts beam inventories. Um, we're observing teachers um providing them with targeted and differentiated and and um byite-size feedback um in a manner that is intended to improve their instructional practices. And I know and I I'll admit that I know the board has also pushed us on the fact that some of our teachers are saying that they're being observed and not necessarily getting the timely feedback. Um the team is aware of that and we will continue to get better at that. Um but I would say lastly, we have to continue to invest in building capacity in um all of our individuals who are connected to the instructional
068core teachers and leaders. Miss Alonzo, Miss Campos. Yeah. Is it unmuted? It's unmuted. Do I unmute? No. Mhm. Uh Dr. Roberts, would you on par uh page one um to what do you attribute the decrease from fall 25 to winter 25? Thank you. Um or the dip as Miss Knox would say critical implementation um the internalization and implementation with fidelity. uh we are continuously tweaking that um I think the team is also still in a place of analyzing um not just the data but observing looking at all the practices that probably can get better and can improve. Um I'll also attribute the dip to the fact that because if we unpack our English language learners and why um they are real areas of growth, we have not been as a district committed to a culturally
069responsive framework or culturally responsive set of pedagogical strategies and practices and that's what Gleam is intended to do. Uh you know again we are in year two of the full implementation of Gleam. So it is our hope is not a strategy. I'm not going to use hope, but is there a goal to make sure that we can see some of the return in that investment with our implementation of our Gleam framework? Um, I'm sure there are some additional reasons to which our instructional team will attribute the DIP and I'm happy to get um a little bit of an exhaustive list from them to bring to the board, but at this time those are the two that comes to mind for me, right? curriculum pedagogical strategies that are culturally responsive to meet the needs of our
070multil- language learners or English language learners or internalization um and really strong implementation of the curriculum. Um kind of talking on Gleam, I've been on not as many as I wanted to, but I've been to one gleam walk in elementary school and I know you have scheduled some for middle school. my schedule hasn't worked out that I've been able to join those. But going through the ones that you've done in elementary school, um what differs from those gleam walks to the middle school gleam walks? Is it the same uh strategies going in with your staff? Um, and then how is that how does that work in middle schools when you have multi- classes and then also bringing in the English or the ELELLL um stuff? Yes, thank thank you for that. That's an excellent question.
071It should be identical. Gleam is a framework. Um and so but when we think about gleam as a framework that is really embedded in our strategy as I think about our strategic plan um the tactical work is where we're seeing implementation. So uh what we should see one of the primary um sort of desired outcomes from um those gleam inventories is so that we can calibrate we being every single teacher um interventionist curriculum coordinator and leader should calibrate on what the GL and gleam grade level instruction they should calibrate on what grade level instruction looks like. So grade level instruction in grades 1 through 8 um should be the same in terms of expectations in in every single classroom in each one of our schools. Um you pointed this out. Now it just is a
072really humbling reminder that we are not 100% calibrated yet. I think you'll even see in here where uh our team has pointed out that I think about um maybe 85 or 90% of our uh classrooms will show that we are implementing gleam with some fidelity and there and we're still not characterizing that as as a win. It's not until we get to 100% that we'll be satisfied that we're rowing in the right same direction. I actually had a question about that. Um, so I think in the report on page five you said 80% of middle school use the gleam tool consistently and um I s I'm not a statistical expert or anything so I don't know what percentage when it comes to curriculum implementation or framework uh in the educational setting would sort of lead
073to critical mass change. Um you said the goal is 100%. Do you think that's realistic to have 100% of our teachers being implementing Gleam with fidelity just knowing that we have new teachers every year and change? Yeah. And if so, when do you anticipate reaching 100% of of uh Gleam framework implementation with Fidelity? I Yes, I believe it's realistic to have 100% of our teachers implementing um their instructional practices. Um particularly as I think about the GL, right? understanding what grade level instruction looks like. Um, understanding what grade level instruction should look like versus actually implementing what it is are, um, that's where it's it's really nuance and that's different. Um, when should we expect to see um, you know, based up what you see and I so of course I'm I'm glad that you
074pointed out um, one of the variables that will impact that and that is teacher turnover, right? On average, we hire, I think, somewhere between 250 to 300 new teachers each year. And so, we're always going to be in a place where we're training, preparing, and developing teachers top, uh, the processes, structures, and systems we have in place. Um, but I believe that the district's leadership team that we currently have in place, um, they are committed to ensuring, uh, that we really move the needle around our practices and support of our teachers. Um, I will continue to to have this ambitious goal around the implementation of this framework at 100%. Being at 80% right now with only year two of implementation, it's commendable. I should take the team out for ice cream, but I'm on my
075health journey right now. So, I'm not going to do that. But on a serious 80% in two years, I have to commend our teachers and our school years. And so, by when do you anticipate feeling like we're at full operation? because I'm anchoring, thank you for that. I'm anchoring sort of how I'm viewing this in um the tennis of implementation science. I believe that by the end of the third year, we should move the needle steadily and get much closer to 100%. Thank you. So board members, I think uh my role or Miss Marano's role uh as we wind this part of the conversation down is asking questions. Um, Miss Marano or do you have Go ahead. Okay. Uh, so the first question is, are we on track? This is a yes or no question.
076Oh, I wasn't done. Oh, okay. Uh, nobody puts baby in the corner, Miss. Is everyone done with their questions? Are we done? For time sake, are we done? No, no, we can. This is really important. Oh, okay. I just have one more question uh as it relates to uh the page six um what is not going well and there were multiple uh uh full FTEES that were listed that means full-time employees Patrick um yes I got you um that's one I know and there were multiple full-time employees that were listed that are barriers to allowing us to really fully provide that sixth grade experience that we're hoping to provide uh to help our students meet the benchmark goals. And so there was a full-time employee around um to to do some of our extended core
077experiences around lit having a literacy specialist for each school and around our special education teachers. And so I'm curious to know um if we're going to if we should expect to see these positions in the budget. Thank you Knox. And so um based on the team's observation and the Was that in the budget request that we got? I apologize if that was under goal two in the budget presentation. I don't believe that it was but uh it was not. So when we come back to the board, we certainly will either come with that recommendation. Again, um understand that we understand we in a resource constrained environment, but also recognizing that the team's recommendation is that in order for us to truly move the needle, we need one literacy specialist in each of our middle schools.
078And so something we'll come to the board with. Yeah, I really appreciate that question, Miss Knox, because I think um we are resource constrained and we're going to have to start making some decisions, choices, right? really hard choices. And so if our theory of change is that it's all about literacy, then I know for me, and I can only speak for myself, I actually hate to ask for it, but would like to see a budget that actually fully staffs our ability to accomplish the goal and that you clearly lay out the really awful, messy choices that we have to make. Sure. Um, so because I think we're always going to be in a resource constrained environment and it's hard to understand um this is our goal and we say this is the strategy whether it's
079ELLL associates or literacy specialists in each campus if we did it what do we have to not do so we can have that conversation? Noted, Madam Chair. Certainly. One comment. So, just a final comment, not a question about it, but for the report, one thing that will be particularly helpful for me maybe with the report going forward or uh yeah, going forward would be kind of a a disagregation of I I feel like there's a we're synonymously using black, Latinx, ELLL, and IEP. Um, so it will be really helpful for me to see particularly maybe the black male or black students that are not ELLL students and what actions are taken for them and the Latinx students that are not ELLL students or on IEPs. Um, I I was able to scrub through it and
080find it, but uh I if they're organized differently or something that will be really helpful. Thank you Dr. May. We will make sure that we have that. I'm sure the team is already feishly over there. looking yet? I would I would look to my board colleagues and see if there is um a majority of the board that would like that additional data um on the report in order to make that request moving forward. Is it too much to ask for all as well so that we can see the gap? I I just would like to see the context the full context of you know where we are where is where are different groups and what is the gap to the total. Thank you. We're happy to furnish you all with that information and that breakdown
081that disagregation. Yeah. And I'm just going to say out loud looking at you, Dr. Roberts, we may actually be heading in that direction, right, as we think about our um monitoring reports in the future that we will have be talking about all groups in with lots of different segmentation. Is that right? That's correct. Yeah. Okay. I've got a question. Um on pa on page uh four Dr. Roberts under the second um action response. Uh can you share what has contri contributed to the barriers presented? Um staffing you mentioned um scheduling barriers and availability of appropriate materials. Please. On page four, under what's not going well, what's not under second your second action uh response. Number two, you said literacy interventions for students in ELLL programming for more than four years have not been implemented across
082all schools due to staffing, scheduling barriers, and availability of appropriate materials. Yeah. Uh thank you, board member Lonzo. So, um you know, I shared earlier, um scheduling has been a challenge for us in terms of because we not necessarily committed with consistency across all of our middle schools. um how much time we're going to allocate for uh support medicine intervention or um just whole literacy instruction. Additionally, um in addition to critical materials, I think uh what we have not done previously but the team is now committed to doing so is to look at and integrate a lot of current research. Um there's an exhaustive list of about 20 um sort of pieces of research and platforms that we're looking at to implement. So those are some of the barriers that we we recognize that they
083exist and now we plan and intend to do something about. So if I go to as as a followup to that, Dr. Roberts, would you in addition say then because you mentioned progress monitoring uh tools have not been created. Right under right under number two, the consistent progress monitoring tools have not been created to track students in programming for more than four years. Is that another barrier? Would you say that's another barrier on page four? It is, but they've not been created in the last four years, but will be now. Okay. Yes. and and my concern with I think with the the not having tools to to monitor makes me think of when we were discussing uh the importance of addressing ELLL students um that were maybe missing or that were not able to ever
084be able to graduate or test out of ELLL. And it it's concerning to me that we don't have any tools to monitor that. And so when we lose students, how do we know that they are lost? Because if we don't monitor and we don't know what they need and we cannot invest, we cannot pour any resources into what we're not monitoring. And so it's a concern. Yeah. Thank you for that. And um certainly it's a concern of always as well, but I appreciate you highlighting it. I think we've had some inconsistency with how one we've utilized um the ELA um the in proficiency assessment and then subsequently using that data to drive and guide our instructional strategy that includes interventions but I know that while historically we haven't done the best the best job of
085that and the team reference over the last four years um there's a commitment to do that now and there's a plan in place also to do that and we absolutely have to right you know a quarter of our students are English language or multilanguage learners. I think it would behoove us to make sure that we are committed to ensure that um not only are we looking at sort of core instructional practices getting better um but our MTSS model must include what we're doing to sort of move the needle for our English language and multilanguage learners. Thank you. I have a follow-up question to that. Is that something uh that we develop on our own or is that something that we acquire? It's both. Um there are some certainly systems and structures we can put in
086place but there's a plethora of resources that are across the board nationally. Um you know look we know that for example we are seeing um a lot of reasons for celebration with how our English language and multilanguage learners are performing in our elementary schools. As a matter of fact we outperform the state right um for ELLL and ML students in elementary schools and so but as we get towards the higher grades the gap is widening and so I know the team and I are working on that. Yeah, but thank you for calling that out for us. Sorry, do you know when will that be for next year? School year 2526. That is accurate. Miss Alonzo has uh transitioned us from um asking those um current state questions into our future state and action items that
087we are taking um and better understanding the strategies moving forward. So, I welcome my fellow board colleagues to um continue to dive into the future steps. Are there any additional questions regarding strategies moving forward, additional resources and allocations moving forward? Dr. Roberts, if you have it, you mentioned the $700,000 uh potential ask for goal two. Can you connect the dots from um the budget request for goal two and this conversation? And if you don't have it, maybe Shashank does, but I'm trying to connect the dots to what was requested um and whether or not we'll see any additional budget requests beyond what was presented. Say that again. Or ships. In terms of budget allocation or reallocation of resources, I do not have that information on hand. I'll work with um Shashank our CFO to make
088sure that I provide the board with accurate information um with regards to two things. One, what did we assign um prior to just accessing this information and this data that shows that there clearly is a need a need that can add value to um achieving a goal. And then two um for us to think about um where will we uh sort of seek to find that resource to come to the vote for approval. Is it in the general funds or is there an opportunity for us to use our title three funds? Um, so I'll come to the board with that information. Or colleagues, any additional future Beijing questions? Yes. So I think maybe just to as we bring this report to a close uh my job is to ask three questions. One um which is
089a yes or no answer um has this board shown that we are on track? The answer is no. Um the second is have we seen growth in the report? In some areas there is growth. Yeah. Do you want to give a specific example so we can call that out? item um interim to B um it is actually meeting however it's not the trajectory that that particular item is a 2B that's not and then based on the conversations tonight do we have a do we feel we have a sufficient plan to get on track or are there some outstanding items that we'd like to ask Dr. Roberts to come back to us with I think the budget question for me is the outstanding question if that's the uh the strategy connecting that with resources would be
090my following. Okay. Absolutely. The two other Go ahead. I was just going to offer that that you brought to us at our next budget conversation. Would that be appropriate? Yes. Yes. M. Yes. Is Well, I think Dr. Roberts and I have to talk because there's a ticking clock and so just Yes. Yeah. So, um I I want to just call out two things to I want to make sure that Dr. Roberts and his team feel like that we are very clearly stating what information we still may be seeking. So, budget request was one of them. Um I heard uh wanting clearer timebound information on the strategy around 504 AP exits or data. Uh Miss Martano, is that fair? So that was better understanding. I think it was regarding the evaluation of our overidentified students with
091IEPs. Um so not necessarily. Yes, I think that that we discussed the exit as well. However, the exit, however, um I we have a guardrail that we can monitor regarding the specific exits. Okay. And then the third thing I wrote down was uh and again tell me if this is correct. Um seeking pilot data for adding sixth grade and what the expectations for the additional four schools that are going on next year. Madam Ch, can you clarify what information is being sought for uh the additional four schools? Um I'm going to look to my board colleagues to help me, but I think if the sixth grade edition pilot was successful, then what I guess maybe we need pilot data. I don't know. I'm playing off of my board colleagues because this came up. If the
092strategy is we're adding four schools because it works, do we want to see that it works from this pilot? If this is not an issue for other board colleagues, that's okay. I did not have that additional data request. Okay. Um if it's not an issue from for me either. Okay. I had suggest I mean I had that. Do we have data, Dr. Roberts, that shows I mean we're in year one. So do we have any data that shows adding sixth grade? We have an evaluation that was completed and the data shows that um there are some reasons for us to celebrate. Um I would certainly um be cautious and caution my team not to draw any conclusions after a single year okay of implementation. Okay. So I've identified two things. Are there any other things
093that we are asking Dr. Roberts and his team to provide in terms of information? Okay. So, Miss Martano, go ahead. I was just going to suggest then at this point that I recommend we table this report and then that we come back once we've talked about those two items at a date to be determined maybe next week or the following week after those two things are updated either by email or Madam Chair. Uh so my understanding of the monitoring there's the three questions. Are we on track? Is there progress? And is there a sufficient plan to get us on track? Um I would I would say yes for the third question that there is a sufficient plan. Uh so would be fine voting in the affirmative of um accepting the I defer to my colleagues.
094Do we want to take a vote? Madam Chair, before the boards my offer, I I'm trying to make the connection between the board's request for us to come back with information about uh our process to evaluate students with IEPs to determine whether or not we have an overidentification. That's a much we need a much longer runway. That is not an overnight sort of um initiative for us to take. So I'm wondering if or why that is into the board's uh consideration to not approve. I would be comfortable moving forward with the budget knowing that the budget allocations are there, knowing that there is a longer runway for some of that data you're asking for. But I guess that's my hesitation right now about moving forward with this one and not tableling it. Miss Marterano, I
095defer to you on the 504 IEP evaluation. I was not expecting that information in lie of voting on approval this evening. I think that that was just something that we had heard in previous monitoring reports and I would be happy to receive that information in a Friday memo or a weekly memo. Um, okay. So, board members, uh, I guess we'll take a vote. So, do we have sufficient plan to get on track? Uh, yes or no. Uh, so I think we need a motion. I I would like to move to accept this report. Um, we have a motion by Miss Margarano. Mayberry. May second. We have a second by Dr. Mayberry. May any discussion? I do want to let board members know. I'm going to vote no because I want to see the budget. That
096would be my that'd be my only like I would just vote to table it so that we can see the the budget and make sure that it's there for next year. We'll just go around Mr. Dicks. No. Mr. Arano. Yes. Mr. Dr. May. Yes. Uh, uh, Miss Alonzo, I would say no for the same reason to see the budget. Um, no. I would like to see the budget, Miss Knox. No. Okay. So, the vote is declined. 5 to two. Chair, I'd move that we table the monitoring report. Yes. We did not. Oh, does that automatically trigger a tableabling of the No. Okay. Because because Dr. Mayberry Mace called for a vote. So at this point the vote got failed. The motion failed. The motion failed. Thank you. So what is the next step that so
097this would come back to the next board meeting for monitoring again after the motion fails? we will follow the the same monitoring calendar that we have in place. So this will be monitored again um in I believe it is in this one is scheduled at the end of June if I'm not mistaken. Um, so there's no additional action unless the board would like to entertain an offcycle monitoring of this particular report for potential um acceptance of the board colleagues that have voted it down. So if we would like to entertain an offcycle report, we would just need to let Dr. Robert Snow and he would have a month to um prepare an offcycle report. I'm sure we have a present deadline as it pertains to goal two that is timesensitive around compliance with regards to
098language and that deadline is one week from today. My wondering is will there be any um impact of not coming to the board prior to next Tuesday with a budget that speaks to what additional resources we need prior to the language change or let me frame this with a decision we need to make. So, I'm going to say what I think you said, which is we have to come together as a team and adjust our board goals and guard rails to be in compliance on April 21st. That is correct. Next Tuesday. I think that is I think a separate issue from um uh the monitoring report being on or off track. I'm trying to understand what the court what what you're trying to say. Thank you. I think that segway that that gives me a
099better way of asking this question and this is a process question. Um is it accurate for a monitoring report to be off track because of a budgetary request? If the if the conversation that that we're supposed to be having is do we have sufficient evidence then future the way I I understand our conversations has been are we appropriately staffed to accomplish the goal and so if that is the discussion at this point at least the way I'm choosing to interpret this is we aren't sufficiently staffed and we haven't seen that budget request come through in goal two. I'm very happy to have this conversation at the table, but that is how I thought we talked about it as a group. I'm open to other people's interpretations, but I'd agree with that and only and and
100we have a couple of deadlines coming up, but I I think for me that's the the piece of it that helps me say, "Yeah, there now we now we've got the resources that match the issues that we've brought up that we've brought up." that I feel like is at the large I feel like there's a lot of areas where resources need to be um poured in uh within this report and I have concerns I mean I have concerns about um this regressive um uh manner in which it seems to me like we're going Um, I feel like there are things that probably could have been done um more intentionally and I don't see um I haven't seen intentionality here. Um and so I would want to see what specifically we're going to do in terms
101of um allocating funding or resources to make this happen. Um, that's where that's where I am. And so I guess I want to I'm gonna look to my board colleagues. That is I think where Miss Alonzo is is probably where I am and maybe a few of you are. If we don't feel like that's the way to evaluate and vote on this report, then I think we need to have that conversation. But I thought walking into this the alignment was around um plan to get on track and we were just told this is where we're supposed to be having those budget conversations right Kim and monitoring and it states clearly that the barrier to executing on part of this is staffing. So I'm I'm not sure it feels like we're keep going in circles. I'm
102not sure where where the teeth are. May I also ask um humbly is is there the likelihood that we are conflating what is needed for us to achieve the goal with our current unapproved budget because it's not finalized. Well, we think it I I guess that was a question that we're going to see another budget request for goal two because we haven't heard that we're going to request get another budget request. So we're basing this I think based on the presentation that was given to us. So should we anticipate that there is a new budget coming where resources are reallocated based on the goals and guard rails um in this budget cycle. I I don't necessarily think I want to confirm that now. So what I'll say is um we have an upcoming budget conversation
103and I'll wait until then for us to have a discussion and what will be a part of that is a discussion around the 700,000 allocation for the the ask of the 10 additional literacy specialist. So is that helpful? It is for me Dr. Roberts this is the the the model here is um part of our job as a group is to make sure that the resources are aligned to accomplish the goals and guardrails. as the expert, you've brought us this as the strategy and I don't want to wait. I don't want to wait to to make sure. And so that that leads us to a tough choice because we don't just have $700,000 lying around. And so I think that for me that's the um uh to be helpful in and to help discuss with
104you some of those difficult choices u once you bring us recommendations for what those look like. Absolutely. Thank you. That's helpful. So I think the way that I am viewing this is, you know, we are we as a board are trying to determine if the strategy is the right strategy and we feel like the strategy is is um going to work for meeting this particular goal period. He Dr. Roberts has given us the strategies, multiple strategies, not just this one, multiple strategies that he and his team have reviewed the data on and feel are going to meet this goal. We've asked will there be additional budget asks? Yes. That doesn't change the fact that um this is the right strategy moving forward. I think that because we are in budget season, we are kind of
105combining these two. I don't think that we should and my my vote was for yes because I believe that the strategies that has have been presented to us are have based on the the answers that have been provided are the right strategies but to have the budget conversation and Jackie smiling at me. Am I Here's the thing. I mean I'm just gonna say it. I feel like I'm never allowed to talk about budget because I try to talk about budget and I try to ask questions about alignment of resources to strategy and then I'm told talk about it at the monitoring report. So at the monitoring report when we ask question let me just finish. Yeah. When we ask questions about resources all of a sudden I'm conflating things. So what I want to know
106is are there bodies assigned to in the budget to support and accomplish this goal? And if the answer is yes, great. I don't think we've seen that budget request. And that's the type of real conversations we have to start having. And so I am open to other interpretations of when and how we're going to have these conversations. But if the strategy is we need bodies to accomplish this goal, if this is one of our most important goals, then when are we actually going to have a conversation about that issue? And if it's Dr. Roberts saying, look, if I believe in the strategy, and that is really up to Dr. Roberts to say if a strategy is one person in each building to focus on literacy and if that's what he believes and that's what his
107staff believes then give us a budget that does that and tell us what the choices are. So I don't know when to have that conversation but that is my struggle right now and to I mean I'm looking at what is our new investments next year are National Geographic middle school curriculum and ELLL phonics for $135,000. I mean that's the proposal. So I think I raised that as a concern that that was not a large enough investment when we went through the budget. And then obviously there's alignment that that's not enough of an investment. So I don't I'm I'm at a loss of where to go to try to help us get alignment to achieve these goals. And further I think it is our it is it is the educators that are bringing us the strategy.
108We've heard from multiple levels that this is and it's not everything, but it's one thing that we think can help move the needle in a in a significant way and then we'll build on that and we'll build on that, but the resources have to be there in order to do it and I'd rather not wait another year to make that happen. So, I'm going to make a recommendation so we can move forward. I think that there's two things. One, I think we have an offcycle monitoring that we say we're going to do. So we have an opportunity just to come back uh and give people the opportunity to review the report so it doesn't stand for a year as failed. Uh and then at the same time Dr. Roberts you and Shashank come together along
109with the board and we'll schedule a budget session so we can better understand how resources are being aligned to goal. Thanks Madam Chair. Absolutely. Okay with that I'm going to suggest that we take a five minute break. five minutes to the tea and that we come back and move into guardrail one uh monitoring report. Is everybody okay with that? So it is officially 7:22. We will come back at 7:27. Welcome back. We are going to move to the next report which is guardrail one. Uh I will turn it over to Miss Marterano and Miss Knox to facilitate the board discussion of the monitoring report. Thank you, Madam Chair. Um this evening we will be monitoring our interimm guard rail 1A. Um just for our our community and public who are following along. Um normally we
110would not publicly monitor a guardrail. Usually these reports would go on um consent. So we as a board review them and ask questions but it doesn't happen at the the dis. We are going to begin the practice of of uh monitoring guard rail reports that do not have sufficient movement towards the target or or those that are not meeting the target. So this particular guardrail, the superintendent shall not allow inequitable access for ELLL students or the continuation of systems that allow for it. Um I will um open the floor to my board colleagues similarly to um first start with an understanding of the current state and what got us to this current state and then transition into future state and looking at action steps moving forward. So board colleagues, um I open the floor to
111you for your questions. Can I just do an easy one? Uh page three, increased use of CAL interpreting services. Can you interpret for us uh what that what CAL is, Dr. Roberts? Sorry. Yeah. I think I'm on. Yeah. Uh thank you um board member Dixs for their um Kyle interpreting. It's Kyle interpreting and um translations. Um this we this is a an organization that provides us with interpreters and translation services individuals. Um that includes the small businesses includes us as well. Uh the 27% is can you give us an idea or do we even know I'm putting you on the spot by asking you what the real number is there like the 27% is a nice increase no matter what the number but uh do we know higher usage of what level? I do not
112have that information in terms what high usage means for us. Thank you. Dr. Roberts, I have um a few questions. Um and then uh Mr. Cardinus did kind of go over that a little bit in his presentation. I wonder um when it comes to the the percentage or the data. I know that there's a lot of separation from newcomers saying being here less than a year and then versus the students being here 2 years and on. Is there a separation that you could see? I should have sent this to you earlier, but I was just thinking about it of um how that percentages look that way uh due to like the low numbers of this cuz I know we have a high population of a lot of newcomers coming into town. Yeah, absolute on. Um
113thank you board member Campos. Um just so one a of course is around um looking at students who've been in ELLL program meeting benchmark and fast fast bridge fast bridge being a screener around language proficiency. Um and so yes, students who were able who have been here much longer that have actually access um the English language or had more exposure to being eaten in an inclusive environment will are likely to uh certainly perform much better than students who are considered newcomers. Um not in every instance but in majority of cases. Yeah. And I should note for the board if I may um that you know there are so many intersections between goal two and guard rail one and so so much of what we've talked about in goal two um we're likely going to have
114the very same or a very similar conversation. Similarly, um I I certainly want to um posit that uh as we continue to monitor this goal, goal two and this guardrail guardrail one, we'll see a positive correlation between improvement in guardrail one where students are able to access uh more language acquisition supports where um when we um screen them either using FastBridge or the ELPA that we we we've seen them making progress, we're likely to see them also improving academic outcomes as measured by goal two. So that that's one of the intersections I want to make or connections I want to make I should say. Dr. Roberts um guard rail one focuses on inequitable access for ELLL students um and ensuring that that doesn't happen beyond the fastbridge A reading data that we're seeing. Are there
115any other measures or indicators that are being used to assess um and address potential inequities in access to resources, opportunities, effective instruction? I didn't hear anything that would indicate that but um in our previous report, but wanted to ask for guardrail one. Um yeah, one of the clear measures is um how are students um even in terms of our observations accessing the high quality um critical material. Um, additionally, um, looking at Gleam, right, particularly when we think about we're not focusing on on GL, while that will inevitably be a part of our observations, you know, I don't believe, and I'm happy to stand correctly, the team is going to focus on GL. Uh, when it comes to English language learners, particularly newcomers, I think it's important for us to focus on probably um, engage in
116a permanent meaningful um, uh, delivery of instruction. So, yeah, that's certainly a measure. um don't know if we're getting to this as yet, but also when I think about what additional measures we want to look at, I'm thinking about the our investment in additional resources to make sure students are feeling and experiencing supports and that includes our investment in our bilingual family days on right who serve as they will tell you as not only as cultural brokers um but they provide a tremendous amount of support for um our school staff how to meet the needs of our English language learners um and through their families. So, yeah, actually really appreciate that um because I was going to point out thank you because the in the budget there are additional FTEES uh BFLs and then ELLL
117teachers. One of the things that I noticed, Dr. Roberts, is you had identified that there was an issue and a need for more ELLL um supports and ELLL teachers. Yes. And yet, I think we still have a lot of open positions. At least that's what it says in your um weekly report. Um is there any is there something that um the district could do to be more competitive or can you help understand because I think the report says that we have um two vacancies that need filled two in the elementary school, four in the middle school, and 11.5 in the high school. Yeah, let me offer madam chair. Thank you for that. I really appreciate that question. The team has certainly gone above and beyond to make sure that we are being nimble in how
118we reallocate resources. And so even this past school year, I believe um once it was brought to our attention by either school leader or their team that there is a need, we immediately um sought out and found resources to make sure that we were hiring in the middle of the year. I think the challenge we're facing is um availability of highly qualified or qualified ELL teachers. Uh but we will stop at nothing. Um, I know our talented personnel team are committed to working with our curriculum folks to make sure that we are beating the bushes, if you may, um, to recruit ELLL teachers. Thank you. Yes, ma'am. Absolutely. Um I think that the one thing that stands out is the fact that um our teachers are able to uh through with supports from the district
119um get their ELNL endorsement. And so again, the more exposure we provide our teachers in terms of targeting differentiated PD um the better off we'll be. We even have we have our general education teachers who are really and this is not just the ELLL teachers. Our general general ed teachers are given opportunity to take college level English language learner coursework. Um that would continue to help them support the students who are English language learners that they're teaching. Um the district has allocated funds. I know that this certainly is something that is pleasing to the ear of the board. We have allocated funds to pay for this court this course work from not just Drake um but any university where we're partnering with Drake right now to align the coursework to our goals and instructional vision
120of improving outcomes for English language learners. Yes, it as a a great um way to to reach this um to meet the target. Yes. Are there any other resources? And I I guess I'm thinking in terms of any resources along the lines of um what you have going on with this partnership that would be of benefit to other uh teachers, I'm sorry, other teachers in the district or how many people participate here? And I think I'm asking two questions. You are. Yeah, I'm sorry. That's fine. No, it's perfect. No, no, no. Thank you. Thank you so much. Yeah. I'm just thinking if this is something that you consider is helping um how many teachers do you have currently does the district have currently participating? Sure. And how could you increase this and perhaps if not
121through this partnership maybe in the form of PD? Sure. Thank you for that. um one I'll have to get the accurate number from our talent and personal team um about the number of teachers who are exposed to this but um the reason we believe that this will not only add value but help us to move the needle is because our teachers who are um not necessarily certified or qualified ELLL teachers it really allows them to um tailor their support um to support those students who are English language learners and one of the things we pointed out it it allows us to build not only more inclusive classrooms but to make students who are coming from um the different backgrounds allows in ter we think about their different linguistic and cultural context you know we you're
122talking about over 100 different languages are spoken in the mo public schools and so teachers are going to be better able to serve regardless of what content the teachers are teaching um whether it's a core course or um one of our specials um yeah teachers will be able to those who are exposed to the Drake partnership will be able to better serve and support our students and their families that helpful but I'll get the data in terms of the number of teachers who are exposed to the Drake partnership for the team. I have a question that's uh a bit more general uh but probably more in reference to page three under what is not going well the action response uh and it refers to uh more professional development options. Um I I feel like that's
123kind of been a trend uh the professional development for a lot of these areas. Um I know in a not necessarily recent but in the past conversation with DMEA at their coffee talk there was an interest from teachers to be able to have professional development that was self-guided or self-directed that was not necessarily aligned to district initiatives all the time or um scaffolded uh throughout the district. Um, so I'm looking to better understand what is that balance. Uh, there there seems to be a lot of professional development as an action response for things that the district sees as needs, but there's an appetite from individual teachers as well to professionally develop themselves for things that they feel like they need. Yeah, thank you for that. I the reason I appreciate that question is because you
124know I I would say with some reservation that our uh sort of [Music] um previous model or paradigm of professional development is again where we convene teachers um contractually once a month or twice a month as needed to provide them with that PD. what we're seeing from teachers now um particularly in the spirit of continuous learning is they want to have access to other opportunities and resources um that will add capacity to to them individually and so what I have not seen yet and I would have to partner and collaborate with the team is can we find those self-guided self-paced PD opportunities um through some virtual modules where that the district will commit to pay for um for teachers and so um because again what that does for us is it uh uh mitigates the
125time constraint. So teachers in order for them to be professionally developed would have to wait necessarily until we have that once or twice a month convening or the inbuilding PD that is offered by principles. I don't know. I'm happy to be to to receive from principles or our curriculum team whether or not we already have some of those modules in place. Looking for head nods. Not seen any in place. Yes or no? Self-guided modules kind of Yeah. Yes. By in the last couple years around um for everybody, but we are mentioning some more choice based options um looking into next year. Exactly. Yeah, that's helpful. So, we're not there yet, but that's helpful. We're getting That's the goal for We're not there. We have been talking about it working out love enthusiasm from the from
126the the crowd. Thank you. There it doesn't work. I would say we have a ways to go at the elementary level just between being elementary. Um I would say our PD at this point current state during the school year um is uh pre-planned led by uh the instructional coach and the building principal but planned by curriculum coordinators and and delivered consistently in pretty much the same way. Same format for district directed. Um however I do feel and and you can jump in um summer PD is typically when at least at the elementary level they get more choice based on um things that where they want to learn and grow. Um and being new to the world definitely I see a lot of advantage to giving them options based on their interest. um we would just
127have to work on that structure and I think there I we'd be willing to partner and I think it goes back to that barrier of time that I was talking about coming up the back row you have a PD calendar that has limited number of district time limited number of school hours and then you have teacher hours so where where would that self-guided fit into that whole plan so although I think we've been talking about it we're in the midst of trying to transition to more of that um it it's something we can definitely that you could see from us in making sure we still have that question. One more point just to consider is when we're doing something this district is right. So there's 38 elementaryaries and earlier you know to provide consistency and
128track and monitor based on board goals if everybody's doing a different has a different focus first of all who's planning that um and where are the people to do that and it's great if they they want to do that but how would we track I mean and monitor and measure that we wouldn't be able to on board some in situations like this board monitoring And they're all learning different things with different focus and a different goal. That's part of their individual growth plan as well with principles like they work on that with their with their principal at their school was their individual growth plan. Um something that they want to grow and how to support. Thank you both. Let me offer also because and one of the points of pride for me as superintendent and
129us as a district is the fact that we have an just a really amazing partnership with our teachers union and I want to hear sort of um the perspective of what are teachers you know what teachers are experiencing or what would teachers like to see teachers union president yeah thank you Dr. Roberts. Yes. Ann Cross, DMEA president. Um, I think that this is something that we are committed to working with the district on and we can continue to improve that. I think that there is a high school next year that is going to pilot some more um some more choice around building professional development time and working on things. It can the district has goals and these um choices can definitely be focused around the district goals but giving teachers more of an opportunity to
130work on the things that they feel they need growth in. Um because we have such a high turnover, a lot of times some of that professional development needs to be repeated so that everyone gets it and is is on the same page where some of the more veteran teachers maybe you've had that before and you can f focus on a different area or getting better in a different way in that particular goal. Thank you, Ed. I really appreciate that. Just a question. Um which is the does the school who's piloting know they're piloting? And if so, how how is there going to be some mechanism to track uh you know kind of um I don't know some type of satisfaction or feedback from teachers themselves about how it's going. So what I was um informed
131of was by the building principal that this building principal at the high school level wanted to try that on her own and that um they would be reporting back as part of their individual professional development plan. Perfect. It's great. Thanks an I have a question on page three um under Hold on a second. I want to make sure I'm looking at the right. Yes. Page three under strategic action and sub actions. Dr. Roberts, you have increased opportunities for professional learning for general education teachers outside of the district uh provided learning. I'm I'm wondering when you say professional learning is that the same as PD? It is. The terms are used interchangeably. Thank you for that. Yes. Okay. So, who who gets PD? Is it only teachers or who all gets PD? Thank you for that
132question. um 100% of our our goal is to ensure that 100% of our DMPS teammates um receives targeted u professional development. Um I know um for a fact that not only are all of our teachers exposed to professional development opportunities, but I believe our um ed associates and members of our um educational support um personnel also receive professional development. Yeah. the extent to which this is happening. If the board wants um much more granularity around um numbers or what it is, I'm happy to share some of that with you increased support for interpretation and translation. Yes. Um I know that BFLs were added or bilingual family liaison and it it's great that we have four I think you mentioned or additional. Yes. Yes ma'am. Additional. I'm wondering about the resources that are invested for that
133level of employees to polish skills to support them. We have great people coming in. So, in thinking about how we retain them and how we support families, if we're pouring into BFS and that line of um staff and we're helping students. So, I'm wondering just about the PD available to this level. Thank you for that question. um I will certainly uh work with the team and that that includes Laura McI who um coordinates and leads our our bilingual family as for us to think about um what are their needs and and how can we adequately meet those needs in terms of professional development. So thank you for that. I I will admit that prior to um even sitting here tonight I did not um put a lot of thought into how do we support and
134provide PD opportunities for our BFLs. Yeah. Yeah. Um I I'll get some additional perspective again. Our union partners, Doug, Dr. Roberts, I just wanted to add because last night at our ES Thank you, Rosie. Do that for you. Show you to the world, right? Yeah. I'm sorry. But face radio. Um, just to bring comment to our education support professional, professional development opportunities and needs. Just last night, we had labor management with Sheila Mason and talked about this very thing because under our ESP contract, there's many job roles there that all have those unique specific PD requirements or needs. And we had a great conversation and started planning those options for district directed days next year just to make sure that you know that's forwarded to our certified staff and administration but we need to think
135of our classified employees with that same voice and same uh level of importance. So we serve that last night. Thank you so much. Very helpful for that additional context. Yeah, you just have to be proud as a a district to know that you have this kind of collaboration between the teachers union and our our talented person on the team and other members of the district. So, thank you. Thank you both. Yeah, board members, future facing questions, um questions regarding strategy, next steps, and um how we are going to pivot to be on track with this particular guard rail and interim guard rail. Dr. Roberts, how do you think we can get our community to help with some of these burdens of our teachers? Um, different nonprofits that have may have services that could help with
136translation or even um working with our students to to improve their reading level. Yeah. Um, thank you so much, uh, Miss Campos. You know, I hearken back to our strategic plan um priority 5, which really speaks to our commitment to ensuring that we are um opening our doors much wider um to invite um partnerships from across the board to support us. I know that our our chief of staff who is leading that work um is certainly going to continue to um seek out opportunities. Um I think we also have an opportunity to get better at how are we advertising and messaging to our community partners that we are ready to partner with them. Um one particular group that I know we are getting some traction with as it pertains to English language learners is our
137faith-based community um that specifically have um immigrant or migrant population. So we and I'm personally having lots of conversations and so are others with that population. So we want to continue to open up doors um to get better. We're not quite where we want to be, but we are making um we're making progress. Dr. Roberts, there are a lot of federal headwinds that you are navigating and I have I guess two questions about that. One is um how are you adapting to ELLL students andor families who are less inclined to be coming to school on a regular basis or be engaged in somehow? like is there actually any data that shows that um potential headwinds are impacting attendance and if so uh are there any strategies or considerations as you think about the next year
138ahead? Certainly um mur you know as superintendent as an executive cabinet um one of our concerns and considerations is what will our current national landscape due to um our students who um are are exposed to this news and what I'll say is this and this is not a point of pride or braggadocio but it's one that is encouraging and that is clearly our school leaders all of them 64 schools are doing a phenomenal job them and their teams by creating safe welcoming environment for students because we have not seen um even in light of the the the recent national sort of um shifts in uh what is happening uh decrease in attendance. On the contrary um we've seen a significant improvement actually in our chronic absentism rate across the board. Um I think we are
139actually becoming a a national model for how our teammates are impacting um the work that they're doing is impacting chronic absentism. So, um I'm not superstitious, but I think this should knock on the wood or something like that. Yeah, we're not experiencing that right now. Okay. Dr. Roberts, um the report mentions collaboration with the ELLL department. uh can you provide examples of how this collaboration is leading to changes in instructional practices or um resources that are specifically benefiting our students who are English learners? Um Morado, can you reference specifically Paige so I can draw on as you're finding it. One collaboration that I can share is our curriculum um and instruction team across the board are um committed to ensuring that our ELLL department also um is implementing our Gleam framework with Fidelity. Board members,
140other questions? One more. Dr. Roberts, on page three, under what's not going well, your action response um action planning for FY20 to provide a continuum of professional development um options. You mentioned the need for additional tools and support to provide uh continual interpretation and translation. Would you um talk about what strate Sorry I I for sorry uh what strategies you will put in place to to make this happen? I think two things come to mind and it's not listed here but I know one is for us to um continue to build and increase use of the CA interpretation services. Um, additionally, um, you know, there are a number of districts who, um, with whom we share, um, some similarities in the council of great city schools, for example, with whom we share similarities with regards
141to their demographic makeup and some of them are probably, um, going to be great u thought partners and leaders for us to look at what practices they have in place. Those are two things that comes to mind for me at this time. Thank you. I apologize. I know pal was discussed prior. Is this a um utilization issue of educating families or is there costs associated with it? I'm just trying to um there was an increase in usage, but is do we do we have the resources we need if families want to or students or staff to continue to use this? I believe we do at this time. I know one of the benefits is Kyle provides resources and interpretations in over 400 different languages and so um I want there may be a cost but
142it's not a cost that I think um is is cost prohibited for us as a district. It's more getting families to use it getting families to utilize it. Yeah. One thing that comes to mind and even as I think about um the board's approval is our soon-to-be um communication platform in Parent Square um that will certainly we've seen the data from the pilot and that will allow um a significant increase in our our families who are able to access resources in real time. is uh is Miss Knox joining us online now? I her goal was to but I think let's continue. Okay. Any other questions board members? Maybe one more. Uh along the same um sorry along the same um line of translation and interpretation services. Dr. Roberts on same page three um action response
143the last action response um you mentioned um let's see a full continuum of translation policy and services so when I see this if the plan is to continue to interpret and translate would that include billboards that the district has across the city to facilitate comprehension understanding of what we're trying to communicate, promote as a district to other families who maybe not do not speak English. Yeah, thank you board member Lonzo. And the answer is yes and yes. Um we are certainly going to consider not only billboards, but I think there's an opportunity for us to strengthen our relationship with our Spanish speaking media, including our Spanish um speaking radio um personalities. Um we uh are also uh working in um making sure that our communication particularly communication that reaches all of our families um are
144are translated in multiple languages particularly our top two languages second only to English and they are um Spanish and Swahili. Thank you. That's all I just want to ask a follow up on that Dr. Roberts. Do we have funds set aside in our budget to execute on that in FY26? Um to a fairly small extent, but as we come back to the board with a much more detailed budget conversation, um I certainly want to um have the board know that you're open to again having a push or thinking push there. But in terms of some of the the more basic um marketing strategies um that um what member Alonzo referenced yes um our team communications team um Phil and others are certainly working on that that's top of mind for us members I think I'll
145ask the same questions that we had last time. So number one uh are we on track? No. Uh is there growth? Nope. Okay. Any Okay. Um and then is there a sufficient plan to get on track? I I'm looking at the notes. I would say yes. In that I would say yes. Yeah. Everybody. Okay. With that board members, let us move forward to uh approve this report. So, I'll make a motion to accept the um guard rail one monitoring report as it stands. Second. We have a motion by Miss Martano and second by Mr. Dixs. Any discussion for questions? I do have a comment. Um I just want to thank um all our ELLL teachers associates, multilingual ELLL teachers and associates. Um, I was a product of EL when I was in school. Um, and
146a few of my kids are and I just want to bring that up and appreciate you guys. And that's it. Great. Thank you. Uh, board members, please cast your votes and we will do Mr. Nicks. Yes. U, Miss Mar, yes. Dr. Mayor, Mayor Mazize, yes. Miss Alonzo, Miss Campos, yes. Miss Norris, yes. Um, Miss Knox, Miss Knox, yes. Okay. The vote is approved 6 to zero. Uh, next item is E3, a public hearing for the 2024 2025 amended school calendar. The public hearing will come to order. Is there anyone wishing to speak? Thank you. Yeah, we do. We are now going to move to consent. Uh, as a reminder to the board and public, the board will not Thank you, M. Martano. The board will not engage in discussion or deliberation with the speaker regarding
147comments made to agenda items. Discussion and deliberation will remain among board members at the board table with speakers comments informing the board's discussion, deliberation, and terminations as deemed necessary. Miss Rios, do we have any speakers? I believe there is not. I'm looking at your list. Uh, Miss Campbell, I believe you have the consent agenda. Yes, I do. I move that the board approve the consent items in accordance with the recommendated action for each item on the consent agenda, including bills previously authorized, certified, and approved for payment by the board secretary in the amount of 5,9,048 in the procurement card transactions in the amount of $455,879. $92. We have a motion by Miss Campos. May I have a second? Second. We have a second by Miss Marado. Any discussion or questions? Only a comment just that
148this cell phone policy has been a long time coming and it's going to sort of go on the consent agenda and we're going to approve it. But I can't help but stop and say thank you again for putting it together and make a note that one of the biggest sporting events. This isn't just schools that are doing this and there were about 10 stories written if you want to look them up about how much better the event was because everyone was present uh and not looking on their phone. So this is a this is I think bigger than schools and I think we're making the right decision. Yeah. And maybe just a request Dr. Roberts, I think that you have really good data um or some qualitative information based on the Hoover pilot and so
149at some point it would actually be great to hear that whether it's from you or from um the staff at Hoover. Thank you, Madam Chair. I'll certainly oblige and make sure that our team um uh comes into the spotlight to share that incredible information. Great. I would also offer that um I think that now that we're approving this or as we approve this um that board members should also abide by uh the same district policy at the board table. Not today because I didn't have my computer. Well, and I was going to say not today because all right. Uh board members, please cast your votes. Mr. Dex, Miss Martano, Dr. Mayberry Maze, Miss Alonzo, Miss Campos, Miss Norris, Jackie. Yes. Okay. Six to zero. All right. We are now going to move to our public
150hearings. First item is E1, public hearing on the sale of staff devices. The public hearing will come to order on the matter of the proposed sale of property having a value in excess of $25,000. Notice of the proposed action has been published pursuant to the provisions of Iowa code 29 297.221 221. Has there been any written objections filed regarding the sale? Is there anyone wishing to speak to this item? There is not. Hearing no speakers, I will close the public hearing. Dr. Roberts, would you please introduce the matter? Absolutely. Madam Chair, I recommend the board hold a public hearing and approve the sale of style devices. May I have sorry? Uh, we have a motion by Morano and a second by Mansono. Any discussion or questions? Board members, please cast your votes. Mr. Dixon, yes.
151MOS, yes. And Miss Knox, yes. Okay, we have uh the vote is approved 7 to Z. Next on our agenda is item E2, public hearing for CIP 3507 Ruby Van meter hydrotherapy pool renovation. The public hearing will come to order. Is there anyone wishing to speak to this item? Hearing no one, I'll close the public hearing. Dr. Roberts, would you please introduce the matter? Yes, madam chair. I recommend the board review the proposed plans and specifications prepared by Angelo Architectural for hydrotherapy pool renovations at Ruby Vander. Hold the public hearing and approve the plans. I have a motion and a second to approve this item. Dix. Second. We have a motion by Mr. Dicks and a second by Miss Marano. Is there any discussion or questions? Board members, uh, mix it up. Miss Alonzo, yes.
152Mos, yes. Mr. Norris, yes. Dr. B. Margar, yes. Miss, yes. The vote is approved. Second, Mrs. Zero. Next item is E3, public hearing of the 2024 2025 amended school calendars. The public hearing will come to order. Is there anyone wishing to speak to this item? Hearing no one, I'll close the public hearing. Dr. Roberts, could you please introduce the matter? Absolutely, Madam Chair. I recommend the board review and revised school revise school calendars for the public hearing and approve the plan. May I have a motion and a second to approve this item? So moved. Secondary M. We have a motion by Miss Maro, a second by Dr. Mayberry. Is there any discussion or questions? And actually for purposes, Dr. Roberts, will you actually just explain quickly the the the amended calendar just so people understand
153the date change? Yes, thank you. Uh I'm sure so uh because of inclement weather um during our winter uh we uh ended up with just about uh 2.8 hours that we needed to make up um by state code. And so what we've done while the the amount of time was slated only for a certain grade level band um we thought that this was a great opportunity for us to um bring back the entire school for an additional um day to make sure that they benefited from um an extens extension of our instructional program for one additional day. You know, you can never go wrong when you offer students additional opportunities for instruction before they go into the summer. Only how excited they are. That's right. Uh board members, please cast your votes. Miss Campos, yes.
154Yes. Dr. Mayberry Mazize, Miss Marano, Miss Yes. The vote is approved. 720. We will now move to our next order of business, which is reimagining education. At this point, I'm going to turn it over to Dr. Roberts and Matt Smith. Thank you, Madam Chair. Um uh we uh have been looking forward to this opportunity. I know that associate superintendent um Smith along with um some additional uh leaders on the team um Amanda Mill and Dave Burgerer who have been working alongside Matt Smith will come up and uh the four of us will present and share information uh with regards to our reimagin education plan update. Um um yes. Um and as the as And also I just want to say thank you and I know maybe you'll say something about it as well. Yes. Um
155I'm sure will thank you very much. Um again thanks for the opportunity tonight to to provide you an update and um tonight's kind of a milestone night for us. Um we've got a lot to share with you um to bring everybody up to speed u which includes um the final plan right based on u feedback based on um continuous committee meetings and recommendations and some timelines. Uh tonight is also about talking about the project scope in and of itself as well as the estimated costs. Um and again this keeps us in line with a November 2025 bond referendum. So we're looking to meet milestones and objectives here in April by presenting to you the uh estimated cost and also the project scope. So thanks again for the for the time. Um and I think the
156presentation is on. So I'm going to advance that and then um before I even talk a little bit about the the agenda for tonight um I do want to make um some acknowledgements. Um I would be absolutely remiss if I didn't just lift up and celebrate the work of that committee and the countless hours that they have put in over the last year and a half. Um they have spent time away from their families, away from their friends um and dedicated um hours out of the meeting reading research um looking at best practices and and when they're there in the committee meeting um we debate just about everything. And so, um, it was a wonderful, wonderful committee because it was not group think. Um, there were significant challenges posed to us as a district for
157us to help solve and to create new opportunities for students, staff, and for families. Um, I would also be remiss if I did not acknowledge, um, specifically the two individuals sitting to my right, Dave Burgerer and Amanda Miller. Um, this work would not happen without their leadership. They are they are stellar leaders. Um, they they lead with integrity. They lead with honesty. Um and I I could not say enough about them. Um lastly, I just want to acknowledge um of course um our consultants PBS and RSP um who help support this endeavor um with facility condition assessments with um all of our functional capacities, all of these aspects. Again, uh we've got experts in the field that are also contributing to this u and of course Dr. Robert's leadership. Um thank you for for putting
158the charge down and continuing to show up um and press us to do better and to do more for kids. Thank you very much. So, we're going to uh we're going to hit a few different items uh tonight. Um we are going to just sort of briefly um review the community feedback results. Uh we're going to talk a little bit about the summary of the sessions. Um I know that you've seen that, but I don't know that all of our community has. Um some overview of the outcomes and some survey takeaways. We'll also talk about the evolution of the timeline. Um and then we'll talk a little bit about district-wide cost in each region and the overall bonding timeline to kind of close us out for tonight. And Matt, all of the community feedback is
159also online, correct? It is all online. Everything is online. Yes. And give me a second. I'm trying to grab these papers and I can't quite do it with my left hand. So, I'm going to do it this way. So, our community feedback results, just a reminder for everybody, there were 19 structured community conversations. Uh there were three staff only virtual sessions, 16 community conversations. Uh 12 of those were in person, four virtual, and there were five sessions held entirely in Spanish. There was one multilingual session with seven translated languages. Um, regarding our online survey, there were more than 2100 respondents of whom 79% completed the survey. Here's some um survey analysis. Um, so what this slide represents is the the degree of favorability of the elements of the plan, the m the foundational elements of
160our plan. to the right you'll see a legend and what the this is um when interpreting the survey results uh researchers and uh public agencies they generally use these accepted benchmarks when interpreting um the the data analysis and so uh green of course is 60% uh which is actually equated to very strong support of that endeavor. Uh yellow at 40 to 59% is moderate to mix support which often points to um just the need for some additional messaging or some clarifications and engagements and u the red symbolizes lower than 40% uh favorability. Um this is um typically uh we would respond with um more engagements. There's obviously resistance in that particular foundational element and um there's just a lack of under um of of communication on our part to get that to a degree where
161it's in that yellow or in that green. Um when looking at the foundational elements of our plan um you can see clearly that um we've got three of them above 60%. They have really really strong favorability from our community at large and from our staff. um in uh yellow again that 40 to 59% um range uh which is a moderate to mix um which again is is favorable. Um it just means that there's more clarification and more engagement that's needed. Um you can see there are four of those foundational elements um that are in um that moderate uh to mix support range. Um the one that fell below that was the retiring of schools. Um that was not surprising. Um, I think, um, I think I even mentioned to the committee that I think I
162actually put that I'm I'm not in favor of that, uh, when I filled out the survey. Um, I think all of us would put that. Um, and so, um, that is not something that, um, that any of us minimize or take lightly. It's super super serious when we talk about the retirement or closures of facilities. Um, and we do so with a great degree of care about what's happening when when when those actions need to be taken. Um, also a part of the survey are several sort of themes from the comments. These are comments not only from the um the online survey but also the the 19 engagements with communities. So there were some themes that sort of stood out. So in some of the strengths uh the the strengths that and the themes that
163stood out were this is a student- centered outcome plan. Um again I won't read all of these but there's several of them I want to highlight. Uh strong support for modernizing classrooms and career connected learning. um modernizing classrooms, that's obviously going to be a big part of the conversation tonight. Positive reactions to emphasis on equity and future success for students. Those are also really strong themes. Um there was also a really strong theme in the comments regarding the enthusiasm for facility improvements. Um that is a significant sort of theme that will be lifted up tonight as we talk about the overall estimated cost and the project scope. um within the enthusiasm for for facility improvements. Um long overdue upgrades are welcomed um and so that um that's a sentiment that was sort of unanimous um
164in all parts of the region of our city as well as our our community and our our staffs. Um and again there's also support for new construction and additions in the growing areas. Themes about concerns, uncertainty about signature schools. Folks are asking for more clarity about that. What does that look like? What does that sound like? feel like how might my child get access and when might my child get access? Um, also uh concerns that were lifted up were about closures and neighborhood impacts um of the closures. Again, the concern that the closure will disproportionately affect underserved neighborhoods. There's lots of concern. I think we've heard already comments at the board table about that. Um the the committee shares in that concern. Um and um so there's lots of opportunity for us to um to
165mitigate those impacts um and work with our community um to do more in service to and support of one another to prevent those impacts from happening. Also concerns about themes were grade configuration changes. Um the the top one there, support for improved middle school experience, but there's hesitation around the 712 grade expansion. What that concern lifted up was um it wasn't a concern about the grade configurations ch um changing. it was about when we have seventh graders on a campus with 12th graders um and then do we have um kindergarteners on a campus with sixth graders or eighth graders. So it was more of around the um how might we keep students um safe um and how how will the design of the facility help support um students overall health and well-being knowing that there's
166going to be a a larger age range within those facilities. So that's what the concern was representing. the themes that were around suggestions, um more student voice and and belonging. Um uh the quote there, ask us what we need, that was that was a theme, um that that resonated quite a bit. Um again, 23% of the respondents were students um on the survey um and students were saying, ask us more. Um you know, that's a great start, but let's let's let's do this more often. uh also ideas for mentorship um elective flexibility and student advisory programs which is also part of the conversation tonight regard the monitoring reports. So students are also saying and lifting those same suggestions. Um other suggestions were around communication and transparency. Um there was expressed frustration around um just being
167overly technical and some of the messages being unclear because of that. Um, and so, uh, tonight, uh, as we talk about estimated cost and project scope, um, we're going to attempt to make it less technical language. Um, but there are some technical languages that we need to include because it's statutory, um, and it's things that we need to talk about. Um, other aspects of, um, suggestions were, um, equity and fairness. Um, there's a call for accountability in how we and how and where investments actually happen in this district. Um and so all of these um suggestions um are things that we take to heart and things that we look at as a committee and as a district and as a board. Um so because these are implementation opportunities for us to improve how we're going
168to bring our community in into the implementation of our reimagined plan. And there's also feedback on the timeline. Um there was strong support for a 10-year plan. Um there's um also a desire to um request for tools to track progress during planning and implementation. Again, bringing the community and the staff into the implementation process. Um and there's a desire to move at a pace that corresponds to available funding. Um all of these are super relevant for our conversations tonight and our focus and what we're here to sort of talk about. Um, when we bring that down to a summary, the overall takeaways, um, all of our elements with equal waiting result in a 67% favorability. I'm going to jump down to that last statement. Because of that, the overall measured favorability indicates a strong majority
169of the re for the reimagine education plan, particularly for its student center goals and outcomes. That's a significant data point. Um when we talk about um surveying and polls and and work um underway similar to this across the country um we're being asked how do how are we getting those kind of results um of favorability um while we are um talking about things like grade reconfigurations and um and a complete disruption to the status quo of educating kids as we know it in De Moine. And yet we have a 67% overall favorability rating that's showing strong strong favorability for this. Again, it's not perfect. Um, but it will become a community perfect plan as long as we continue to show up at the table with one another and invite each other to the conversations and
170respect and and expect a difference of opinion to drive change in our community and specifically in our classrooms and in our facilities. Um the most favorable plan component was future readiness that this plan actually is creating the conditions so that students are feeling prepared to be future ready. Uh the least favorable plan component was retiring of schools which um I think we agree with. Um that's not favorable uh when it comes to a resource constrained environment. It's going to be um an action and a decision that we're going to need to make uh because there's very few options as you know about where we could make those general fund dollar cuts. Um that being said, when we were out talking to um to families and we were in these community conversations and talking to staff,
171um um I consistently made the statement that what we were going to do was bring this um data back. the committee would look at it and then we would present uh present a plan that responds to that data. Um here's what you said. So here's what we've uh what we've done. Um I'm here to tell you tonight that the plan as schools were identified as we rolled out um that plan is intact. Um that plan did not change because of the strong favorability that we're seeing in the results of the data as well as the recommendations from the committee. The plan is going to move forward as as as we've recommended it. What will change and what was also lifted up in the data is also in this board table is the timeline of implementation.
172The timeline and the evolution of that timeline does need to change. And so the committee met about this last Thursday night had a long debrief about this. We looked at several options and scenarios to um uh provide feedback on what are the strengths and concerns and challenges of each of these. And so what we're presenting to you tonight is the updated reimagined plan uh with the timeline And so maintaining the plan that we rolled out in terms of the school the facility identifications as they were identified um with a new time and this new timeline is being um obviously informed by the committee. It's being informed by the community feedback um and it's also being informed by your feedback uh which is greatly greatly appreciated. The current timeline the one that we're proposing tonight it
173was going it's going to emphasize an implementation of signature schools much faster. It's also going to um create uh it our our targeted locations of signature programs is in areas where we um have um higher degrees of enrollment loss. Um and that is represented by the student density population map to your right uh that you can see. Um those are the areas where we have the highest density of student loss of enrollment. Um so these are also the areas where we are um targeting and focusing signature program to stand up to offer u unique opportunities for our students, our staff and our families to not only um retain students but to attract students and to bring students back into De Mo public schools. This new timeline will also emphasize middle school transitions in the first
174five years. Um it will also uh emphasize high school renovations u to be completed earlier in order to address the over capacity at our high schools. Um so this timeline is going to do um each of these things and again this was informed by the community data by the committee um and also by you and your feedback um as we've been providing updates. So as we jump in to the um plan itself Dave I'm going to give you that Dave's going to take over but um as we're reading this particular timeline I just want to point out a few things about this. Um the first is this is a construction timeline. So, as a reminder, um, that the way we read this, it's a it's a it's a, you know, um, it's not a threedimensional
175timeline. It's not going to, um, include programmatic changes at the same time. I'm going to, there's a couple of slides to show you how we do that, but this is about the construction and the facilities because tonight's conversation is about overall estimated cost and project scope, which is bond funded. And so that's going to be important distinction of why we're presenting the data and why we're presenting the plan and the information and the timeline in the manner that we are. Dave, perfect. Um, good evening. Thanks for giving us the opportunity. Um, as Matt said, uh, and he kind of took my thunder on my first thing that I was going to note. Uh, and and that is around the fact that this is, uh, the the timeline you see here is is just what Matt
176said. It's sort of a construction timeline. It's a little bit of a broad brush as we talk about how programming and things like that come into play here. Uh but this what this does is this lays out essentially how we would work our way through the course of the initiative to uh to accomplish various construction tasks. So um as Matt had stated um we this is what we internally have sort of referred to as our our third major iteration of this particular timeline. The first one was the plan that was uh that is out on the website or was was initially released uh with the state of the schools. That's the one that's been out there. Then based off of some feedback both from the board, from the committee uh and as we were out
177amongst the community, we started to make some tweaks uh specifically around trying to identify ways that we could move some of the secondary level uh improvements a little bit earlier up into the the overall plan. uh so that we would have the ability to start making some uh some impacts on both uh enrollment needs as well as being able to start addressing potentially uh some leaps into some uh incubation with CTE type work and and some of uh some of those additional elements. As Matt noted, this is sort of our third iteration. Uh that is is what we feel uh as close to fully baked as we're going to be. Um based off of all of the feedback that we've received and I do apologize, it is a little bit hard to read on here.
178Um this is sort of not the final version, the the the prettied up one that's going to hit the website and whatnot. Um but uh we believe it it does indicate uh the things that we need to uh the need to show here. I do want to point out a couple of quick things um as you look at this though just to provide a little bit of context. So each block corresponds to one of these colored items down below. Uh sort of the teal color would be like an uh elementary school addition or renovation. The green is middle school uh or high school ren um additions. you can sort of follow along with that. But within each block, I want to note that uh you'll see the school name. You'll also see a grade configuration.
179Uh and it may be preK6 or preK or 912. That is intended to be the final state grade configuration. We recognize that this does not give you a year-by-year snapshot of exactly, you know, as a building goes through, will it be K5, K5, K5, then an addition happens, we do our renovations, and then we transition to K6. All of that information is is going to be we present it in a in a format that's a little bit different than this. It'll be more of a tabular format. Um, but just a question on that because I know that's one of the things that a lot of parents have brought up. So can we just use the Phillips example just to make sure that I understand it. Um so the ultimate goal of Phillips is to be
180your recommendation is PK through 6. PK6 correct and you would start it in SY 26. Correct. Construction would would take place in the school year of 2627. Mhm. And does that mean it's a PK prek through six building in 27? No. And that's where the tabular format is. It needs to go and live with this. And quite honestly, um it's really difficult to show on here. There will be some instances, like I said, that's why I want to point out that this is final state because as we transition through, especially these buildings, as we bring sixth grade back to the elementary schools, we will have some instances where um construction and Phillips is a good example. Construction will begin in year one, but we may not have all of the sixth graders transitioned. Well, I
181take that back. So at elementary schools, yes, the next year you will see the sixth graders there. What I should say though is that with middle schools, if an elementary school, we have multiple elementaryaries of course that feed up into our middle schools. So it may be that you'll see uh a middle school that's constructed. Uh there's there could be a little bit of a lag from when you see all of those sixth graders out of that middle school and into the elementary schools. But yes, sorry, Jackie. Um you are correct that that yes, the following year is when that building at an elementary level would transition to having sixth graders there. Yeah. And I think the only reason I bring it up is like the one of the significant pieces of feedback is more
182specifics on school specific time zones and milestones. And so I do think it'd be helpful to understand at what point set expectations accordingly like at what point and how granular will people see and what will they see. I would say that we will have that out within the next um finishing up some formatting. I would anticipate that uh within the next 3 to 5 days we should have that published and up on the website. Yeah, we we have all of that in in some tabular forms. putting on this um doesn't quite work in terms of a PowerPoint or a um slice. It's it's quite the large um tab. No, but I think it's a good point because I I think what you're what you're also lifting up which is important um and is that this
183is again is is about the construction timeline. Um and decoupling sort of the the programmatic shifts from the construction is going to be important tonight's conversation. Um meaning that um what you're going to see as Dave's talking about is this school year is when the construction happens. um and the the programmatic shifts that are taking place there um may not be um associated with that timeline of the construction. So when will that be provided? Because that's what Dave was referring to. That's that tabular programmatic. I'm saying programmatic the resource alignment. So for the most part, yes. Um because there are some significant changes to this timeline than the one we had previously worked. We have been partnering with teaching and learning to come through on which sixth grades at what time move back to the
184elementary schools and what sixth grades in what time stay at the middle schools. So we can go building by building to say that this sixth grade is here, this sixth grade is here. And so those are some of the the program updates that we'll be able to provide in the next 3 to 5 days. And I guess just the last question, do you think it's really realistic to project that at a year? I mean is this I'm just asking like realistically I think we can project like we will have a sixth grade here and sixth grade option you know for an um for um Carver but parents may choose to enroll their child early or move to a different is this what you're asking yeah I let's just go through the presentation I think the
185ultimate there are so many communications challenges with a eyes with a project of this size and scope. And so, uh, I think maybe when we're done helping everybody understand what is a fair expectation of communication and what's an unrealistic expectation of communication since so many people want specifics. If I if I understand your point correctly, um, is it appropriate? it not is it appropriate is it realistic that we can say that this is going to happen in this you know in year seven this one very specific thing is going to happen and by stating it today it's going to happen in year 7 um you know we have we have worked from the the vantage point of um we need to put together a plan and part of putting together a plan involves needing to
186sort of lay out all those bits and pieces is um and you're absolutely right there is this is a this is a living breathing thing. It is it is a it is a big big machine. Um and yes, things are going to change. How we communicate those changes, things like that will will absolutely be part of that. Um but you're right. Yes, we'll I'll keep going along here and then we can maybe kind of touch on that. Let me just offer please in terms of process. I don't want us to lose sight of the intent of today's presentation and desired outcome and that is to present a construction timeline. Um I think I know that the additional critical pieces of talking about programmatic changes um is for a different conversation presentation and so what I
187don't want us to do is to um speculate now about some of those changes. I think it would be really effective if we remain committed to this being a construction timeline. Is that our intent today? That is the intent. Then just to follow up, Dr. Roberts, when do you think the board can expect the programmatic timeline that parallels with the construction timeline including allocation of resources? Madam Chair, uh not in its entirety, but I certainly uh uh believe that we are poised and prepared to provide the board and community with some of our our programmatic um changes and and desires and vision by the end of the school year. Thank you. One one other thing that I really quickly that I will call out on on this particular timeline, I was talking, you know, sort
188of through what the the information in the boxes is. Um and right now this also uh indicates specifically for elementary well actually for all of the buildings but it's most uh in effect for elementary schools if a building is scheduled to swing or is anticipated to need to swing to another facility in order to provide capacity or not capacity but in order essentially to give us running room to be able to complete construction at a facility. We have identified on here what facility a school can plan on potentially swinging to. That is another one of those things where as we get into design, as we get into construction, it's realistic that we may have some buildings that currently are looked at as, hey, we really need to swing this building where maybe we will not
189need to. or there may be buildings where we're, you know, our current thought on what the scope might entail would not require swinging, but perhaps as we get into design, things like that, we may need to make some shifts on that. Um, one thing I do want to stress about swing schools is that we do not have any situations where a school, certainly as it sits right now, where we have any schools that would need to swing where they would swing out of the the three their their respective regions of their three regions that we've identified. So we would not have a situation where potentially a student on the northeast in the northeast region would now suddenly find themselves getting on a bus and going all the way to the south side of town to
190go to a swing school there. So I I do want to note that fact. So um so Dave um looking at this slide catel you have coded as a convert to swing correct? So, and then I see above it Madison Swing School is listed as Catel. So, Catel perhaps I should just ask, can you just explain that in more detail what that means? Yes, exactly. Yeah. From a timing standpoint, and this is where the information that we'll be able to provide in that that larger tabular element I I think will help an awful lot. So what we're trying to indicate here is that in school year 2728 Catel as you noted is indicated to convert to a swing. The last year of current utiliza of utilization as we know catel right now as a as
191a K5 elementary school that that last year in that particular capacity would be in 2627. in 2728 it transitions and now becomes uh put to use for a swing facility. And then you'll notice as we go farther on down, it's utilized as a swing as we move through here. And then in uh school year 20, excuse me, 3132, it's actually identified in orange, which is repurposed. that is the year that that facility would then sort of be moved moved to a a another another purpose. So um it becomes a swing school in 2728 and it is uh repurposed or sort of taken out of inventory so to speak in 30 Dave without can we just be clear on words? So repurpose or close like Yes. Um and actually that should and I read what it
192says in the orange box and that's going to change um because in this particular instance Cella is a retire. So we have a repurpose and retire. Right now in the overall plan there are two facilities that are scheduled uh to be repurposed and that would be the downtown school which is identified as a repurpose for reutilization by uh central campus programming or some use by that particular campus and then Hubble Elementary is the other facility that is identified as a repurpose um right now uh uh looking to be repurposed for utilization by the the Roosevelt uh for the Roosevelt campus. Thank you for catching that. The other schools would be considered retired, which would mean that they would go out of our inventory. What that next step is to be determined. Thank you. Really quickly,
193and I'm not going to spend a I don't want to spend a great deal of time on these, but I want to draw your attention uh to a couple of things on each of the regional timelines. uh the northeast region in particular. One of the things uh that you'll see Hu Brewaker is the sort of colllocated elementary and middle school site uh over on the northeast side of town. Uh that has been identified as a potential signature school uh perhaps as dual language immersion is one of those uh those concept that has been put forward there. uh that has actually been moved up to year two of the timeline to school year 2728. It initially had actually been back in we're showing it in year two. It was actually in the very original plan in
194year seven or eight. We have moved this forward largely due to um the interest in seeing signature schools be able to gain traction and for us to be able to start standing up that type of programming. And given the type of programming that is uh currently being discussed to go there, a dual immersion type programming, um the amount of work that's required to sort of bring that facility into uh the the state needed to be able to start implementing that programming, it's a little bit less intensive. We feel that we can get that forward on the plan and be able to really get a good start and get rolling with that. So, you'll see that that's a change from the the earlier plan. The other thing I'll draw attention to is that uh north which
195was also originally earmarked to be completed sometime around year seven or eight that has actually now been moved up to year three in the plan. So that in the northeast region, those facilities that are identified to be um and actually I'm going to draw your attention to one other one and that's Pleasant Hill Elementary School uh which is identified to be renovated in year 5 uh which is intended to be a prek8 monastery facility that places all of the all of the facilities in the northeast region that are earmarked to be signature facilities to be addressed as such within that first 5 years of the plan. So, I'm going to move on to the Northwest region. And again, the the format and the layout is is virtually the same as what you would see on
196the others. Again, uh we'll we'll make some revisions to some word choices here. Uh I I will draw your attention to the fact uh and this is something that I think uh most people have uh who have uh looked at the plan or familiar with this that Walnut Street School is the first facility uh districtwide that is identified to be transitioning for another use that is actually identified to be transitioning in the first year of the plan in 2627. Um we've already started to have some really um in-depth conversations with staff with family members. We're going to be on a cadence to be meeting with the parents and and with staff members there on a monthly basis moving forward. I don't know if there's anything you want to say about that at this point, Matt,
197but um other than we've worked um uh in partnership with that building leadership team um to u to get these scheduled and to answer the questions um in a relevant and timely manner. So that facility absolutely uh for the most part. So those families are being told they are going to what what are their options? Yeah. So we're we're we're working with them on the options to lay that out. That's actually not what tonight's focus about. Tonight's focus is about the estimated uh project scope and the overall cost of the project. So those details we're working with families. But can I just follow up on that? Is is is this for next year? No. Well, yeah. 2627. 2627 is not next year. That's 2526. The following year is 26 27, right? Oh, yeah. Thank you.
198And you'll let us know though on what what what's happening to those families, what their options are. Absolutely. Sounds like that's what you're working towards by the end of So, I wanted to draw your attention to that because Walnut Street will be transitioning to a swing that that first year of the plan. Um, and we will be utilizing that as sort of the the Northwest Swing School. Um, we've made a couple of revisions here from the original uh uh proposal uh for as far as timelines in terms of sort of the way that things lay out here. Um, I will readily admit when we look at this one, we've got a lot scheduled in that first year. Um, but uh we we feel confident that we've got the ability to uh to to find the
199uh the design teams and the the the contractors that can help us through this. I will note that Molton, you'll notice Molten and Greenwood uh are both identified in purple and they cover a wider band same as Roosevelt there. Um, so Molton and Greenwood are both identified to be sites where we would be taking down the existing building or major portions of the existing building and then going back with a new structure. So, uh, it's I'd call it a new build. Yeah, I'd call it a new build. Um, we're certainly as we go through this entire process with certainly all of the facilities, but in particular with those buildings where we're looking at constructing a new building, whether it's Molton, whether it's Greenwood, whether it's Oak Park, um, these are all um these are all
200very uh monumental structures within the neighborhoods that they serve. Uh, you know, when we look at Greenwood, Greenwood is um, you know, Greenwood Greenwood is there's there's a Greenwood neighborhood for a reason. Um, and, uh, we want to make sure that we're doing honor to that facility and to what that facility represents as as part of that community. Same with Molton. Molton was the original North High School in town. Um, and there are elements of those structures that we want to make sure that we are figuring out how do we integrate them and how do we do them justice as we come back with the new structure. Same with Oak Park. The original part of Oak Park is the oldest building in the district. Um, there are elements of that original building that need to
201stay on that site. So, we'll work with our designers, people who are way more um creative than the three of us, uh, to come up with solutions to that sort of thing. But I do want to stress that uh we're we're fully aware of that. We recognize our role as stewards of these facilities even though they may change in appearance. Uh we're still stewards of the of the site and we're still stewards of what those bring. So uh I will note here that that Molton is scheduled to be under construction year 1 and year two. So they will roll back as a prek8. Um and Molton is identified as a signature program uh exact programming uh scenario to be identified, but that will uh that will be the first signature school in the Northwest region
202that is addressed. Um then you'll see Greenwood is uh under construction in years three and four. The reason I bring that up is um we've shifted a few things around. Greenwood has actually been moved a year down uh and downtown school has actually been shifted a couple um largely so that we can sort of coordinate exactly where kids are going to land and whatnot. And having downtown school uh go offline after Greenwood is back up and running, it just from a capacity standpoint in that part of town, it it meets some of our needs. Um so uh the other element that I'll I'll uh I'll note here for signature schools in the northwest region is in year five we have the Hoover Meredith site which again is a colllocated 712 facility. Um we are looking
203at transitioning that to uh the the determined signature programming at that site. So again, just like in the Northeast, all of the signature programming that's intended to take place in the Northwest or those buildings that we would be addressed as signature facilities, they'll all be addressed within the first 5 years. Um, I also did not mention this on the last sheet, but I'll just draw attention to it here. Uh, the green blocks, uh, as I said before, are middle schools and high schools. In all of these scenarios, we've done everything we can to try and make sure that we're also addressing the secondary level additions uh and and renovations at those levels within that first 5 years again to be able to help with that capacity uh and to be able to transition, you know,
204transition sixth graders back to elementary schools uh and uh uh address some of the the space needs at the high schools. Any questions on the Northwest? Uh, a quick question which is in the northwest region Meredith and Hoover come after Roosevelt and I'm just trying to understand how that choice was made in terms of prioritization if the goal is to be u moving to three regions and maybe it has to do with programmatic shifts versus constru construction shifts, but can you just explain the timeline or how you how you arrived at that? Yeah, we we really looked at that one um predominantly from a programming standpoint. Um and again uh when we look at those colllocated sites, I mentioned Hoy Brewbaker over on the northeast side. uh given what has been sort of put forward
205as a potential utilization of that site and I'll say ease although that's really probably not the right word uh to bring a signature school online the work to be done at Ho Brewbaker and that transition to that type of programming Hoover Meredith is we we don't quite know exactly what that one's going to be yet and we feel that um that is one where it's probably going to take us a little bit longer from a programmatic standpoint to stand up some of the things that will go with that. Um I don't know Matt if you also got functional capacity at the high school level like Roosevelt specifically is five or 600 kids over capacity today and so building that capacity out earlier rather than later um is going to be a significant benefit for those
206high school students. Um that's also the same case at Lincoln High School and that is certainly one of those things um where uh again as we get into this um we'll have a lot more information coming from the the programmatic standpoint. So um I'm going to switch here to the south region. Um a couple of things that are a little bit different here as well. Um and I'm going to ignore weeks which is off to the left there. We'll talk about that one in just a second. Um I I will draw your attention to um uh the signature programs that are currently or the facilities that are currently identified to represent signature schools in the south region uh are actually identified to be addressed from a construction standpoint. Farther down the timeline, if we look
207at Kurtz and we look at Jackson, Kurtz is identified to be um repurposed as a 712 signature facility after an extended period of time when it will be utilized as a swing facility. When we look at our available uh facilities on the south side of town, Kurts really it it sort of needs to fit into the model of being a swing. Um so from a construction standpoint we have placed that one later uh towards the end of that particular timeline. Um and Jackson is also in that same time frame. Now Jackson is a building that is scheduled to be transitioned to a prek8 monastery and we'll talk a little bit about that as we transition to the next couple of of slides here. Um, but one thing I do want to note, Matt used the
208word decouple, I think a little while ago. Um, and one of the things we had some really lengthy conversations with the committee last Thursday night about in particular the south region and are there ways that we can look at bringing some elements of our signature programming online earlier and start introducing some of those elements. uh whether it's it's at the Kurts facility, maybe it's at Lincoln, maybe it's utilizing uh the space we have at the A and aviation lab down by Mcomes. Um there are some things where we realize that timing wise we're not going to be able to get those facilities transition quite as early as we would like to, but that doesn't mean that we can't try and find a home to start bringing that programming online. So um Dave you mentioned the
209ad engageation. Yeah. And then also blur um where are those reflected? I think photo is on the uh block too. Correct. And how do those fit into this timeline? So those are um and actually we'll get a little bit deeper into that as we get into some of the costing. Um, as it sits right now, I'll just let you know fluer. Um, we don't have fluer shown on here just simply because uh and some of this is based on that's an everyday conversation. It it is as of like it it could be soon. Um, great. Yeah. So, that's the objective is is we're trying to be Matt has put the charge out there that we're we're looking to be aggressive with that one and so we're we're looking to do what we can there. I
210have a question. So, so I'm understanding the only signature programs happening on the south side are seven years out right now as it's as this is proposed from a construction from a construction standpoint. Okay. The implementation of the programming though, the objective is to try and identify what is the best way to start dovetailing that programming in. Perhaps it's not a forever home. Uh and and I'll use Lincoln as an example. Right now, we have Lincoln scheduled to receive uh 12 classroom additions in uh years two and three. Again, we have a lot of things to work through, but is there an opportunity for us to look at at at that that work and say, okay, can we carve out an element of that and dedicate that specifically for signature programming so that again, maybe
211that's not its forever home. maybe Curts or another facility should should something pop up um be where that lives forever but again knowing that we won't have access to that courage facility how do we how do we get the kids access to that programming before the four walls are available so I think Dr. Bern, it's a really good point of why the programmatic understanding the programmatic versus the construction is going to be helpful and I don't know if the next slide is where you want to go. It's meant to sort of help to explain a little but it's it'll be helpful maybe for us to see that. Yeah. I ask one more question about construction staying within the scope. Um, and this probably has happened in some other regions, but I'm more familiar with the
212southside Mitchell Learning Academy, the Woodlon, McKe's, these preK learnings. Do we What do we need to know about those? Are they changing anything from a construction? Right now, we have not identified significant additions or renovations. We have allocated in the plan dollars to go in and do some finish upgrades to make some modifications to those facilities, but as it sits right now, the sort of the the physical footprint of those facilities, we have not identified any changes there. Um, again, I I I want to stress that this is a a pretty dynamic plan and and we know that things can change. Um, and if if that happens, then we might have to tweak some things. But yeah, the early childhood facilities as it sits right now, we have dollars intended to be earmarked for improvements,
213but not necessarily spatial uh footprint and difference. Okay. Thank you. Uh, one last thing that I'll I'll draw attention to on the timeline and then I'll turn it over to Matt to talk a little bit on the the kind of the programming timeline and that is the fact that weeks is sort of sitting out here on this timeline way off to the left in what we're sort of referring to as year zero. Um the weeks in particular on the southside is one of our middle schools that has really seen some challenges from a capacity standpoint and having the ability to um relieve some of the pressure there gives us some more opportunity to be able to start addressing some other elements throughout the the south. So what we have actually done is we have gone
214ahead and started the process of um looking to uh address a an addition about a 6,000 foot addition which would be consistent with what we are proposing at all of the middle schools. Um so that would be a I'm just I'm going to say 6,000 ft² but it would essentially be a four classroom addition with all the adjoining ancillary spaces, restrooms, things like that. And we would actually look at starting construction of that so that that facility would be able to house kids at the beginning of the school year for 2627. That is being done. It's an element of reimagining education, but it is not a project that we would be looking at as a uh a general obligation fund uh or bond funded project. Uh our intent there is to fund that with uh
215save dollars that we have still sitting from our current five-year plan to be able to address that. Just a question. Go ahead. Right now the plan is for a four classroom addition. Uh and it would be positioned in such a way that if we ever needed to go above and beyond that, we don't lock ourselves in. We've got the capacity spacewise that if we needed to come back later down the road and add two classrooms, four classrooms, whatever the southside might do, we would have some additional uh room to grow there. Dr. Roberts, there's several schools on here that are overcrowded by definition of capacity that are not on the timeline for action for a few years or more like in 2030. Are are what what are we doing? um to stop the are we
216stopping internal transfers outside of like the geographic responsibility? We have somebody to like say, you know, like obviously if it's your neighbor's good school, but are we stopping internal transfers or doing something to actually um reduce overcrowding in schools that are overcrowded? Madam chair, I would humbly ask that uh we not necessarily unpack that discussion here to conflate that discussion with uh the construction timeline. When when can we have that conversation? We can have that discussion at a later date. I don't think it's going to be productive for us to have it during this time. How we need to have information about not only our strategy, but to be able to look at those schools individually. Okay. Thank you. With that, I'm going to go ahead and transition back to Matt. Um yeah, just a
217couple of slides uh to sort of lift up Dr. Mayberry May's um your your question. So, thank you for that. Um u the the slide in front of you now is meant to sort of just represent um it's the example of the Jackson Montory staff development. Um and so um if you sort of um move to the far right, you'll see sort of in that year six that F school year 20 uh 2031 2032, that's when the design bid would take place. Um and the construction would be the school year 3233 and then those new spaces and those new um development additions and renovations would be available and accessible in the 334 school year. The reason why we we sort of place that there is while that's uh scheduled for the school year 3132 to
218begin the design process, the actual programming shifts and changes are happening far sooner than that um for Jackson to begin to transition into a monatory program. And so what this see what you see in year zero and next school year is cohort one. And there's staff that are um uh designated to receive that professional learning um next school year. Um if you jump then to the next slide um wh you'll see that um this is um the the student experience where in um 2627 now the prek kindergarten students are now experiencing that transition to monastery programming because the year prior there their teachers have had that training and so it's just sort of sewing that Gant chart sort of view of programming shifts and instructional shifts are taking place along with the student experience even
219before the actual renovations actually take place in in a building like this. So this is like sort of a highle example of what you might see in in many respects across the district where there are programming and and and instructional shifts happening but the construction might be a year later um or things like that. In other words, they're not dependent on one another for them to take place. This is solable. Okay. Um we're now going to sort of jump into the sort of um the the meteor actually aspect of of the of the conversation tonight which is the overall estimated costs. Dave, you bet. So um fully anticipate a lot of questions on this. uh fully also recognize the fact that the information that is presented here and and fits on to these pages probably
220doesn't answer every single question that you're going to have and we're more than happy to to help sort of navigate through and and provide that information. So, and just to bring this back before Jay jumps in, um, as a part of the the bonding timeline, um, um, and Ol's timeline, um, it's that tonight we talk about the overall estimated cost and the overall scope of the project. That's what this is meant to represent. So, it's going to we're going to give you some high level as well as some details of school by school, the bonding timeline. Yes. It's coming up. Yes. So, um I want to draw your attention to the the slide that says district cost summary. Obviously, this is broken down by region. And what we've done here is is these two columns
221represent sort of two um two different scenarios that that we have looked at. Um, I do want to first and foremost say that that and again this is uh sort of piggybacking on what Matt said that the conversations that uh and the dollar uh amounts that we're looking to discuss are specifically related to improvements that we have identified as uh costs that would be addressed through bond proceeds. So these are not necessarily costs that we would be addressing with SAVE that we would be addressing with Pebble or some of the other funding streams. This was as we looked at each of these buildings and started to really identify what the the the likely anticipated needs are. What are the things that we would put together and we would package as a potential general obligation bond
222referendum? So Dave, what was the criteria? like how did you decide save versus I mean I know there's some use issues but some could be either right absolutely so how did you make those determinations? Absolutely. So I'm actually going to start um in retrospect I wish we would have flipped our columns around here. I'm going to draw your attention first to the column on the right which is estimated construction costs for additions and new buildings. what these costs represent are the estimated costs for the new buildings or are sort of uh that sort of explains itself. Um so those would be the anticipated costs associated with those buildings like Greenwood, Molton, Oak Park where the intent is to go ahead actually take down the existing facility and go back with a brand new structure. So
223that is a cost that we have looked at and said a new building would be one that we would be looking to address through general bond or general obligation bonds. The other thing that's included in this column to the right is additions and that is specifically um new space. So when we look at a building, let's say uh I'll use Capital View as as an example. In our scenario, we've looked at that particular building and identified that we would we should be looking at a four classroom addition at Capitol View to get us to the spot where we have the functional capacity that would be ideal. So that addition would include the space for those four new classrooms, an allocation for ancillary spaces like um corridors, restrooms, things like that, and that's it. So when
224we look at the column to the right, it's essentially new space and the supporting elements that go with that. So the column to the right is not looking at going in and doing full-scale renovations of existing spaces and things like that. It's to get us to the spot where we are looking at having the functional capacities that we've identified as being appropriate to to meet the needs. That's where if we transition to the column to the left or in the middle here where we identify we have additions, renovations, and new buildings. So the additions and new buildings that would be the same value as what we have on the column to the right but we've also added in the costs of additions for existing building spaces. Um now when we started to calculate these what
225we did is and when we first started to really get into identifying sort of the path for for for these scenarios there was a lot of emphasis initially on in particular the prek the elementary level buildings uh prek through six facilities. Um, partly because of the fact that as we started to look at the costs to go in and do full building renovations of East High School, Lincoln High School, Roosevelt, the sheer cost of going in and sort of doing a from the groundup renovation of those buildings was extremely high. And we were also looking at where are we looking to potentially mo make some of the most significant changes for obviously we want to make student experience changes everywhere. Um but what we did is we focused on in particular the lower level schools
226and we said okay if we're going to do an addition at Capitol View an ideal quote unquote ideal state would be that the renovation or a renovation of all of the existing square footage of that building would go along with that so that you end up with sort of a a 21st century addition and then everything else is then sort of it's kind of a rising tides thing and then the rest of the facility is is addressed from a a finish, a technology, mechanical, everything else would be included in that. What we looked at there, getting back to your your question as far as the funding streams, what we said was that if we were to do new buildings, additions, or any interior renovations at a facility that is receiving an addition, we're going to
227bundle all of those together and look at those as projects that would be funded with general obligation bonds. So save and pebble what we have done with those is we have said um at least for now we're also looking you know we we have and I'll and I'll touch on one other element here as well and that is uh the facility condition assessments that were done of all of our buildings and finished last year. So if we go through and we look at the total estimated cost to complete all of the work that was identified in those FCA reports, it's about 373 374 million. Part of the process is that as we went through this, we laid out every single building. We laid out all of the recommendations that came from the architect from BBS
228on the FCA reports and we went through line by line by line on those recommendations and we said, "Okay, realistically, if we were to go into a building and do a full renovation at," and I keep using Capital View because it's convenient for me. um if we did a full facility renovation at Capitol View, which of these items that were identified in the FCA report would sort of naturally get picked up in the course of that work. So, um, what we did is we had some elements in that $30 and some odd million dollars in FCA identified needs where we said, okay, if this is something that we would anticipate would it would just fit with a full building renovation, we pulled that item into the estimated renovation cost. If it did not fit, we
229essentially left it in another bucket by itself. That went into we maintain a uh uh a project inventory for essentially unfunded needs and wants in our buildings, which when we put it all together, we're north of about $600 million in sort of unfunded wants needs and things like that. That's that well that we go back to when we start working with buildings and we start looking at okay where's where where's the best place to be looking at making investments with the save dollars with Pebble with Pearl. It's sort of those uh it's those things that they're they're there. They're existing issues. They're existing things that need to be taken care of. Um we we really tried to keep those separate as much as possible. And I know it's a lot of words. Um I'm more
230than happy. I'm more than happy if anybody wants to spend a long long night sitting here going through numbers. I'd love to sit there and do that. But um that was that was what we did. So if that helps at all, that's sort of the breakout of what went into the bond funded versus save pebble and other funding streams. Yeah, I appreciate that. And I think that's one thing uh because a lot of uh public remember save and just the work that went that the city of De Moines and I think a lot of people are just curious about how that um interfaces with the pond the general obligation dollars and I do want to note that um you know we are running uh we're actually running a parallel initiative right right now the superintendent's
231facility advisory committee I've mentioned this I think before we're in year five of our current five-year save plan uh and in a different time when we weren't potentially looking at something quite as uh monumental as reimagining education, we probably would have come to the board a year or so ago and said, "Hey, this is what we would we'd like to propose that we do this in the next 5 years." But as we have been working through reimagining education, we've been trying to figure out how everything's going to fit together. We do have a committee that's been convened. In fact, we've got another meeting tomorrow night with them. uh and their focus is to go through that project inventory, help identify, you know, priority whether it's safety, security, athletics, all these various things. They're helping to
232sort of digest that big bucket of SAVE and Pebble eligible projects so that we can get the next 5-year plan for SAVE put together, which we're anticipating uh you know somewhere in that 60 to $75 million range total for expenditures that will run again parallel to what we hope will be reimagined. Dave, you've done a really good job anticipating overage in the past. And so when you look at these costs and there's no guarantees, but you show 5% increase and then I'm did you I'm assuming even within the cost there's a there's an overage a question mark about what the heck is happening there. There is and I will actually draw this is way towards the end but I I will just draw a real quick note to it. Um if you go all the
233way to the back of your your presentation um and I'm gonna I didn't think I would have to go to this, but I'm going to forward all the way to it on the side. You don't have to. I don't want to. Sure. We can peek out. Okay. Another sign on it. I I guess what I wanted to draw your attention to is specifically around knowing that we are in a really really unique time in history. Um we've tried to be as conservative as possible. We work with a lot of our design partners as we developed our some of our unit costs. Um, as we looked at developing estimated contingencies, we're utilizing a 25% contingency at this point on our estimated costs simply because again, we're talking about a 10-year plan. And when you start looking
234at sort of best practice for cost estimating, we're in a category where it's, you know, um, as close to sort of licking your finger and putting it in the air as as we can get. Um, so anyway, there is, if you want to take a look at it, there is a a slide called cost estimating example that walks you through a little bit of that, but we can get into the details, but we really tried to be conservative with it. Um, and there's there's a challenge that you can be too conservative with it. Um, but again, uh, I think that at this point in time, the conversations we're having with our partners in the design world, uh, and in the construction world, uh, we're continuing to carry that 5%. We're continuing to monitor that though,
235and that's one of those things where I do also want to be really transparent that, uh, you know, we saw this with the pandemic where things kind of went kind of haywire there for a while. Um, if we see some real significant changes in material costs and things like that, um, we will probably make sure that we we'll keep you as informed as we possibly can about any changes that we see that that we feel that we need to to to make for cost estimates. That being said, um, any questions specifically on the on the district summary sheet or I'm not going to go building by building, um, but would it be helpful if I sort of ran through maybe a few of the the specific line items, give you maybe point out anything in
236particular? Um, thank you. Can you help me understand specifically the discrepancy with Northwest having uh more spend there? Y um and just is there a factor driving that whether it be an older building or a something that is driving that up? Shake. Absolutely. So, um, if if we and I'll draw your attention to the estimated construction costs for just additions and new buildings. So, if we look at the northeast, um, we're looking at, and I apologize, aboutund we're saying about $107 million for additions and new buildings in the northeast. If we go to the northwest, we have $171 million identified for additions and new buildings there. One of the things that I'll note here though is while we do have Oak Park identified as new construction in the Northeast, we actually have Molton and Greenwood
237that are identified as new construction in the northwest. Um we also have a couple more buildings in the Northwest regionally speaking than we have in the Northeast. So when we take into account that additional 40 some odd million dollars that's identified as potential cost for one of the two new buildings in the northwest and we take into account some of the additional just the number of facilities we have it does skew it in that direction. Um so that's where that's where those numbers live. Um, I've been talking about Capitol View and I just want to use this as sort of an example here is and I'll draw your attention to uh a slide for the Northeast Elementary and Early Childhood facilities. The second line item down here, and I'll just kind of walk across this
238line. So, we have Capitol View Elementary. This table shows the current configuration of that building as a preK 5. The future configuration of that building will transition to a preK6. That work is scheduled to take place in uh school year 2829. And when I say 2829, I do want to note and there's uh I think that there's a footnote maybe on the timelines. What we're looking at there is we've sort of blocked out the school year as the year of construction. We're also going to be taking advantage of that summer after that year. We're going to be taking advantage of that summer before. Um, realistically, as we work through these projects, um, we'll also be, uh, looking at things like, okay, you know what, are there things we can do starting the spring break before
239the year? Um, so that we can sort of maximize and take advantage of any any hour of daylight that we can get. Um, so when we say that it's going to be completed in a year, I do want to note the fact that that's uh that's sort of a broad brush construction year uh in in terms of how that's identified. So, but the the thing I really want to draw your attention to and I think this is what sort of shows the um sort of the the power of scope on projects is if we look at that estimated construction project for uh additions, renovations, and new buildings at Capital View, it's about $14.7 million. If we just look at the estimated construction cost for new additions and uh or for additions and new buildings, so
240just additions there, that four classroom addition uh is marked at about 4.4 million. So there's a almost a $10 million delta between the cost of just doing the addition and the cost of going in and doing a full building renovation. Um again, we feel like we used some pretty conservative numbers when we looked at this. um every building would be different. The way we calculated that renovation number uh is we looked at the current square footage of the building and we said okay what's our cost for the addition and then we took that total square footage for that building and we multiplied it by a unit factor that we had calculated. So, we essentially said if it's a $75,000 or square foot building, we're going to renovate 75,000 square feet because we wanted to make
241sure we're capturing any potential scenario. Does it mean we would renovate 75,000 ft? Probably not. Um, it would be some number less than that if it's a 75,000t building. But I do want to draw your attention to that to sort of identify where as we get into conversations about total scope and scale certainly from a financial standpoint. Um when we start talking about uh making investments in additional space and additional investments in functional capacity that comes with one cost. There's another cost that um and this is this is my word in this particular capacity. Uh if we consider the space as non-negotiable and some of the pretty stuff and the renovations and some of those things that we would really really love to do as discretionary, I think you start looking at saying, okay, does
242the renovation represent the discretionary versus the non-negotiable of the space. So, I just put that out there for consideration. So this table, all of these tables go through region by area region. We broke them down by regular childhood and elementary and then we put all of the secondaries together so that you could see sort of the the difference between those. Um, one thing I will note is the all of the middle schools need the slide. Oh, sorry. Um, all of the middle schools throughout the regions are identified as receiving a 6,000 foot addition. We largely picked that square footage because as we started to look at what would it we wanted to be able to address capacity needs at middle schools that are more than just core instruction classrooms. So what we did is rather
243than laying necessarily on a number of classrooms, we said, "Okay, what square footage would be effective in terms of being able to build out laboratory space, maker spaces, um you know, sort of incubator uh areas that technical education. Exactly. more some more functional type areas where um rather than focusing so much on just the individual classroom space um we looked at it more as uh what would give us some some room to run as we look at those. So that's why when you look at the middle schools we have 6,000 square ft. We're really looking at those as about a four if we needed to go into a building and do a four classroom edition it's going to be about 6,000 square feet. So, that's the reason there's a difference in the way that that's
244presented. Um, and again, as we go through here, I'm terrible with this thing, Amanda. Um, I will jump really quickly to the the last slide that is identified as other facilities. Uh, and I will note here that uh this is where the question had been raised about the flu facility. We don't show it again on the timeline because we're we're hoping to be able to be a little bit more aggressive with that. Uh our scenario does have that transitioning out in 2031. Certainly, if that can happen sooner, it will happen sooner. Um the other facilities that we have here though, we did not specifically identify um at this point in time scopes of work for these facilities. um just given the fact that well some of them are support facilities where we felt that including
245them in whether it's our prospect facility or Dean Avenue or whatnot we didn't feel that it was um this was not the place where we wanted to be looking at potentially obligating bond dollars uh and that there's you know other things that we can do to address those the sort of the adult spaces um but also as we look at um like Walker Street Walker Street is uh sort of colllocated. If you're not familiar with that site, it sits just directly east of East High School. We didn't wrap that one in because quite honestly, that's probably a facility that if we did anything there, probably wouldn't be too much. We would probably address that with East High School. um a and aviation. We also left those blank partly um just because as we work through
246the programming and we start looking at what do enhancements to the in the overall CTE program, we recognize that there's just some unknowns there. We we left some of these as as unknowns. Um, I will also say that, uh, like this facility here, central campus, um, you know, we're over half a million square feet of of space here. You could very easily go in and say we're going to spend tens, if not hundreds of millions of dollars in this building. Um, but, um, this is also a unique facility where there's access to some unique funding streams for some some things. Um, this is the type of facility here, academy, whatnot, uh, where we can look at potentially trying to address some needs through save pebble, some of those other funding streams, uh, so that we
247can focus on some of those more comprehensive and signature buildings elsewhere. That was the approach we took as we as we went into this. Yes. Can can you help me understand um where there is a repurposing of a of a facility um and there is not any money put into that facility? Is that covered in the and I'll just use the example Hubble is swallowed up by Roosevelt and there's no money to renovate Hubble. Is that in the Roosevelt renovation plan? We've we've been looking at it as um from a planning standpoint. Yes. But I'm also going to I'm also going to put a little bit of a note on that one. Um and it's we were actually just having a conversation about that particular scenario earlier today. Um and one of the things as
248we look at um and that particular example um the costs associated with the future use of that space is truly dependent on what the future use of that space is. Uh if the intent is to go in and offer core or extended core instruction that's going to utilize a traditional classroom type setting, the cost to make modifications there if needed would be substantially less than if we went in and said, you know what, that actually makes uh a perfect spot to do uh you know uh dance, a dance studio, some type of performing arts or athletics and things like that. So, not knowing exactly what the scope of that could be. Um, we're not blind to it. We recognize it. We have not gone in there and just sort of arbitrarily said, "Okay, we need
249to put a placeholder of $2 million, $3 million." We can certainly do that. Um, but at this point in time, we we haven't elected to do that, but we can, you know, and that's one of those conversations that I think that as we look and and sort of navigate the scopes moving forward, um, we'll have to talk about that. And so follow up on that question. Given the um collaborative nature of those two facilities, is the additional classroom space estimate at Roosevelt based off of including Hubble in that or is it is that intended for construction at Roosevelt? Your estimate is 12 new classrooms at Roosevelt and then whatever happens at Hubble happens at Hubble. Yeah. the additional capacity built in Hubble. Yes. So that the cost that you see for Roosevelt is for a
25012 classroom addition at Roosevelt. Roosevelt. That does not it's not we're not counting 12 classrooms at Hubble and saying that's your renovation. No, we're looking Yes, that that is a that's its own separate space at this point. um knowing that we're going to have to navigate that. More broadly, using that same um as we're figuring out what signature schools are, which should come at the end of by the end of the school year, that could impact the cost of some of the signature school. It could it could. Yeah, it it could. And and again, we will continue to keep you up to speed on on where we're at with that. We'll certainly make sure that you're aware of you know, how if how those costs are built out and what those costs represent. Uh we've
251tried to be as uh we've tried to be as proactive as possible in terms of thinking through um the eventualities of how spaces might be utilized, but we recognize that yes, we're we'll still have some things we'll need to come back to you with. But it sounds like you're less concerned about that because the the the multi-purpose your approach to building this is something that is multi-purpose or correct flexible signature school that could have a use for 10 years and may change 10 years after right that's very accurate. Yes. Yeah. And I will note we do have some dollars allocated for as you look at at Hoover and North you'll see that there are some dollars allocated there specifically because we had some spaces and and in all transparency with those facilities anticipated to transition
252to V signature schools. We did look at some of those spaces that could be utilized as multifunctional spaces. Uh, and I and I know that this is not a a real exciting thing to talk about, but pool spaces, pool spaces would be one of those areas um where if there was uh potentially a transition to more of a multi-use space, whatnot, we've allocated some costs in there and that's what you see reflected. I'm going to turn it over to Matt now if there's no further questions maybe on that element. Um so the the next series of slides are um renderings. What what we just showed you was um seven classrooms here, 12 classrooms there, and it it can mean a lot. That's really sort of bland and dry when you look at it um on
253a spreadsheet. um in working with the committee and working with um a few architect firms in town um what we asked along as a part of this committee's journey is to render some potential designs of what spaces actually might look like. And so um the reason why so we placed these in the slide deck tonight was to give you an example and some opportunities to maybe um see a vision of classroom spaces of how this looks differently moving forward. And so, um, there's just a, um, you know, a handful of them here. What you're seeing there is, um, some potential, um, redesigns to to the facing of Merlin of MLK. Um, and so, um, that's I think I just, that's also, uh, this slide here is the, um, redesign space, if you will, um, at
254also at MLK. um um in that sort of that common space, right? To to give you an idea of when we're thinking about making investments in these um in these schools for children and for staff, for families, you begin to see what a um you know, a $4 million and $8 million, $12 million investment actually begins to look like um in our current existing facilities. Um this is also uh King Elementary School. Um, again utilizing to your point, Jackie, a a multi-use, flexible space that could be used for a lot of different purposes and functionality. Um, this one is is was an interesting um sort of rendering of Wright Elementary School. Um, and as you begin to, um, pour into that, u you can see there's all kinds of creativity and design that creates those
255modern spaces that are not just modern and that bring in that natural light and those elements that are about social, emotional, and and um overall health and well-being for students, staff, but also um it it brings in um some creativity, right, and and some modernization um around um the joy of learning and the joy of teaching. Um, again, just a an architect's rendering of right um elementary school. Um, this is just an example of what space flexible spaces could look like um at our elementary schools moving forward. Um, you know, some of the the flexible classroom spaces um connected to the hallways, right? Every space in a in a building is about a learning space. It's not just what happens within the four walls of classrooms. And so, beginning to think differently about um where
256students are eating, where they're actually spending their time in common spaces. Again, those are all opportunities for learning and for showcase, for performance. All of that is a part of the um the designs, which brings us um to the sort of the next step and Jackie alluded to earlier in terms of the just the bond timeline, right? When we think about tonight being about project scope and overall estimated costs um when you consider the the timeline there we're at April 15th u which again is just establishing um the what this looks like in its totality. Um so that was tonight's focus and tonight's goal was to give that and put that in front of you um and to begin to sort of um brainstorm together about what questions we might have um as we work
257towards um some May dates. And again, there's no date that you're seeing articulated on the slide in front of you that is a hard and fast date. It's just a milestone date with some milestone objectives to keep us on track towards a bond referendum. Um the only um date that is a a solid date that we need to hold on to is that September 19th date. Um that one is intact and that is uh we need to meet that date that that deadline. Um that was it. just a slide that says questions. Um there's some supplemental slides that were just placed in there in case questions needed us to go back and reference these um these slides. Um but over in all that u that's it. That's simple. Um, thank you. That was the headline.
258Um, can you I've heard different things about the specificity of the bond language and it would be helpful just to um help the board understand that because the bond and bond language when written with specificity means the expectation is that what we're doing that's what we're doing for our taxpayers and I've heard different things. So, uh, can you just talk about the the expectations of the bond language as it relates to the specificity of what DMPS is going to do with those dollars? Yeah, we we will work specifically with allers um on that endeavor um to make sure that the language that we draft um is to your point is specific enough so that the voters understand what they're voting on but also generic enough that that we don't get locked into um in other
259words when you see like um capital view um for building classrooms it won't be that specific because we need some flexibility to make some shifts in that um list school names. Um, different districts do it different ways. I think that's going to be up for us to decide that with dollars. Um, not everybody little um listical names. And so that that's something that we'll need to to develop with all ours together about what we think is is going to um to be what our voters um would like to see on a on an actual ballot. Hi Kim. Thank you to you and the the committee to all of you and all of the committee members. Um you had mentioned a you know striving for a community perfect plan after kind of receiving feedback and listening
260to the community in some of those sessions. You'd also mentioned this is a dynamic plan. Um, and I'm curious, what is it that would cause what you've presented to us today to shift? Um, and I think about I think about Hoover and and Meredith and you you mentioned that we're still trying to determine what is the best signature um school route for that particular population to go with. And I know that you're still having conversations with community members in that area. So, um, thinking from the seat of parents that, um, this plan is impacting, how do I, as a parent, say, I think this would be the best signature school for Hoover and Meredith or um, yeah, going back to this dynamic plan, what is it that's going to that would cause a shift, a
261seismic shift? Um I'll I'll I guess maybe start with that. Um and I'm just going to use this I think this question lends itself to it. Um in the supplemental uh data um the very last slide um is what happens without bond funding. Um and everything that we've presented to you tonight is um contingent upon um the general obligation proceeds. And so, um, without a bond proceeds, um, the plan is severely impacted, um, in terms of our ability, um, to advance the work at a at a rate and at a pace that's going to serve children and serve families. Um, we could do it over the next 25 years. Um, but we know how that would go. And so, um, I mean, things like, um, addressing it, it would address, um, the middle school transition
262of bringing sixth grade down, um, because it would slow our rate of being able to add capacity at the elementary schools to receive the students. Um, that that's a a that's a significant impact. Um, the signature schools, depending on the type of signature school it is, um, may or may not require, u, you know, um, facility investments, if you will. It's more programmatic shifts. Um and so um could that be potentially impacted? Maybe. Um high schools would be severely impacted as well. Um they're way over capacity now. Um again to the tune of 6 and 700 students over capacity already. And um to not have the the proceeds to accelerate um investments in those areas to build capacity is going to be a um a challenge uh for the student experience and the staff experience
263there. Thank you, Matt. I I as I as you were answering, I um was reflecting on the way that I asked the question. I appreciate that you were reading my mind. Um I I am grateful to to hear and understand that um this is the the way that we serve our students. If we are going to impact the student outcomes, the student experience, the the way that we are teaching um we have to pass this bond. We do. And I mean when it comes to board monitoring, um this board is is is watched across the country because you focus on student outcomes. This plan is about student outcomes. Um it was highly favorable in that regard and it requires a bond for us to accelerate that work for kids. Um and I was asked earlier
264on um at the start of this particular um committee work um this is last school year um you know what what are some of the things that you most hope out of this and of course not knowing where we were going to go in the direction of one of the things that I um remember vividly answering is is our community is going to gather around how do we better serve our children um for the years to come for the next 20 30 40 years to come and while we may not have um um 90% favorability We've got really strong favorability and families care. They absolutely care about what happens to their children, their children's, the neighbors across the regions. Um, we have met so many amazing parents and families that don't always agree on what
265the the details of the plan. They agree on the elements many times, but maybe not what's happening with this specific school. But what they articulate is a genuine care and concern for kids in another region, for kids that they've never met um to not pass a bond to get work done for children in this endeavor. Um it'll be highly disappointing to say the least. I uh I really appreciate that this is about student outcomes. I think the one thing that I would ask is uh at the same time that we're talking about buildings, it's really going to be helpful to understand that there is general fund dollar allocation to actually fully execute the programs in a sustainable way. And so to the like to me it it's beyond just a building. And so we've also
266got to help uh the community understand and I think as a district feel like we can obligate the general fund dollars, the staffing, the programatic programmatic elements within our existing budget to support the new concepts, right? So uh we've got to paint a fuller picture I think beyond just construction. Madam Chair, can I ask a question on that sort of line of thinking? Can you bring us like help us understand how when you put a plan like this together, you don't over build for the ability to serve that building. What we need is one thing and that certainly is like you can build for that, but you still have to you still have to pay for it and once it's open. And so how do you how do you balance those two things as you
267try to decide how big a renovation has to be to do enough, you know, to serve the students you have, but then also to be realistic about the dollars that you may you don't know that you're going to have. How did you approach that? You want to start? Yeah. Um, a big part of it is is utilizing the data that we have have available to us. um you know it's uh you know like anything else where you know it's it's only as good as what you have in front of you. Um so uh you know really taking a look at what our enrollment projections have looked like. Um really looking at um you know what we we sort of approached this as uh you know we we really looked at everything from an ideal state
268type condition where we stated that okay uh if we go in and we start building new classrooms and Matt has talked about this before in in various settings you know in an ideal situation if we're going to go build a new classroom we're going to build a thousand foot classroom approximately um and depending on the grade level we have a certain number of students that we would like to see within that space. Um so as we went through and certainly at this point in time as you know using the data available to us we identified okay we really need to be looking at a four classroom six classroom a classroom edition based off of those ideal situations for the number of kids um given what the data says. Now, that ideal state in many cases
269is uh in some cases it may actually be a little bit above where we're at for average classroom counts right now. It might be a little bit below. Um but we've tried to be um we've tried to be as practical as possible based off of the data that we've had available. Um, and I think that, uh, if if I can touch just really quickly on the issue of the plan being dynamic, um, I think that, uh, I I would be remiss if I didn't say that a lot of that that dynamic element comes into play as we look at, um, going through the design process, working with our our neighborhoods and our communities to really identify what it is that, you know, that we're we're looking to accomplish for our different uh, communities and at
270that moment in time what that specific data is saying. So um we know we could be in a situation where uh you know it's it's right sized for now and then 10 years down the road something changes. Um unfortunately uh you know the the crystal ball we have only goes out so far and even when it goes out there it starts to get a little bit hazy. Um but um that's also part of what we you know what we do within our roles here at the district is to try and continue to to track and monitor those things. But um but I think part of that to your which I I appreciate your question um I think it lists that it's not just a single data point that we continue to look at right there's
271a tremendous amount of data sets um and we look at the intersectionality of those data um in terms of um um enrollment analysis and and and predictability versus um square footage um how many adults can we fit in that classroom right um just to make sure that um it's it's space that's usable for collabor collaborative learning and not students sitting in rows listening to um you know an instructor stand at the front of the room because that's all the space that they are actually allowed. Um it's knowing u and having a vision for what um highly you know effective instruction looks like in classrooms and building um conditions and learning spaces that are conducive to that. Dr. Mays, Miss Knox, Miss Campos questions? Yeah, I just had a comment really quick. No questions for me.
272My comment is thank you so much. this was really good and very helpful in better understanding. Um, and what I really appreciate from from you all who've been involved with this and particularly that committee, how dare I say this eword, but the equity within it. Uh, you sometimes when big plans like this happen, there are certain populations, neighborhoods, communities that often get overlooked. So, I was really happy to see this lens of equity throughout. Um, really, really quick story. I was at a neighborhood association meeting the other day that takes place at a senior living facility. And these are people that not necessarily were even in the district, but those who were in the district were in the district 65 to 75 years ago. And we started to talk a little bit about reimagine education
273and DMPS and they were equally excited. So to know that you have this range of support, um it's certainly hats off to those who have come up with this plan. So, thank you, Miss Knox, Miss Campus. Tons of work for sure. And thank you for all of you in the committee. I just had two timing questions. So, one, I was just sort of reading and I know I was listening on the phone and then I got here. Uh, back to signature school development. I see spring of 2025, April to May. Are you anticipating knowing signature schools before or like the bond? How did how did how did those two time? Did I miss that conversation or are we uncertain? We heard was that at the end of the school year the signature schools would be
274presented to us. So they would be they will be presented here in the next couple months. At least one word one iteration of that. Yes. Okay. So that will be like a narrative as part of the bond. Okay. 10 years. Are you trying to guess? So if something was to be a signature school in 2032, is that part of the narrative? Yes, certainly signature schools can change after years 678, but again we don't want to think hypotheticals, but yeah. Well, all I'm sorry, J. All I'm saying is like we have a I just want to make sure we have a really massive communications hurdle. And so if if we envision a school that is supposed to be a signature school in 2032, if it's not like how far out are you going to feel comfortable
275projecting signature schools because there's so many um shorten evolutions. So I just I think I just want to make sure this dynamism that you talk about Dr. the nimleness, all of the words that we've heard. How do we make sure that we are excited but also very clear with voters because we don't want to commit to something and if it's it's it's a long time from now. It's very hard to it's a balance of specificity and it's not. Okay. And then my other question is around um we've talked a lot about activities and athletics as being a positive factor of some of these decisions. I don't think we've received like any formal presentation on that part of the plan. Do we will we receive an update on that strategy and plan? We certainly can provide
276that. We could certainly bring that to you guys um as a part of um this work. We didn't include it in this because we right I know this is construction but I just don't even think What is that what is a part of the go a part of the the bond aspect of I just know it's such a question that's come up is like how's it going to work? What's the what's sort of the vision for it? What are some of the I mean I think and I know one of the things that was sort of we talked about a lot was how this was going to enable additional resources and supports and I and I am just really interested in that. We can certainly one of the things that we talked about um when
277we brought forward the list of questions and answers when we put together a board work session plan specifically address some of your questions around activities and athletics or staffing or transportation and all the different things. So I believe that you know with Dr. M's permission to have that on the docket. I think the community had a lot of those questions. So, I just want to make sure we're trying to not let something like that stand in the way of of path, right? I I do want to note there uh as well um you know the and and we've talked about this multiple times. You know the the really really good work and and Miss Alonzo was involved in in this um the um the athletic advisory committee work that was done um you know is
278when we take a look at um I mentioned earlier we have this sort of parallel track with the superintendent facility advisory committee. We one of the things that we have done this go around with that is that we have also pulled all of those elements into that which again I realize is separate but just to kind of give you a heads up we're tracking those and we're looking at those things um and not just what came up in that report um but we're really look working closely with the activities team to try and make sure that we're getting as much captured as requests from the building level and not just what maybe people who aren't actually out there doing it think would be best. My last sort of challenge on this and I'll just throw
279it out there and maybe everyone disagrees, but you know, I I think we talked a lot about signature schools and maybe this is just our own dream, but sort of being like crown jewel or something special in the district that could attract people in or you know be a great resource to keep our students engaged. And so, you know, I saw North got moved up in the timeline uh to now be 28 29 and just feeling a little me about the investment amount associated with it and really wondering like I mean we know that that's a building that could use a lot of investments alone as a building, right? And so I just I looked that as sort of a challenge for us to think about what is our vision with Signature Schools and if
280we're if we're really going to go all in, I I'd really love to see us go in as much as we have for to add on 6,000 square feet to a you know, I guess. Absolutely. And I think the strategy of of suggesting that it might come early was actually an intentional focus and allocation of resources. So potentially the high schools and so potentially once programmatic um elements are recommended and maybe additional. Yeah, sure. We just want Yeah. Uh others I just have one other question. Sorry. Where are the where's the uh perks uh program? Where are they slated to go? Perks programs the like focus and some of the No. And that's a fantastic question and that is actually one thing that if there's if there's a moving target for us, I will readily
281admit it's that. We've had a lot of conversations about exactly what does that look like. Um both for I'll say a is is it a a temporary home for those programs over some number of years or is it is it we have a few options that we just need to settle on. Yeah, we we do. But it's it's absolutely I noticed they were in there and I didn't see where they were placed. It's front of mind. we know that needs to be addressed. I just want to uh thank you guys for doing this and I like I've told you guys many times, I'm excited about this um and all the hard work that you and your team have done uh throughout this year. It's highly appreciated especially by us and then by the community. I
282just have one more question to clarify. Every school is touched in some way through an investment. Is that accurate? Correct. I was reading kind of looking for the yard. Correct. Um the the only ones that I would sort of draw your attention to would be those ones that pop up on that very last page of other facilities. But other than that, every early childhood, elementary, um is going to it's in this plan. and whether it's a uh and and I'll use early childhood as an example. It may be uh relatively speaking a small investment that's currently earmarked, but yes, every building is identified. Wanted to just say that out loud. Yep. I am uh going to suggest this is a this was a lot uh for I think everybody to take in and process and
283um and I I think I want to say out loud to make sure that I'm clear, we haven't made any decisions, correct? uh as opposed to received a presentation. And so I think um it's going to be really important for board members to think and process and um get our heads around how to think about this because I think um I know one of the things that you heard Matt from the reimagining education committee is if DMPS commits to doing something, we want to get it done and get it done well. And so this is a very large project and uh just you know helping us understand uh while this is a massive big vision uh h how do you five your plan your vision how do you think about um execution and what's possible
284within the reality of the funding that uh we made a vote bond for. So I I think there's a lot of considerations and a lot of questions still to talk about including the headwinds with regards to the economy as well. And so um help us understand how this continues to evolve in maybe in a little bit more of a specific way as it relates to the number itself um of the bonding. Is that something that we're going to come back to potentially in May? Yes. after we've done a little bit more information checking and um thinking about the programmatic elements then we'll have a better handle again on um the number that's being recommended is that correct okay so I think that the charge for the board is uh there's a lot here and I
285think it'd be really helpful to um give uh the team two pieces of feedback one is uh what haven't you seen that you really need to see um and I also think it would be helpful Well, we've all talked to community members and so what are they looking for that is not clear. I think we've shared some of it already, but communications is one of our biggest hurdles. And so the more we're giving coaching and feedback on what we think the public wants to know and hear. Um and and then the last component is I do think it would be helpful to even more clearly than this put on our website what our public can expect and when because you there is a I think you all know this. There's such a high level of
286anxiety for staff, for teachers, for family, for home buyers. It's it's it's a complex thing. We are so excited about it, but I think we also just have to continuously remember how people are processing processing this as they're um taking in all of this information as well. So, thank you. With that, I think in our deep gratitude, uh we are going to move to items of privilege. So, I will turn to my board colleagues first and see if we have any items of privilege that people would like to uh speak to just really fast. Not that anybody hopefully somebody sees this recording tomorrow. Uh but uh May 1st and 2nd fashion show here at Central Campus. Uh just a reminder to attend that one. And then just a congratulations to Lincoln North and Roosevelt. They
287all put on their spring musicals this last week and they were all a huge success by everyone's measure with very limited resources and so congratulations to all the students and staff uh that were a part of that. I would um there we've heard a lot today from um what's going well at at a few of our buildings um challenges we're facing with regards to um achieving our vision and honoring um our values. But I want to take this opportunity, thank you, Madam Chair, to just chat or say a little bit about how sorry it's late. Um, you know, I think back to Dr. Roberts and when we first received a presentation around reimagining education and you used the analogy of planting a tree um and planting a tree like this um a tree that we
288we may never see the shade of and a tree that um you know we may we have to be self selfless um when planting this tree um it is so much bigger than than who we are currently. And um we we need to look at this from the standpoint of the incredible future and the incredible opportunity that we have um for the the future generations. Um and I'm just grateful for the vision. I'm grateful for the the selflessness in the community um on the committee that's being brought to us um on this board. Um, I look forward to continuing to have patience although we are in a time of incredible um need for self um immediate gratification and and want results now and immediately um that is not what this tree is about. This tree
289that we are planting is about so much more. And so that patience and um is going to be important along this journey. And I'm just so grateful for the collaboration not only on this board. We experienced I think wonderful collaboration this weekend in our board retreat. Um collaboration with the committee and the board collaboration with the committee and our community has been incredible and um the continued collaboration between the board, the superintendent and the team. I'm just um really excited about the significance that um we as a board can have and look forward to our continuous improvement. I will keep my comments very brief because it is 10:05 and if Jenna has one more question, I don't know what I'll do. Um she no and all fun. Uh I just want to say thank you
290uh to the people in the audience. It is 10:05. We're expected to be here. So, thank you all for staying this late. And thank you to those of you who are watching online as well. It's good to know that there are topics important enough that make people stay until 10 p.m. on a Tuesday night. Do you hear them laughing back there? that it for the capital campaign, no for the United Way campaign. And so, thanks to everybody for um for living. Dr. Robert, would you like to thank Madam Chair? I will certainly uh uh follow suit with Dr. Mayberry Mazize and just anchor my comments in brevity. Really? Thank you everyone. Thank you all for being here. Thank you, Madam Chair. Sure. Do you have anything else? Okay. All right. Thanks everybody.