IPS Board Work Session - April 21, 2026

001work session of the board of school commissioners for Tuesday, April 21st, 2026. Would you please stand and join me in reciting the pledge of allegiance? >> I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Before we get started, I will note that we have language translation services available upon request at our agenda review and action session. Thank you. We're here for our April work session. To begin, Miss James, would you please call the role? >> Commissioner Moore, >> present. >> Mr. Thomas, >> present. >> Mr. Thompson, >> present. Secretary Mink. >> President Kerry here. President Sar >> present. Thank you. With that, we can move on to the section two of the agenda.

002Do any commissioners have any opening comments they would like to share? Moving on to item 2.02. I would like to mention that we continue to accept written public comments through our online portal. The written public comment portal is available under the schoolboard tab at myips.org will are due and will remain open until 400 p.m. on April 30th. At this time, we have not received any written public comments. It's my understanding we've had no one to sign up for or to provide public comment. Is there anyone present who believes they have registered and signed up to speak? If so, please state your name for the record and provide your comment. Moving on, our next topic is one that I know we are all keen to dive back into our strategic plan conversation. We had productive initial

003brainstorming and today we want to build on that momentum. We'll continue our discussion and review the feedback gathered since our last meeting. I'd like to now turn the discussion over to Vice President Kerry. Thank you very much. So, um I want to get started just by grounding us a little bit in um why we are here this evening. Perfect. See if it'll work. >> Okay. So, I think this is an ambitious agenda. I haven't been told as much, but we will try to get through all of it. Um, if we can. Um, there are really four goals that I would love for us to be able to cover this evening, and I think we can get there. Um, just one, start by realigning on our operating norms. Two, establish a north star of what our

004work looks like for the next school year. um agree on one to two measurable goals for the school year 2627 and align on a community engagement strategy from here moving forward. Um there are there's room for this to be molded. Um thank you kindly. And um the agenda is also an hour or two and two hours and 15 minutes is what is up here. I showed I shared the deck and asked for feedback. However, I think that it that is a that's us taking our time and that's really um aligning on some of the things that that we would have to have robust discussion around. And so if there's already alignment and there's not a lot to to discuss, then we could definitely wrap up a little bit sooner than that. But that's what this

005looks like. Um, I'm going to try to be as diligent as possible. We're getting a late start and so I'd like to um keep us to this time to to this time frame. Can Can someone >> Okay, I knew you would. Thank you. >> All right. Okay. So, we're going to start with just a little bit of context. This is not necessarily something that we need to decide, but we know that the context has now changed that IPAC IPC now owns transportation and school property and property tax. What happens to the property taxes? And this board owns educational vision, strategic priorities in governing school performance. And so we have a really um interesting opportunity to figure out how we're going to define our role in this new landscape because if we don't define it, it

006will be defined for us. Um and so just wanted to think about this for a second. Yes. >> Can we go back? So when we came up with these um terms did because I I have I have a problem with homes. >> Okay. >> Because I think having three commissioners sitting on iPad means that we have input on those decisions at a level that others do not. >> Yes. >> And so I don't know if it's iPad owns but iPad will make recommendations for those decisions. But he do have quite a bit of influence and I don't want it to to set it up as a >> Can you use the mic? So what I'm saying is like I don't know if Owens is a deliation delineation I want to see like I don't I

007think our input and and um the amount of work the superintendent is doing and our influence has a lot to do what I does and how I will move. So the question is what how do we define our role? Yes, but setting up like this makes it seem like there's just total separation and I don't believe that is actually true. So, in a couple slides when we talk about the circle of influence and the circle of control, we'll talk about that delineation. And I think that it's just really up to our board to decide where we want to focus our attention. So, if that is something that we'd like to focus our attention on, then then we can. >> So, the question here and this is this leads this is just a continuation of the

008same discussion. if you all want to continue it is if we no longer manage buses and buildings, how can we more intentionally leverage that shift to strengthen our influence on student outcomes and the long-term sustainability of IPS? So, I just wanted to allow just a couple minutes to to talk this out. And the answer might be we don't need to shift. >> I think if we don't redefine or clear more define um our role around outcomes, then we risk being irrelevant on the areas that I think matter the most. Um, so I would just ask my answer to that question that we really do and challenge us to focus on how can we have influence on student outcomes at this level. Thank you. Anyone else? Well, let me see here. Okay. Well, I would say

009one, I guess, has always been more than buses and buildings. So when I think about where things are going and I know um this is something that I've looked up even in the survey that you're going to share like some of the results around goal setting is thinking about um what the future like what's in our control um all the time like right now yes we have not lost ownership of transportation facilities etc and I just want to say that on the record um but um that could there could be a time where that is true, right? Um but ultimately I think if we look at like things like um CTE and expansion of the access of our CTE programming, I think that should be a part of our goals that we're focused on on

010what percentage of the high schools within IPS boundary and maybe even beyond. um are we using these state-of-the-art spaces that we've created within IPS that can actually elevate what we have and what students have access to. We got a lot of schools that are innovation or charter and partners etc that don't have access to what we create in spaces like Christmas addicts and Arsenal Tech and George Washington um and Short Ridge. I got to name them all. But um I do think that that's one of the pieces around outcomes that we can actually uh bring others inside to almost become like a hub like if you guys remember how North Central was a hub when it came to Day Ever Life for even Pike Township at one point. Um and so how do we become

011a hub for some of our schools that are around us that folks are that schools are paying into the service for so that we are best using and really stretching the use of our spaces. So I think that's one of the things that I've never seen in an IPS goal. Um when we talk about outcomes um and so increasing that access but also that also increases the opportunities for all students within um you know our reach. So that's one thing I think we should consider for a long-term sustainability um and preparing students for the future. So this was by um Ashley created. Did you use AI created? >> No. >> Well, I I thought it was it was a great um visual of how we can think about our work and how we can think

012about how to prioritize our work and how we want to. And I think this is important for us as we are thinking about what is it like within our control right now, what is just within our influence and what is just of our concern and identifying where those things are and then identifying where we want to put our energy. And so none of that is pre-escribed. That is just something that I'd like for us to think about. And so if we want you have cards in front of you. So look at the cards you can and if you um if you could please try to divide them into if this would be the concern of of IPC if this the concern of the board or the concern of the superintendent as of right now like

013today who is it? as of right now. >> Is this or >> is it the board governance? Is it administration management? Or should it be something that IPC is is concerned with? This is the first time I'm seeing these cards, too. So, I'm completely Is there anybody? Okay. Who would like to share what they come with under the purview of now? >> Um the referendum decision. That's it. Or is there any referendum decision? >> What do you think? >> Right. Whether I'm right or wrong. I say that ahead of my if these are right or wrong, but I did have um referendum decision for I I had no routes underutilized facility use surplus property sales. Um, this was >> those are the main ones. >> Does anybody have a counter? >> Um, counter >> budget

014budget approval, >> right? >> Yeah, I think that shifted to but how it's defined on here. That's the thing. So I had mine under the budget one under the >> board under >> because by only by what it said as the >> it says formally approving the high level annual budget to assure alignment with the strategic plan strategic plan and civil loss district. >> Okay. So that was the only reason that was like the cheat sheet for that one. the one that I had there was some that I put both because as of today there's not a shift but like um managing the long-term capital improvement plan for roof repairs and boiler replacement across the share facility portfolio portfolio will be IP but that shift hasn't changed hasn't happened yet. >> So as of today

015it's still IPS for operations. Well, there's it's it depends on how you do it >> in terms of facility portfolio because if you're talking about what's in our portfolio and the buildings that we own, then yes, it'll be the board based on recommendations from the district. But if you're talking about the boundary portfolio, that will still be in conjunction with I think >> any comments. I just going to add when I was commission war you're correct in the way that the responsibilities shaped out. So for context when I built the scenarios I was building scenarios based off of the roles and responsibility document that you guys got your free the superintendent responsibility I guess school responsibility and IPAC 14.3 language. So, Commissioner, you are correct that it is both as of this moment, but knowing

016that those are the resources creating the scenarios that would fall under IPAC as a long-term responsibility. >> Can anyone share what they put on board responsibilities? >> Setting the literacy target. So, deciding that the 80% of graders must be reading reviewing and building on a new district policy equity advanced placement formally approving a high level annual budget to ensure alignment. Um so I conducting a formal evaluation of the district leader I was a little bit just confused if that if it's the district. >> So the the top of the card And then internal project I'm sorry. >> Oh, sorry. >> Sorry. So, setting the setting the literacy target policy adoption, reviewing and voting on a new districtwide policy. um formally approving the high level annual budget budget approval superintendent performance review scenario consulting a formal

017evaluation and then the operational road map creating the internal project plan to increase enrollment at underutilized inland schools that's going to be under so just currently these four is what my reaction was as far as the board responsibility anyone else >> uh commission for that last one around Enrollment, I put everybody. >> For the one you had around enrollment, I put all like everybody because currently enrollment is going to be handled by everybody. Um, we still have to increase enrollment. Charters are trying to increase enrollment. So, I thought I think that one was like a joint um responsibility. So that one specifically says creating the internal project plan to increase enrollment at underutilized schools. So it's an operational road map. >> What would you all think? >> Depends on what you depends on what you

018consider a neighborhood school. If our schools in that neighborhood are only partners, then it's everyone. >> But let's just say it's one of our schools. Would that be the board's work or the administration's work? >> I say administration. >> That's where I would put it. >> Administration. governance operations. >> Says creating the internal project plan to increase enrollment at underutilized neighborhood schools. Now I actually have that up for my IP and administration as well. I think for now um I yes I think it would be I yes for now >> I'm going to agree with that. I think that I don't nothing about the IPC structure is giving me that we are investing ourselves in helping you to increase your enrollment. I think that we all will have to do that individual. I have it

019on the administration side just but I don't think that that is a high tech thing. Okay. So, I want to move us forward. We um this is just something to get our our juices flowing. Um this is something that this is 10 minutes, but we're going to just make it a few minutes, but this is silent work. So, based on our our survey, we struggle as to move as a unified body. And so we just went through that exercise to see where we all are thinking on how what is our responsibility where flying things are not as clear always. Um so what we want to do here is on a sticky note and I try to make sure that everybody has the same color so it can be as anonymous as possible. There's no name

020necessary here. If you've ever seen a behavior where it's blurred the line between board governance and district management, if you could write it on a sticky note, you can use a pen. if you don't want to use the picture. Um, and then we'll just we'll discuss in the next part. I'm going to collect these down. Okay. So, I'm just going to read these. Um, one is sending an email to the soup regarding an operations decision that's already been made. Two, um, influencing individual students. Three, contacting staff directly. Four, right now discussion on what goes on. The referendum is led by the district, not the board. Coming up with ideas um, with ideas. schools >> then I said sorry and then connecting with parents about school level management issues while not addressing the policy gap around

021the issue and then hiring firing of staff issues expressing concerns but not addressing the governance role at play and so I wanted to highlight this one thing and I'm not sure if this is just an anomaly or if this is really how our board is split but in our survey there was a question that said the rate this is a self-rating the board's role is direction setting implementation is the superintendent's domain one means you strongly disagree and five means you strongly agree three of us that strongly disagree four of us that strongly agree I'd like to have maybe a little bit of discussion around what we believe to be true Here the board's role is direction setting. Implementation is the superintendent's domain I believe strongly in this that um that would be a four that

022this is correct. Um, I think that, you know, I've said this on the phone today. I feel like it was reiterated at our National School Board Association conference this weekend as well that uh board members of school boards are owners and our superintendent are coaches and obviously we are mutually connect. We're intertwined can't do we have to have one another to do what we do but we have different roles and hers is implementation. in specific training that we've had. Uh I believe it was from ISBA and even when we came onto the board last year or years ago for many of us different um board members. it was understood that we set the direction and we set the destination but how um how it's how we get there is dependent upon the superintendent so I

023was also of strongly agreed we set the direction of the implementation but how is the superintendent responsibility >> yes um I agree um I definitely was a strongly agree as I do think that um at times there are moments where issues come to us and it's on the management level but one of the things that we get to do is figure out how do we shift it to how governance and policy impacts it and if we don't go back to that high level it's easy to stay there so you know we get a concern we get concern from everybody you know community families you know all of the things and I'm not in a position to ever say no we can't do anything about that cuz that's in the management. No, no, no. I'd like

024to figure out where in the governance does this fall. What's a policy that may be shaping and causing this? Because that is in our governance. That's what we get to do. But being in the weeds of it all, the implementation of it all, that is not us. So, yeah, I agree. >> So, I was just curious if uh this had an issue with like just technicality. >> Okay. cuz I would have been on the I I I know I I filled out this survey a while ago, but pretty sure there's four right here that would have been on the strongly dis or excuse me, strongly um agree that I think it is something with the just the wording of the question. I know. Was this the survey that had the different scales like the scales

025meant for different questions? The scales meant something different. >> Okay. But every question had the same scale on the server. >> I can't recall. I don't think so. I think there was different scale. >> Yeah, I know. But like I'm saying um So different questions had a different scale like >> where one may have meant agree and five may disagree. So you're running through it. >> No. >> Okay. That's how the same scale. >> That's okay. >> Okay. I was just trying to get clarity on that. >> There's a split there. >> We may not be as it appears based on >> Yeah, that's what >> I think. I agree. like um my colleague, it's when things get to us of management, making sure we have the direct response to get it back to management.

026Um and you know, we have had in the last two years just a lot of things that get to us. And so, um I'm very good at not answering anything, but adding the superintendent into it because I don't want people to ever assume that because it got to us that we are going to shift something that is business side. But I think um yeah, I don't I don't I'm going be honest. I don't even remember when we took this. Um but I also know that this has been to to uh Commissioner King's point, this is something that has been ingrained into us to make sure we know that deliliation. I just think um and so which is why I didn't have any comments because I don't I don't know where we actually done anything other

027than get it back to the superintendent for her to take it to the team and get a response. And so um it could have been a you know a fluke or whatever but I I don't think any commissioner ever misunderstood this because it is something that is said over and over again. So I put up um three potential norms that we could adopt. Um push back if next part. >> Yes. Um push back if these are not something that you feel like you need to focus on or if you need to add a different norm. Um especially number three. So if you feel like that's not our place for the board, that's not what we want to adopt. I think that we should have a discussion around that. that just having these norms guide our

028work through the end of 2026 or school year will this board as we are old now the end of I did want to mention that I do um agree as long as we can align on principal descent which is what we what we currently do. So, if we are um if we do have a vote, we uh still have the opportunity to to say my vote was a yes vote or my vote was a no vote and being able to explain the vote, but then being able to move along with saying that that we continue to still respect that outcome and work to ensure that it's implemented responsibly, but still being able to to voice that. you know the vote was yes and the vote was no but we were still being able to have

029that principle >> I just want to add to the comment about principal descent I agree with you we're all individual people at this table and we come to the work from different spaces I do very much agree that we should adopt some norms and I like these um those of you who have been working with me would know that no surprises um single point of contact. One voice has been very important to me. Again, not because we're not individuals, but we are a board and our work can be more effective in my mind if people see us as a collective who's made a decision. We may not always agree. There are times and I've said this, look, I may not have ran that play and I may have to stand there at a press conference

030and stand with my fellow board members knowing that maybe that wasn't my idea, but this is what we have decided as a collective we need to do to move forward. It's hard to move forward when you're continually stuck. And to the point about the disscent, we often descent, but we don't then follow up with your last statement, which was, "I stand with it will not encumber." Basically, what we're trying to do as a collective. We usually descent and we get cheers and claps from those people who want to hear us descent. But our work is collective. So I will I will chime in because I said we were the ones one. So we all have different instruments. We all have our own voices. But we are in a time that if we are not collectively

031staying standing on what we say as a collective, we see what happens. And so um and then to President Star's uh statement, there are many things that I stand with on that I do not agree with. But you will not hear me publicly stand down on stand against it because it weakens the voice of the collective and we if nothing else from 2025 if we do not pick what we're going to stand up and that is what we do and that's what we move as a collective. when I am speaking as a commissioner, my statement is whatever we have come up with that you know we work really hard on getting those collective statements. So if you want something different from me, you're not going to get it. You're going to get the collective statement

032of of what we came to. And the reason is is I might not agree personally, but you have one band and we're playing Star's favorite banner and I want to start playing Purple Rain. We have now caused confusion to those who are listening. >> Yeah. Today is um but if we don't then we weaken our own voices. >> Yeah. >> And we see what happens. >> Yeah. >> Um the only point I would like to add is like one um I'm good with all of these. Um I'm definitely a communicator so I like to tell folks things when I hear things. Um, I'm good with the single point of contact. One band, one sound. You know, I'm definitely a band geek from school. So, I live and breathe by that too. Um, especially with how

033we move because, um, I've watched leadership on the state level and how they respond to things when we are not moving one day in one town. Um and um they tell them folks and so it makes things not look it doesn't have us like wrapped up together as a collective board as we would like to be. So I would rather us not be seen in that way. But what I would like to say is these from high level sound really good but it's about the implementation of them. So, we can say a lot of things right now. Um, and we can all agree, but what does this look like in action is what I'm going to encourage us to get to that place. When we talk about no surprises, what does that mean? Like, how

034are we going to define getting information to one another when information does come through? Um, we've already discussed that from an IPC board member perspective, but like what does that look like across the board when information comes through? No surprises to me. I sat on this information for a whole week. For me, I'm like, "No, we we should get that immediately." It it immediately impacts our board. Um, and then when we talk about one voice, just we just got to talk about what that looks like in action or we're just, you know, blowing steam today. So, and I don't think that's what we're doing. >> So, I think that'll be a followup um to these in action. >> Great. Right. So, we're going to focus now on the Northstar, which I think is actually going

035to be pretty easy because it was very aligned in the survey with this. So, this is where we already agree. Um, I asked you all to rate things from 1 to 7, seven items, what was um most important to least important. And it is a trick question because all of the things are important. Um but it is it's one of those things where if you prioritize everything you um well that's actually a question coming up. But there were two things that were very very um high on everyone's scale which was passing the referendum and third grade reading proficiency that rated really high for everyone um in the top one or twos. um followed by family and and student satisfaction, stabilized enrollment, IPC partnership, superintendent accountability system, and there were several other things that that folks

036mentioned as um as the priority, but not something that was unifying. So those two things were really clear priorities for our board. Um, also the question around should we focus on just one or two things or should we focus on multiple things? There were six or seven of us that said we should focus on one or two priorities and just one of us that said we're not sure. Is there any um discussion that you'd like to have around this? >> You said the majority were one or two priorities >> six or seven of us. Just one person said not sure. as exact question. Yeah. >> So here stated this is where So, and it had the two options. >> And okay, so now I can't remember if I hit not sure or not, but I

037there's a chance I might have hit not sure. Um, and if I did, which I'm pretty sure I there's a good chance is that I believe that there was a blend between both that it it was it was options being given and I felt like it should have been a blend between both. So um but I don't remember this question looking like >> so it's just exactly how >> Oh so okay. >> Yeah. It it definitely I would say a blend between both because I don't um I felt like there were some things where we could slow walk a little bit more to um pivot. I mean, I already said how I feel about the CTE piece of it, but um believing that um we can go still deep on one or two priorities, but

038what is something else that we're like we're setting the tone and the groundwork for for the future that could be more long term. So, yeah. >> So, I think we get to talk about that now. Um anyway, Go ahead. >> So, I was just going to say I know I struggled with some of the questions um because the choices that were given were somewhat leaning and so for me it was more of a blend um for on like several questions I struggled with um not just the scaling of one through six but um just how I was worried because it only gave me it gave me a preset outcome. And so I was kind of glad that we're going through this so that um like this is a good starting point, but when I'm asked

039a question and I don't have any space to to blend or to mix, it gives me that preset outcome and so I don't know which way to go. Um so I know I struggle with that part of the tool um just being so heavy predetermined that my only two choices were this or that. So I think that that is part was part of the design was extremes somewhat so that you could say like well I'm not willing to accept this or I'm not willing to accept that. Um and see like who who felt strongly about something. So I think that this is the this is the venue to have that conversation. So I'll read exactly what it said. It said go deep on one to two priorities except that other areas get less attention. And

040then the other one says address broader priorities accept slower progress in each area and then not sure. So tell me um how we should modify it and what we what we're thinking. I'm not going to keep talking. I promise. But at at this level I think what we're trying to get to is how do we truly define something. So when you give me extremes are not the space to have real input because when we talk about student outcomes I said we said we're going to focus on student outcomes that is proficiency credit that is CT that is graduation of postsecary grades there's so much more into that so picking one or two is fine if one or two allows me to give guidance on making sure all of these things are hit and so when

041I don't have I don't I don't so my answer might have been not sure because I don't want to slow walk things because there is some urgency but also in the time that we're in we do have some time to focus on some really strong internal outcome decisions because that is where our focus will be going and so it is a blend of all of that versus I think at this level we get to ask how do you want to define them versus that thing because all of us have the same level of accountability to our decisions. So, I don't want to blit or or stop somebody else's input by giving them only a choice that I've already come up with that. So, this might be a question for you, Dr. Johnson. Um, the way

042that I was thinking about this was the 2015 board had a northstar and their focus was building a they had a set of guiding principles and one of them was building a strong portfolio model in the district. That was what the focus was. So not necessarily to say they didn't focus on anything else, but that was what was a defining priority for that board. And then in 2020 going through the strategic pri priority or the strategic planning process co so that board was very focused on um student safety and then rebuilding stronger was a north star. And so saying what was the balance there? this is our priority versus we need to make sure that we are being accountable to our decisions. >> Yeah, that's a good question. I think it depended on the context.

043I mean, I came in in 2015 and it was clear, I think, to the board and the community that like we're building this new idea portfolio models. I mean, that's what I was hired to clearly come in here and do. Um, and so that was a certainly a primary focus, you know, reports to the board and what are we building and how's it looking and all that kind of thing. I think if someone were still serving meetings, they would hear that come up nearly every single month. Um, co was a unique circumstance, I think. So like that wasn't our intended focus, but that became the board's focus because we were in a crisis situation. Um and that was literally all I mean that was all we were everything was about safety literally everything. So everything

044you know was about responding to this crisis that we were in. Um and then I think rebuilding stronger started from a place coming out of co of like what what do we see happening around us? Got some fiscal pressures. We've actually now seen these uneven experiences. It didn't start with where it ended. It started with we see these uneven experiences. We know we got some fiscal pressures. How do we want to go about solving those through lots and lots of conversation kind of arrived at what became the building stronger plan? But before that started the board went through a collective what are the guiding guiding principles. So before we hand it over to the administration to go build something or tell us what what how we should implement let's first give them like the guiding

045principles to guide that work. So that was I would call that kind of the north star that anchored the board when they would come back and we would say we want to do this or that they'd say okay which guiding principle is this addressing is it addressing in the way that we believe is going to be best for kids and families. Does that answer your question? >> Y >> sorry. So then you're asking I guess by the end of 2028 what do we want IPS to look like? >> So uh I would love for us to say we want to focus on this thing. So when board voted for rebuilding stronger they were saying we are focusing on K through8 schools. I don't think the board was saying we're not we're going to forget about

046high schools, but they were saying we're going to focus on K through eight and we made that decision as a board to or we didn't the previous board voted right for that. But so I'm saying do we want to focus on third grade literacy? Do we want to focus on redesigning high schools? Do we want to focus on the different, you know, the CTE strategy? Um, it's something that is measurable that we can make goals from. Not all. This is where we're just trying to get to a place where we have a northstar and a focus for this school year that is upon us because we don't have a set of working goals as we go through a more um comprehensive strategic planning process that will get us um beyond this this school year. >>

047Yeah. What I like about that example that Dr. that you all just gave was like sound like they had a goal and then they worked backwards to come up with those strategic plan to to make sure we got to those goals. So, one thing I think I always look at, of course, is the third grade proficiency and that's something I would like to support as a north star. I mean, we're here passing the referendum. I don't know if that would be something that we would say we're done. That'll be our northstar. But if you were to ask me what I would want our board to be known for or our IPS to be known for in 2028 when all of our terms are up, I would say that we I would like to answer that

048we passed the referendum and we improved third grade reading scores. So I I've been on the board for two minutes, but I mean it seems as though we do have some alignment in a lot of areas. So if we could just in just in my daily, you know, business practices, if we can just focus on a couple things, that usually works out pretty well. Um, and then we can move on to something else where and everybody here has the ability to multitask, I'm sure. But if we can focus on and just drill down on a couple of items and really just get those at a at a high point, I think that will serve us well. So, that would be my goal. And I think we by the charts that and all the surveys that

049we filled out, I think we're pretty pretty aligned on what the Northstar is. with everybody agree. >> So hold on because we don't have the time to actually say what we think it should be or we argue against the model on the next slide. I did want to just point this out as well that as we were thinking about what a northstar is, it doesn't matter if we don't understand what it means to be held accountable to that northstar. We didn't really have a ton of alignment around um whether or not so do we have clear measurable goals to hold the superintendent accountable. It was pretty clear across the board that we do not and the board and superintendent share the same definition of success. It was um a pretty low score as well um

050across the board. And so I just wanted to does that resonate with how you all are thinking? So I think that those are things that we have to clarify if we want this to work and we want to work in unison and to define what our support. Okay. So this is the statement that we started with um and there are some things that I want to read um from from quotes from survey. Um one of us said earning the trust of families for your safe strong accessible schools. um leadership and stabilizing our district through collaboration sustainability was um a common theme. Transforming a fragmented system into a coherent trusted institution. Um and so I'd like to put a little bit of direction to some of those statements. If you wanted to just take a second

051and I don't need to post it. Um I already put third grade literacy. Um so don't you don't have to write that one. But if there's something specific that you would like for us to focus on, it's more than just good schools, right? Or coherent. That was hyper. But what does that mean to focus on that? And I really I put high schools in mind and I really like it. We were we were aligning on the CTE programming and what would like to to utilize that for a long-term strategy, but build the groundwork this this coming school year. So, if there's anything that that you have that you'd like to focus on, I like to get all of those on the table. And actually, this might be a good place to try to plug in

052AI if we have um we have lots of new ideas. Yeah, I'm Cheers. This could also be a space if you wanted to focus on something that is not student outcomes like in addition we need to focus on shifting legislation and this should be our focus. This is the this is the time to say that Just for clarity, I don't remember if I put it on another slide, but the top two priorities for passing a referendum in third grade literacy for the board. I'm sorry, it wasn't third grade literacy. It was academic outcomes, literacy, and proficiency. And then there were just several comments around third grade, but the ranking just said academic outcomes. One of the things is completely Where's that? Hope together. What is it? Okay. So, I tried to group them. Um, >>

053actually, are you ready for me? >> Almost. I have unless it wasn't here. >> Okay, >> you can go ahead. >> Okay. So, there was several that were similar. So, there were groupings. I think the one that had the most postits um was around um high schools. So, high school redesign, celebrating and supporting our CTE offerings, postsecary readiness improvement, eighth grade enrollment, retention in our high school programs, CTE access expansion for high schools, create a system for schools, charters and others to pay into our CTE services for students, and then CTE hubs. So, that's all this section right here. Then there was third grade literacy investments in prek. We know that this is the remedy to improve third grade literacy scores and rates. Let's discuss it. Um stabilizing programs and offerings for the next year.

054So stability. Uh excellent student outcomes at every transition level. So would that be elementary to middle, middle to to high school? Just those two >> or and then graduation. >> Are you looking at me? I don't know. That was a transition phase. Those are transition. >> I was just facing on the handwriting. If you all have similar be. >> So those two or three? >> All three. >> Okay. >> Sorry. Um, then there was more district extracurricular opportunities like the IPS band to ensure high school experience. So, I'm actually going to put that by high school. I didn't see that one. Um, the gap between CFI schools resources and non CFI schools. And then there's another one that says fill in the gaps of for funding cuts. So, those were not the same, but I

055put them in in a similar category. Um, focusing on the homeless student population. And then finally, lifting up the hood with the goal of rebuilding trust, communication with community and administration. The goal is sustainability. With trust, we will sustain our partnership with administration and community. So, as um I don't know if you want to put some of these inputs into into the notebook elements you what it could pop out for an example. Northstar. >> Sure. Um, have you did you guys see this? This >> I think everyone struggled to get get into it. I I I was able to. >> Okay. So, I just want to kind of explain what it is first. So, all the left >> Oh, hold on. I got to go. I'm usually not allowed to have one of these things.

056>> Um, so Notebook LM is self-contained artificial intelligence. is only reading from material that we provided versus other generative AI that we might be used to that's reading everything on the internet. So when we are using things like large source documents and we're wanting to make sure that we have a source of truth, Notebook LM is a great tool for getting underneath challenges, problem solving, coming up with ideas on how we create more stars is a really great tool to iterate with. So this specific tool that has been shared with you guys on the lefth hand side it shows you all of the material that is feeding this AI. So the value statements that you guys have uh created before um house bill 1423 which is the IAC bill um the data from your guys

057pre session um from Dr. Kerry is also in here um the board superintendent roles and responsibilities that you guys have created that one pager are also feeding in here. So um the purpose of this being a notebook on this left is so that in the center here you can have conversation back and forth but then also as you guys create defining items like as you create your north star there are you have a bu basically a few different built-in full-time employees that are working on the right hand side of this AI for you. It can create visuals. It can create a 30- secondond podcast that people can hear about your priority. So the deliverables part of this is also really important which is why is this the tool that we went this up. So Dr.

058Carrie if you provide me one of those statements I was trying to deal with the tech problem over here um then I can show you how this works. >> So there were several statements I figure I want you to figure out how to word it but there were several statements around the high school experience. So celebrating and supporting CTE offerings, improving post-secary readiness, eighth grade retention and enrollment in our high school programs, and then expanding CTE access for all high schools in a way for charter schools to buy into our CTE programming. And then more extracurricular activities or opportunities like IPS band to ensure a good high school experience. I used to speak words. Do you all think we captured it all? >> Um, and around the different things that we want to focus on,

059is there anything else that we should be adding to believe? You can go ahead with that one. Okay. So the first option is by July 2028, Indianapolis public schools will be known for providing a transformative high school experience centered on holistic well-being serving as a collaborative educational hub that expands equitable access to career and technology technical education for all traditional and charter school students. Or to empower every student's personal growth and post-secondary readiness. Our north star is to transform the high school experience by creating a unified system where all schools including charter partners can engage in and benefit from expanded premier CTE programming or transforming the high school experience by serving as a unified educational hub that guarantees equitable access to advanced CTE programming for all students across traditional and charter schools. How does that

060resonate with you? Not saying that these have to be the options because we can then go back and refine them and it could be a combined statement around different grade levels but just what resonates most or doesn't. So for me, is there a way to if we're going to talk about offering CTE to all, is there a way to worry to say to the students within our boundaries so we don't put that split in there? Um, understanding like if they're in our traditional schools and they get this level of support and schools have opted, but to if we're talking about Northstar one, I want to include everything um instead of just the breakouts because we'll have a Northstar section. Um, but if we're if we're talking about offering and being the hub place where people

061go, I would rather it be um like to J. It was J for Washington Pike. It wasn't Jeremy for Washington, but Pike kids in it was J. And this is what J offers. So, we're going to be the offering or the offer just that we're going to be offered for those students that the boundaries or that choose to opt in. >> I like that. Um, I almost feel like we should go a little less specific because I think that the CTE program is important, but I don't think that that should be the only focus with high schools and that maybe like the I didn't write the one about enrollment, but I definitely second it, you know, improving the transition. >> Yes. >> And so that's not necessarily the CTE programming, that's just, you know, how

062do we better the high school experience so that people um opt in to go into IPS high schools? I think that should be a focus. Do we still do the school spotlight? What was the big thing? >> Showcase of schools. >> Not in the same way like not everybody come to this one place and have a fair but not coordination. Why do we expect that? Is it >> uh cost and cost and sort of return on that investment? So it was great. People would come and see things and but when we actually got down to how many students were then making a families were making a choice in that moment return on investment wasn't quite as strong because you couldn't actually like see the school. So we were having them come to the museum or

063come to to the stadium. It was great for like community building, but not necessarily if I'm really trying to learn like get a feel for the school. That wasn't necessarily where I would be ready to like make my decision unless I had gone to the school and just went there to do the process part. >> Yeah. >> Um I'd just like to make a comment about these. I really like option three because it is direct. um partially I think it kind of brings some of that language in and is a little bit more specific. I am okay with it being within boundaries. However, I do think that in this moment that we're in there may be a time that we have to I don't want to say sell ourselves but you know uh we may

064have to really reignite a relationship and be able to say that all are welcome into this CTE work. you have this option. We are the premier space for that. And if we just say all, I'm not sure if it will highlight the that we're being much more um whatever we're being more direct about and engaging ourselves more with creating the space for populations that we haven't been in relationship with in that before. But we're going to have to make ourselves special in the areas where we we know we are, but we need to we're going to have to embrace more. And that is obviously going to help enrollment hopefully. But again, three for me. I'm okay if the language changes, but I do think there is a time and place for us to name things

065so that people understand that we do need you. And this is where you guys can tweak, right? So, I gave it the first prompt, which was more specific in what we were looking for. But then, as you guys were talking, I asked it to hone in on establishing offerings only within our IPS boundary, just see how it changes. And it gave me additional options to look at. Um, and then as we were having as you guys were having more conversation, I asked to zoom out and focus on being the premier high school experience provider in Indianapolis. So, this is how the tool can be helpful as you guys are moving along. Um, and also as you're thinking about exactly what that northstar statement looks like, this is something that can help you the nuances of

066making sure that the goal is measurable and what it what it is exactly that you guys are wanting to focus on and measure. So I want to bring bring one question to you all and then I'll go I'll go right to you. Um we also had goals around academic outcomes at different levels and we also had um a nod to our most vulnerable populations which I think we can have a broader conversation not just students that are unhoused but also um students with disabilities, students that um are multilingual learners that we know that there's funding discrepancies with how we're serving and we are the district that serves students at the margins And I'm just wondering if we had to choose. I'm not saying we have to, but Weston can make miracles happen with the budget.

067But if we're saying we want to be a premier high school experience or we want to be a student or we want to be a district that serves all students really well, students at the margins, and we can't do both. Where do our values lie there? And I think that that's important as we I mean just to have maybe a theoretical conversation about it even though that's not necessarily the reality in this moment is like if we had to say we have to cut this or we have to cut that in order to do this. Is this what we really want to focus on? Is this one of the most important things if we that would just a place for conversation? Yeah, that kind of leads into my thought of Uh, you know, I often

068hear Dr. Johnson say we want to um protect the student experience. So maybe to your point, Commissioner Carrie, the do we say instead of high school, even though those postits kind of focus on high school and CT, we really are talking about just overall from and I know we talk about it a lot in our ED committee meetings from um elementary all the way through. How do we enhance the student experience? Whether that's advancement courses, uh making sure kids can are taking the right courses at the right time so that they can get into the school that they need to get have those courses to get into those schools. CTE hours, how you know, making sure we offer things that kids enjoy to learn. Uh the showcase came up a few times because that's where

069kids learn, parents learned about all the options in this in the district. So how so then you know how do we just be that premier student experience provider in Indianapolis that can cover those experiences that students have from elementary all the way through. That's kind of my thought on this. So I like option one I guess would be a long way of saying that but instead of just saying high school just school. So I think that was why I was asking for a way to incorporate everything that we came up with so that when we're looking at the Northstar, we're looking at our collective Northstar so we don't have to keep piecing it out because um to Commissioner Con's point and our education committee that that scaffolding over all we offer is so critical. Um

070if a student is not ready for primary years that third grade reading literacy is just going to be strong. doesn't matter, you know, what we do. And then we have this big gap from fourth grade through high school if we're not if we're not focusing on that. We that every transition is an opportunity for people. And so what are we showing people about our K12, preK12 experience that makes you want to come in and that makes you want to stay? And I do believe that um we have the programming offerings. I just don't think we sell what we do well. >> Yes. >> Um and so for me it is the entire experience that you may opt into because it is available to you. Um and so to present star state, you know, yeah, you

071can opt into this no matter where you are. Um but what are we having them opt into? Um so like we know you know multiple um districts have cosmetology so that might we list it but what do we have that is unique is that our department >> that EMS program the white coat program but if I'm a forider and I'm even if I go to showcase the schools and I don't know that that's an offering I'm probably not going to select it because I don't even understand it exists and so I'm going pick what I know or what you tell me is based on my zip code. So, if we're talking about giving people, if we're talking about increasing enrollment and drawing people in from other places, then we're going to have to be able

072to not just talk about our school types, but talk about programming and offerings that are truly unique that kids can really come out and advance. the fact that our cos I mean in all of this I'm not just picking on all of the cosmetology schools when those students graduate they are licensed cosmetologist licensed barbers licensed estheticians that doesn't happen everywhere our CNA program but we're not telling our fifth and sixth graders that that's even an option so they know I don't see it so I don't even know it exists so I didn't pick it and once I start high school experience as a parent I'm less likely to let you move in high school than any other time because it's so much in that high school experience. So yes, CTE, yes, advanced offerings, but what

073do we have overall that is unique is the fact that we have so many robust opportunities for students to gain livable skills. What I'm hearing, I just want to reflect back what I heard so that I can um we can be aligned. What I heard was not necessarily that we need to improve specific programming, but we need to improve how we're telling our story and how we are making known what's already available to students. And so like a focus on enrollment, a focus on on saying those things is that >> okay and we don't just have to have we were talking about guiding principles. We don't have to just have one. I think we were trying to focus on finding one north star because we're focused on this first year as we have a more

074robust community engagement process of what this actually means. Um, but I did so I've heard three things. The high school experience, protecting the overall student experience, especially students at the margins and especially at the transition times and then um telling our story um in a different ways to increase enrollment. And if I remember correctly, those some of that was similar to what the the previous board goals were, right, Dr. Johnson? There was an enrollment goal, there was a financial goal, racial equity goal, and >> outcomes, but specifically for students at the margins, there was >> Hispanic students, black students, right? Okay. So do we feel good with going in these looking in these three directions and formulating start based on these three >> directions? Yes. >> Okay. So I don't know um Ashley if you

075want to input just those three things and we can move on to the next part which do you have the deck on this >> um on this computer? >> So it's not one Dr. No, I don't. I mean, unless we can extend it to be one and we can make it more general, right? Um, but I I'm hearing different things that I think could be places where we would have to make decisions, right? Um, the cost of being a premier high school experience versus just telling our story better could be very drastically different. And that was something that the administration would have to come back and let us grapple with at that point. Like there might be some things that are in contention here, but I think that there's nothing wrong with us saying like

076these are the things that this board cares about. Um, and we really want to focus on in these next couple years. So early literacy, all that would follow after. So early literacy the the the grouping that had the second highest I guess um >> right >> posted would fall under which okay uh protecting student experience. So what we could do is have one north star that's broad and then have four measurable goals that relate to each one of these things or could we have two north stars >> two north stars because that's how we started the discussion with two deep dive goals. >> Well the goals are different than the north star. >> Okay. >> The north star is more just like what are we focused on this year? And we can have one or

077two measurables for that in our start. >> But I'm saying like we have identified four things that can that really relate to the academic experience, the student experience. And we could have four goals around how we're communicating that and increasing enrollment, how we're improving early childhood literacy or all we could have a goal that's around all of the transition um grades um or or high school experience. I think that we can work with it how we want it to be. >> Okay. >> Or we can divide it up um into two separate ones. But I don't I like these four areas. No, I I I was just trying to get some clarity. Northstar versus the golds. I'd like for you to try to put those four things and see if like we can just go

078ahead and hop into could you put a prompt that says could you make a broad northstar statement and have I would say four to six measurable goals based on these things that the board has prioritized and I think what we'll need you to do Dr. Johnson is to say, is this something that's reasonable for the administration to put together in in such a short time while we're doing a more lengthy strategic planning process? >> I'm watching the time. I think I still I'm looking at your sheet your time. >> So what so I know timeage >> and we'll come back. >> She's putting them all together in one. She She's good. Hold on. >> She's making more statements. Now, we're going to talk about those. How do you want us to talk about spit out

079to three or four votes? Okay. >> I'm asking it to >> Thank you. I will put the efficiency. You're welcome. >> Okay. So let's read this statement. By July 228, public schools will be the premier educational choice in our community, driving increased enrollment by protecting a holistic space student experience for across all grades, guaranteeing foundational success through rigorous early childhood literacy and offering a transformative high school experience that prepares every student for postsecary success. Is that specific enough? This is our focus. >> It's also citing your source documents here. What does that mean? By by 30%. >> What does that mean? >> Well, so if we're at 70%, I guess we'll be at 100%. >> Right. We're at 70%. Let's set off the goal and hit 100. >> How does everyone feel about that? She's

080the star land on moon. I think that's a goal. Uh >> a little aggressive >> obviously, you know. Um I think with this investment, the team that we have, I think it's doable though. I think if we're going to have both, >> it needs to be a um stretch. >> I think it needs to be a stretch goal. We're talking about increase. We're not talking about 100% efficiency. We're talking about increase. When we look at scores, right? I said this every time. It's not my first time. I have four children. Our previous goal said 50% of our students will be proficient, which two of my children will not be proficient. So we're talking about enhance community engagement and getting parents to buy into what we're offering and our goals need to represent what we can

081do. And so even if we if we if we set a 50% goal and we fail now none of our kids are going to be successful but at least set a goal that lets me know we are concentrating on the students that we believe that they can be succeed and so I don't want a goal I don't want a goal that's so safe and then we still miss it because our students are worthy of us really believing that we can get something done academically if we if we're in a place where we have been offered IPC to take this off then we should be really focusing on adequate outcomes that say we we believe that they can do it and um as a parent of four that went through preK 12th grade in the district

082I know it can happen as long as we believe it can happen so I don't want a goal that is a fairly goal but just to clarify you're not saying 100% of students will be institution or that is the goal 30% that 50% lets me know that that we believe for to be successful. That is the goal. I'm saying make a goal that shows that we're going to put in an academic rigor and effort to have an increase. Not saying like so we're at 70. >> So we're at 70 and we're going to increase 30% increase, >> but that's Yeah, I just >> So, I'm just clarifying. We're not We're saying we want a 30% increase from where we are now. >> Yeah, the increase is from where we are. I mean, it's >> But

083I but I want us to focus on both these, not just growth. We h if again if we're talking about the holistic needs enrollment is one in order for us to be successful enrollment we have to have opportunities experience and rigor that make people choose it and so for that to be h we have to be like really focused on that and if that means that we have to have a 30% increase based on where we're at today then that's the goal and yeah we might fall short but at least goal is locked in that includes that I believe that this second set of students can exactly like we should have a goal of a day and so if we're at we're at 70% and 30% more is our offering then that please let parents

084know that we're not we're not so safe that it's 10 or five or 4% that we believe no we believe that at least 30% more of our students will be proficient >> okay so I I want us to I think that there's a place where we can get to where we can say guiding principle a guiding principle is every student can learn to read or every student should and having that really robust statement and then the goal that we're tying our superintendent accountable to is a specific increase what I'm hearing >> I would name it be transparent so that the community as well >> but that's not what that's not what I'm hear I'm just want to be so to say 100% of our students would have reason to say that's the 30. That's a

08530% increase to where we're at right now. >> That's what I'm saying. That there's not a a 30% increase would not be 100%. It would be 30% of the increase of where we are now. >> Yeah. Dr. Johnson, you said we're at 70%. >> So 70% plus 30%. >> That's 70%. >> 21. So be 91. That's pretty impressive. Wouldn't you be interested in something that offers you a 91%? >> Yes, but I would want to know do we have the resources and the time to make that is that possible? >> But I I don't think we should do both. I think we said our vision is from and we say >> the number okay I was thinking that's percent >> no that's no I'm saying a 30% increase but >> I think we said if

086we if 30 is if 30 is too high then we say 25 whatever that number is we give that to administration and let them come back with either a plan or a response but I don't think >> I don't want to say that they right now she hasn't I mean we haven't talked to the team to say we can't do it because we narrative, but I don't think that if we keep playing it safe, we're going to get to anything that is going to move immediately and student outcomes and our students deserve that. Like, push hard. >> I support the 91%. >> I'm good with the 91%. as we as we've been having this conversation around um 30% you know the 70 where we are 91% 100 sort of in the same family and I

087agree we don't want to create a goal that we don't have the resources to support however I do think it's important and we maybe are in a time especially if our district has certain things that are with IPC now Right. And we're going to be focused on outcomes, it may sound lofty, but to um Commissioner Moore's point, like we want to go hard. And I think that we might even, and I'm not in charge of marketing for the district, so I'm not trying to overstep, but I think between a goal and a reframing of who we are right now to be able to say to our community, we have an expectation of 100%. That is our goal. That's what we're striving for. make sure cuz we can say things like all kids, same thing, right?

088And we've said, you know, we we want all children to win and all these things. If we got down to it and said no, 100%. I think that's a great way for us to say to our community, we want all of our kids to win and we're doing the work. We may not hit it, but and I love the way that we were able to share with the community our graduation rates and how high they are. That's fantastic. It's a little bit it was after we did it in this case we become just kind of stepping forward to say we want to own this and our goal is that all of our children that 100%. We're already here and we're going for this. Um I think that that would be appealing to me as a

089parent that oh they're really serious about these outcomes too. just real quick, I was very impressed uh with the chiefs that I've sat and met with. Uh just a lot of stuff that I didn't know was going on in IBS that really kind of opened my eyes to the fact that there's a lot of good things that are happening in this school district. But we just have to beat the drum louder so people know about it. the digital, you know, framework that's put out there for the public and the families to see. Think we do a better job of just educating these families. I think we will we'll get all kind of we will have an increased enrollment. We will have an increased enrollment, but we have to do a better job as commissioners, you

090know, speaking to, you know, people in our communities, as as teachers, uh, administrators, everyone has to collectively have the same go market chain of IBS is doing great things. Here's what it is. So, that's why I I say, yeah, 100%. I think we do need to put it up there because we want all these kids to succeed. We may not hit it right, but let's let's make the attempt. Um >> I believe first we have to be aggressive. >> Yeah. >> With the tools and resources >> with the tools. And now with the focus of us being able to 100% be on uh academic outcomes with IPC focusing on the facilities and transportation, I think we just have to do the work. >> Quick question. the these percentages don't have to be accurate, but where

091where were where was the district headed in 23 and 24 just kind of understanding how the or just like on or about doesn't have to be perfect. Um there was a huge >> but I'm just trying to would you say there was a huge jump because of the effort that he put into third grade literacy as yeah I was just trying to see where that where that jump was at and if yeah just trying to understand that I read you're at 60.6 and 23 59.8 24. >> Yeah, it was 62.8. for third grade look at those details but commission mentioned something or have disagregated the data. So if we do shoot for the 91 and not 100% I would definitely like our data to be disagregated um amongst race and income levels. >> Okay. Sorry

092about that. Was it on um I was just saying that there was another comment on this particular goal just for us to disagregate the data. Um, so if we shoot for the 91% um, and not just 100% across the board, I would like for us to have the data disagregated in the goal and broken down so that we can get intentional about um, some of our most vulnerable populations and we can move on. All right. Um, okay. Launch and fully implement a high school transformation plan that guarantees 100% of high school students across all neighborhoods, partner tools and nonpartner schools have equitable access to premier CTE spaces and college ready courses. How would we measure that 100% have access? dropped below. I think they did a move. I think that's just I think that's students.

093It's not the access because they do have access. Anybody with the same boss, anybody going to school, they choose to. So, it's not access, but it is highlighting what those programs are all graders to transition into. That's something is everybody has access, but is it equitable? like you know we >> can apply to any of I mean you can apply to any so I don't think like the word access isn't isn't it it is informative information and equitable knowledge or something like you only you when you get the high school you pick what you know and so if if parents knew like the relationship between the mosaic center and Christmas acts you would have a way of this because it's hard for parents is an employment I help. So if I know if they go

094over here whatever program they pick there's a there's a job and training for them in healthcare and specifically I help health that is a draw that is huge but we have they have to know that that exists and so I >> go around that around the communication piece >> based on the four that you guys have there know there was a literacy goal a high school which I'm going to ask ask to because I think what I'm hearing from you is awareness of all the opportunities. >> So like the measuring thing would be that eighth graders select a program that we offer. That's how you would measure that. So you believe that 100% the the measurable piece is that our eighth graders transition to a high school program that we offer. I think that can

095fit into that fourth goal there. It went towards stability and trust. But I think when we're talking about enrollment, we all we are talking about the high school experience and the students that someone asked how do we measure that like 100% have access. The measurable piece that our eighth graders within our boundaries select a program. Correct. So the same if we're increasing enrollment in high schools that's that's the same thing. That's where the communication piece comes in. >> I guess my my only question or just counter to that is like I live in district 2 and I there's the closest high school is Short Ridge. Well, that's my high school for um if I live in district two, that's my assigned high school >> or that's the choice of choice. Okay. So, how do I

096know this might be getting a little bit in the weeds, but my thought is like the the concern I have is how do kids get there if you don't have transportation to get there? >> High school choice. >> Any high school that we offer is available to any student within our boundaries. >> Okay. So, >> transportation for this is not an issue is knowledge. So, I'm district 2. If I want my child to have the experience at Christmas, I would have to notice the welcome addicts into that. >> And you look at transportation from 46 in Arlington. >> Yeah. >> But just like what you just did, it's what a lot of parents do. Yeah. Show us. Yeah. So that's what I'm saying. It's it's more about making sure those sixth, seventh, and eighth graders

097know so they can start thinking about where they want to go and make people in those programs and and then Yeah. But then we bring up tech a lot where they have access to every program. Is that what I'm hearing? for creating access for animals. All >> schools have full access for all of their programs. >> Tech has more t like more tangibles because parents, but all school, all students have access to any program at any school that they choose to enroll in no matter where they live. As long as they're inside the boundaries, transportation will be provided. If you're outside the boundary, you can still enroll. You just have to do your own transportation, right? But I think the knowledge of what is where is where and tracking where eighth graders end up. So

098we don't know if they all pick a program. We just know who enroll in high school. But I'm saying put forth the effort at 6, seventh, and eth. So to talk about in our education committee, those excursions are at those high schools. Those to to Dr. just like not maybe not showcase but sixth graders go visit, >> seventh graders go visit, eighth graders go visit. So when I'm choosing a CT or high school experience or RLTC, whatever I'm choosing, I'm going I know where I want to go and I'm choosing something that is offered of offerings to people around why um choose different high schools. back to our decisions as well how we want to measure that goal also with I know is it cost more to transport a student to high school choice versus

099putting the um programs at every high school uh program CTE programs it cost a lot to do all choice high model to your point in relation all the way at annex for example. So that does drive up our transportation cost. That said it it would likely be practical to have for example our career center that's at our scale trades you know set up hback and welding all of that at tech. We can't replicate that every single campus. So that's where the hub comes into play or how do the kids that get access to go to that place to have that service. Some pathways we have replicated for example as is our health sciences academy they have the majority of our health sciences like CNA but tech also offers CNA. So some of the things that

100are easier to replicate um we do have those things replicated across multiple campuses >> across zones too. So every every uh two our middle schools are across two zones and all the high schools are across all four zones. >> Is that correct? Essentially, it doesn't matter where you are, you have access. >> Yes, that's correct. Well, I think one of the things going back to what we were talking about as far as a goal, I would like to see a um percentage number of schools when it comes to high schools that have opted in for one of their students to actually utilize some of our CTE services. So for instance, high schools within our boundary, we got to account for that. Are we looking at saying by 2020 July 2028, we've got 7% of these

101schools have opted in to using some of our services. It doesn't have to be considered partnership. It's just like they've opted in for their students to use our and tap into our CT services. So yeah, >> that's one of the things that um Corona postsecary writers team is working on is how how might we think about offering those things to students not on that particular campus. So that's been a project um particularly this semester they started working on so completely align kind of the way you're thinking about it. The other complication and our teams have talked about this, we haven't yet resolved it, is even if they're even if they're in IPS, if I'm an added student who's interested in culinary, we don't really have a mechanism for that addict student to go to tech

102to take advantage of culinary because that requires the transportation um piece and it requires your schedules to be lined up so that the periods and the blocks and all those things line up. So I'm not getting the culinary and getting back and now I've missed, you know, my English block. So the coordination of those things is um really tricky to logistically work out. But again, the team is putting thought around what might that look like to um offer that more broadly to the the four sort of acre high schools as well as our partner schools as well as the county more broadly. >> Yeah. >> Homeschool kids, etc. >> Yeah, I used to like there um we would leave Washington and go to like they they had the I guess external students scheduled in the

103afternoon. >> So we would leave Washington and go to tech to whatever whatever whatever you were doing the tech there was a there was a high school transition time to you work or you went to another school but you had to leave your junior senior year at a certain time to get you here. Um and so again also knowing what the parents had to do. >> Okay, I have a quick question. There was a third goal around just student experience satisfaction. Does that really reflect reflect what we were saying? What what would you all say would be a more targeted goal? We have one goal that's focused on school experience and then one goal that's focused on goal that like the transition grades. What would that goal be? I know that we need to go

104back and >> I think this is more of a value and I would incorporate this into all goals, >> right? Because that's what we're talking about that student experience. >> Okay. But what I have now that we will need to probably circle back on because I think we need some data on around what parents have said about high schools around um what some of the trade-offs might be once once we formulate them. Um just trying to build the timelines so we can adapt them this summer. Right. Um, I have a third grade literacy goal, a high school experience to create a better goal that's not about access, and then have an enrollment goal that increases awareness of what's already available in um, a proactive transition planning goal. Is there anything else that we're missing or

105is it just those three? for me that was a good starting point. >> Okay. So, just um if we want to go back to the deck, a quick note about um community engagement because we do need to decide how we're going to proceed now versus building out a longer um go into section right there. Um, so this is the question that it was lit the most. So do we set the direction like what we're doing now and like this is the direction and the community refineses it. Do we have a broad community listening first and then the board sets the direction from that from those listening sessions or do we run both simultaneously meaning we move forward with these goals in this school year informed by the data that we already have and then also

106engage broadly the community and shift as we need to and we were split on this so just wanting to get some discussion around it so we can decide a plan forward. So before we do that, um we are over time now. So I said 8:15 we're getting started on this. So I just want I want >> this is just a quick discussion. >> I want to make sure that we are respecting because we have to have so um but I just want to make sure we're aware before I set the timer. I just text I just need 10 more minutes. I appreciate all of your patience. I was aligned with the board setting the direction first, which is what we've been working towards, and then the community refining it. I'm just thinking about thinking about

107time, thinking about knowing that the school year is already uh around the corner from ending. Um, and then once the school year starts again and then also will be the start of a new legislative session. And I think two things can be true at the same time. But I I still also believe that we were here um because we we have direction. We we're already engaged in our community. We're engaged within our own specific districts um our own specific constituents. So we need to to take on that leadership and then um ensure that our community refineses it. So I'm a pretty strong stance on that one. >> What uh we two things came to mind with this question. One was the IPAC when it first was not IPAC IA when it was first formed. We

108did those listing sessions but we what would you define that moment? And then also the other one was the boundary kind of semi boundary expansion or whatever it was discussion where we had the community um town halls. So I'm just asking the rest of us like what would we define those two moments as cuz that's kind of where I kind of got stuck so I put both run simultaneously. Um, so I just would like to hear input on you from everyone on that part. >> I don't know if I have the time. I think that was a newer um engagement with the board for the community and I think both had value. Um, but to commissioner's point, I think we said we have to start somewhere. Our our job is governance. So we said it

109if we hear back absolutely not. I don't care if our child goes to a CT, that's something different. But if we don't set something, we'll continue this this cycle and that's just not um fair to anybody. So I think we said it, we bring it to the community, they embrace it or have us re um but at least as a baseline administration can start to look at, you know, these are these are the baseline things that they're looking for. this is how we can implement it and then we ask the community um to join us along the way and you know I think these are very thoughtful goals that we've pulled out um so we won't have 100% community support but we will have some really strong things that that talk about what we do

110overall um because once you get to your class as a high schooler that can't that third grade might not be important but because we include everybody every day we're talking about the transition Now we're talking about the product and the um the services that we offer and even to our um our most vulnerable population with foster care. You know, we just have to be mindful that we are including um those agencies and supports. And so we need to bring in um those that serve them so we can have access to foster parents and whatever it is. But that might be the only thing that we did not do during that other time was ask for those specific conversations with those who are almost vulnerable. >> Yeah. Um I would say I agree um with the

111board set the direction first and community refineses it. um for the sake of time um for sure when we talk about level setting for the upcoming school year this will just be for the year and they will do the additional work for you know more school years >> I too am a board sets the direction I think we're approaching May of 2026 and we're talking about what we want to accomplish in this year and so there's an expectation as leaders that we get to work on it. We know what the mandate is and if we my biggest thing is that when we're going to talk about engagement that we then talk about a strategy for future not so much for slowing down what we need to do right now um to figure out also how

112we're going to simultaneously engage our community. I think what we need to say is that we will and this is our plan to do so in the near future. But for now, we're taking the lead on making some decisions about what we do today. >> I wonder if we do that and we instead of saying it's just a one-year plan, we have it until summer of 28 because we're saying in July 2028, what would the district look like? And in 2027, we we begin a robust strategic planning process that would be implemented. Is that just a possibility to margin for now potentially? It's not just a 26 in this moment. >> So I just I wanted to hear where we don't have to make any decisions in this moment because I think we have to

113refine all of these and and circle back on on all of that. But I as we're thinking about a community engagement strategy which I know is important to all of us. I think that there's a way for us to say here, release what we have planned to to our community, get feedback and refine it as necessary, as we see necessary, and then really thoughtfully plan after the referendum a community a deeper community engagement process instead of trying to do those at the same time. Just wanted to hear how that you all reacted to that. >> I think I'm okay with it. I mean, because of the time of legislation and timing of possibility of referendum in the timing of engagement and again stabilizing things as they are today or whatever the recommendations are for administration

114so that I am making a decision not for one year at a time but at least a twoear span um because um I think I have you did you know I think I have everything that I need to go back and kind of draft have some options like this is what I heard. We could go in these different directions and then come back to you all with several choices that we can make and then come go to the administration. This is what we think the goal should be. This is what we think should be. This is the timeline that we think it should be. This is how we would like the administration to move forward. Um and I think that we thoughtfully do that. We have a work session in May. Um, and so maybe

115finalizing any so we can adopt them before the next school year. >> I'd like to just say that we're done. Oh, >> last plug for your tool is because you're thinking about community engagement. That is a great use of your tool. So, I just gave it a prompt on my computer. I will pull all of this out and send it to you guys. So, it shows what you worked on for your goals. Guiding principle drafts based off of your conversation are also there. And then, while you guys were talking about community engagement, I also created a draft community engagement plan with like benchmark timelines. Now, now That's obviously all decision to make, but that gives you a place to start. So, the tool is meant for you to iterate. >> Yeah. >> Thank you so

116much, Ashley, for your work on this. She really did a lot of the behind the scenes work here. >> Thank you, Ashley. >> Thank you, Vice President Kerry, for your leadership tonight around the strategic plan and slides and all the hard work that you put in getting us ready, sending us a survey, all of the things. And we really appreciate it. I've enjoyed the discussion with you all and I was pleasantly surprised that even in some of the places that seem to be it might have just been a confusion about even reading the question and so I'm happy to see all the places where we do apply. Um we had a a motion in a second that we adjourn our meeting and we will do so. Our next scheduled meeting is our agenda review session

117Tuesday, April 28th. Having completed all items on the agenda, the board will now journ to execut