Mid-Del Schools Board Meeting

001Good evening. Let's call this meeting to order. Miss Schultz >> here. >> Dr. Kirk >> here. >> Dr. Daniel >> here. >> Miss Grant >> here. And the chair is here. Okay, let's have a moment of silence. Okay, let's do our flag salute and let me see who I get to call today. >> Coach Dunn, would you like to come up and lead us in pledge? >> He's like, "What? What?" >> He's already got his hat off. I mean, as well. He wasn't paying attention. I was like >> Oh, I should have >> here. Come on up. >> I don't remember the stand pledge. >> I pledge algiance. >> That part. I know that part. I pledge allegiance to the flag of the United States of America and to the republic for which it stands,

002one nation under God, indivisible, with liberty and justice for all. >> Thank you. >> Okay. Item two. >> Goodness. Mot to approve items 2 A through 2 N. >> Second. >> Any discussion? >> Okay, let's vote. Miss Schultz >> I. >> Dr. Daniel >> I. >> Miss Grant >> I. >> Kirk. >> I. >> And the chair votes I. >> We do not have any recognitions tonight. So, we will go straight to public participation and we will follow these guidelines. >> Okay. Thank you. Never seen those before. Ever. >> I read them to you last time. >> I think you did. >> I don't think you did. >> They disappeared. >> They're on the back one. >> Okay. >> Lori Burrus, 3200 Northwest 69th Street, Oklahoma City, 73116. Good evening, President Standridge, members of the

003board, Dr. Cobb, and all who are here and listening. After many years of service in Middell, and several more as president of Midell Education Association, I stand before you tonight not to make demands or debate policy, but simply to say goodbye. I've spent my career advocating for the people who make public education work, teachers, support staff, and every human being who shows up every day for our students. And let me be very clear, it's been a privilege of a lifetime. I've sat at the table through challenging negotiations, late night labor management sessions, and conversations that at times were more about power than about progress. >> But I've also seen glimpses of what's possible when collaboration is real, not just performative. When we treat each other as partners, not as problems to be managed. As I

004step away from this role, I do so with clarity. Clarity about what we've achieved, what still needs work, and where my energy is better spent moving forward. I've learned that not every battle is worth continuing and not every conversation requires my seat at the table. So, while I'm retiring from this position, tomorrow's my very last day. I'm not retiring my voice or my values. I trust the next generation of educators out here and leaders will keep showing up, speaking up, and holding the line. And I hope this district will meet them with respect, transparency, and a willingness to listen even when the conversation gets uncomfortable. To those who have worked in good faith, thank you. To those who've underestimated educators, you might want to rethink that. With that, I'm signing off. I wish you wisdom

005in your decisions and courage and humility in your leadership. You'll need it all. Thank you and peace out. [Applause] Lori, we appreciate your service to this district and our staff. >> Ditto. Ditto. Ditto. Ditto. Ditto. One of your predecessors sitting behind you, Jamie McCoy. >> And your new one. >> Welcome aboard. Okay, we'll go right to the superintendent's report. >> All right, here we are. Summer, so it'll be short. The Midall Technology C Center's Skills USA team took first place in the opening and closing ceremonies competition at the 2025 National Leadership and Skills Conference in Atlanta. >> Good job. Good job. >> Last week, as you may have heard, um there were a couple of I hate to use the word mandates because they actually that that's overstating what they are. uh their memos more

006than anything else uh were thrown around and uh I had the opportunity to go in to uh channel 5 with Dr. Cecilia Robinson Wood the superintendent from Milwood and um and visit. We got to do a five-minute segment that was live on on air um talking about the school lunch mandate and then another reporter saw us and asked us to come in to a conference room and talk about the Prageru mandate. And so the first thing I just I just want to go ahead and say this as long as it's it's up here. Um we already feed every student and we do that because we are eligible for the community eligibility program. Last year is the first time that we could do that with more or less full reimbursement from the federal government. If that

007support from the federal government changed, we wouldn't be able to continue doing it. Our child nutrition budgets close to $7 million a year. And so, um, to ask any district to say, "Oh, by the way, it's July 7th, carve that money out isn't realistic. Not every school district's the same. Not there." You know, when we say that, you know, other districts aren't built like us, that mean we mean that in a lot of ways. Um, but, you know, for districts that have lower poverty levels, um, it really would have been, uh, a burden, and I think a lot of their leaders did a great job of explaining it. I'm trying to get more and more of my peers to resume being vocal because I don't think I've ever stopped in the 10 years that I've

008been here. >> Um, but it needs to be more than the Rick Cobb and Cecilia Robinson would show when it comes to speaking out against things that are not right and that are being misrepresented. And I was really proud of my peers last week that ste the ones who stepped up. Excellent. um and did a great job of explaining including a few people who um are former uh former Middell employees. In the second one talking about using some citizenship test that hasn't even been created yet by PragerU, which also isn't a U. um when we're trying everything we can to recruit people into the profession and when the legislature passed a p um a reciprocality law what four or five six years ago I feel like it's been since Brena Stanley was in the Senate

009>> um you know if you're if you're certified to teach in another state we shouldn't have barriers for you coming in to Oklahoma to teach. So, it was just I mean I I I just feel like the news needs to do a better job of inviting us in to speak to issues about education and we need to be better about saying yes. And that's the royal we. That's not the Midell Wii because I think that we speak out. I think that we stand up for our community and we stand up for our profession probably as well as anybody in the state if not better. So, I just wanted to throw that slide in there. Not because I think those are good pictures of me. They're really not. But but Cecilia looks fantastic. Dr. Robinson does.

010>> Um we h um had our first of several. Is that right? Was it the first one? Fill the bus school supply drive last Friday at Sam's. And I know we have more coming up. I just don't have the dates committed to memory. >> Great. >> But it's always good to see the community getting getting out and giving so that we have school supplies. We also had uh last week a first a first first responder partnership meeting because it's the first one um to discuss our safety plans and protocols. And so we had uh fire um emergency management um EMS uh police there as well. And it was just a really good collaboration and and conversation about all of the different ways that we try to be collectively prepared and knowing that if something if

011a big crisis were to happen that we would have a lot of mutual support uh throughout Midell. Members of the Midell team volunteered at the Tinker Air Show supporting team Tinker that was held a few weeks ago. >> So cool. Congratulations to Del City High School for receiving the Jo's Renaissance School of Distinction Award platinum tier for the second year in a row. >> Good job. >> Thought I saw a Gilland in here somewhere. Hey, there you are. You're hiding. Middle school counselors had the opportunity to attend the the Oklahoma State Regions for Higher Education Summer Institute um for student preparedness and for college readiness. That was really awesome. MEL school counselors, administrators, and teachers also had the opportunity to attend the K20 Center Gearup Counselor Academy. So, we're doing a lot to um get

012more professional development, training our getting um our high school students ready, all of our students ready for college and beyond. Several MEDL leaders took the stage at KOSA and uh presented over different topics. And it was nice having a couple of board members there. I don't think I'd ever had board members seen our board members at the KOSA conference before. And I think some of us are reprising those presentations for the OSBA conference coming up in September. >> It was nice to see all of our people leading other people. >> Yeah. >> And the room's full at our presentations. >> Well, Stace and I our room wasn't quite full, but they give us a bad time slot. >> A good >> No, it was a good >> That's not true. It was full. Um but

013again, but our session was about why we need to say yes when the media comes calling. And it's a session that superintendents need to hear and it's a session that your peers need to hear. We need school boards that are actually wanting their their superintendent, their leadership responding and and in a respectful way. But again, there's no downside to advocating for your community and for the profession. Our not our community, they appreciate it. And sometimes I get phone calls from people I would not expect to get phone calls from saying they appreciate it. Um, also at KOSA, Megan Bryant who received the legacy leader award um in counseling and mental health and Heather Morris and who was honored with the legacy leader award for McKenna Vento homeless leazison services. So it was really neat. Um,

014at our June 30th board meeting, we passed our cell phone policy to meet the requirements of state law and we've put together a graphic, just a one pager to try to explain it. Put that out in social media and all the positives, all all the comments have been just nothing but positive. I will say this, we're doing it. So, let's hope that it's let's hope that it's successful. Let's hope let's hope that it brings good outcomes. Let's hope that it is a good thing. And is it going to have some bumps at the first of the school year? Sure. But I'm excited to try it and see if it makes a difference. And if it doesn't, we'll we'll use that data to make informed decisions later on. But I think it's a good thing. I

015think it can be a good thing. And I'm I'm excited to see um we have several upcoming events to support families with enrollment. Tomorrow night, uh there is an evening enrollment night at Carlbert High School. And then throughout the week, you can see other events that are coming up, including our summer sunrise enrollment from 9 to 12 at the LSC on Saturday. >> And I will say the new enrollment portal. >> Excellent. >> Good. >> Actually works out. >> Yeah, we had to register our two kids. >> All right. >> In the past, we've stood in line and in the past, we've had to put information in for all of the kids, but now it's so intuitive. You just transfer the next. >> That's great. We're trying to get better. not be over for the

016next kid. >> Good job. >> So, we could either give >> we could either give Suzanne all the credit for that or say that Carrie set Suzanne up for success. Either way, I'm >> both of you guys. Kudos. >> So, >> love it. >> Um, I want to talk just a little bit about this >> so everybody knows. Um, you've seen a lot of coverage on this and there's a lot online about it. Um, I even posted an article on Facebook because I know that's where I get my news. Um, but it's an article from Ed Week and you can look up the name of any school district in the country and see how much money they stand to lose because of the federal funding freeze right now. Now, Title One has gone to the

017states. We don't have our allocation, but Title One has gone to the states. Um, we stand to lose over a million dollars if that funding freeze is is not released. If that fun if if those funds are not released. Um, and so just looking at some of the other information that districts have put out, um, I had kind of a consultation with Stacy, with Jacqueline, with Lacy about the best way to try to explain what this would look like for us if that money is not released the states. It's been allocated by Congress, but the US Department of Education has not released this to the states. And um title 2 is close to a million dollars and that is training. It's several of our instructional facilitators, their positions. Um it's um the work that they

018do for new teacher training. It's the mentoring program. Um and so much more that helps us prepare our teachers. And when you think about the teacher shortage and the number of of emergency certified people we have and the number of adjunct people we have, the people in this district who are responsible for adult learning are hugely critical. That's right. >> And so it's not just about their jobs. That's not that's not the end goal. It's the impact that that their work has on the teachers who are working with students and trying to make sure that that is protected. Title three, we have about 700, I think Chris Collier told me today about 700 students who are classified as English learners. Um, and we get about $57,000 for them. And we get a little bit from

019the state as well. We have 11 positions dedicated to working with our English learners. So, you can see we don't get anywhere close to the amount of money that it actually takes to work with our English learners. Um, but that's basically uh that's a that's one position right there that that funds. So, we've we've anticipated that something funny would happen, not funny, haha, with federal funds this year and I feel like we've built a safety net into this year's budget. Jacquine did a really good job planning for that. Um, but I think it's important to have this conversation. I think it's important in a couple of weeks when we're doing new teacher training and we are posting about it on social media to mention that you know the funding source of that of that training

020that that is something that we typically pay for with title two funds that are currently being impounded by the US Department of Education and I think it's important that we that we tell our story about how these funds impact students and and so I wanted to put this in superintendent report because it is a mil it is possibly a million dollar impact to the budget. And I do think it's important. You know, I like I like having the recognitions in the superintendent update, but sometimes the update needs to have some um some serious content as well. And I think this is pretty serious. So, that's all I have. >> Okay, we'll go next to the bond update. President Standridge, members of the board, and Dr. Cobb. Um, we bring you tonight uh three more projects

021that we just wanted to show you the schematics of where we're at. So, I would like to invite MA plus Jordan Hall and Grant Gallagher. Uh, they are both architects for these projects, and they'll tell you what what that's looking like. >> Thank you, President Standage, the board, and Dr. Cobb for having us today. My name is Jordan Hall, and I'm the architect on Midwest City and Carl Albert Multi-purpose Facilities. And so, I'm going to get started with Midwest City. So this is our site plan right now. The new multi-purpose facility which is right around 49,000 square feet just under is sitting right there on that corner. Y'all can see it's right as you enter coming into the school. So one of the things on this one is a monument sign that kind of denotes

022that it is the entry to the school and we'll see that here in the rendering in a moment. And it also has some additional parking stalls that will support that building and the coaches that are housed out of it. So, this is the floor plan for Midwest City. Um, as you can see, the majority of the square footage is going to that indoor field. We also have the coaches offices, locker rooms, um, some athletic accessory spaces, restrooms, and then the general storage and utility spaces that are needed for this building. And that's pretty much what encompasses this building. The indoor field itself is somewhat of a transformer with nets and dividers that will drop down. >> Right. What is the size of an indoor field? Is it 80? >> What is the size of an

023indoor field? >> Of the field. The size of the field. >> The field. Yes. >> And we are Is it 60 yard field? >> Okay. 60 yards. >> Yeah. >> Okay. And I'm sorry. Can you go back to the previous slide? >> Okay. So, it was decid at one point we were talking about putting it over the current practice field. >> The decision to move it out. It just wanted to preserve that or Yes. So this allows them to flow in and out. So they can have multiple practices going inside and outside at the same time. So on the floor plan here on the bottom side of that, that's what aligns with that outdoor field. So you see those three overheads. >> Okay. So they can pull the bay doors up and they can go

024in and out. >> Correct. >> There's a certain school in Still Water that has that capability too, which is a good model. >> OSU. >> Oh, the indoor outdoor. >> I I think I've heard of it. >> I thought they were growing corn out there. It's a great model. >> Um, and then also for the indoor practice facility. Um, so where do you enter the building >> on this guy in the gray? >> Am I able to in the gray? >> There's a I think there's a pointer. >> That's not it. >> There we go. Okay. Right there on that bottom left will be where you enter at. >> Okay. And then so this is the front >> reception area since it is a standalone building and that's so and then you'll come right in

025and then the rest of these all feed off of the field itself. >> Okay. >> Yeah. Locker rooms and the locker rooms are male and female locker rooms or >> the locker rooms are in yellow right there. Um these are primarily serving football on these two campuses. They have uh ample for the other sports. And so we have uh shower space in the restrooms, general restrooms for the facility if it's needed for anyone else. >> Do these have a place for the trainers? >> Yes. The purple right there in the center, that's the training room and that's the trainer's office. >> That's a pretty big trainer room. >> It is. It's got it's got two beds and a taping station. >> That's good because that you really need that. Yes. Yeah. >> Okay. >> I

026mean, right there. >> I wonder if we can get Andy, we can get grants like the uh the career tech to upgrade our training facilities with special equipment. You know, maybe something look look into. You know, it's like Field of Dreams. You build it and they will come, right? So, once we get it up, we start. Anyway, >> the the one thing where are we looking to put the weight room here? >> So, we have a it's not a designated weight room since that was not part of the original program. It's a flex space that will allow them to use weights in that space. >> It's not large enough to be a full scale weight room, but it is large enough to support this indoor facility and the additional weights that they need to run

027during practices. But it would be a good space for an auxiliary or a >> space. We have we have a screen in there as well. So they can use it for if they're having, you know, team breakouts and for during practice, >> you know, because all these we've researched, they all have a weight room. I can't imagine not having a space for a wait room in on any of them. >> So we just did we just run out of space, Andy, to get a wait room facility area or No. >> So, what was the decision by not putting a weight room in that uh this area? Was it just space or cost or >> um we we actually carved out the square footage to add a weight room into the program? >> Was not. >>

028And so, we add we added that in since it wasn't part of that original program. >> Wasn't part of the original. >> Yeah. So, it it will support 12 half racks >> and so that allows them to do squats, presses, everything. It's not >> a large large weight room. >> Okay. >> Right. Very good. >> But this will not negate your weight room inside the your main field house, >> right? >> Yeah. I know. But whenever you see these facilities like you said, you know, look at all the >> have weight room built in. The kids can work out, go to >> I get it. >> It will service more than just football or basketball. our smaller programs, our girls can now go in and utilize those. So, >> but I'm saying that because of

029the size of it, >> right? Is good to have two on campus would be phenomenal. Jimmy >> Yeah. This this support is a small crossraining Yeah. >> weight room to to really just support that >> to enhance >> and act as a flex space. Mhm. >> Um, so these are the exterior renderings. So this is right as you're coming in to the campus. So that would be this sign is unique to Midwest C's uh project because of the location on the campus. >> And this is from that other view. So right as you're looking at the entry there >> and that's where you would enter. >> Yes, ma'am. >> So it's not a training facility. >> I love having that entry. I like that. >> Okay. Uh before I move on, are there any other

030comments or questions on Midwest City? I'm going to move on to Carl Albert next. >> No, it's pretty. Looks nice. >> It's beautiful. >> Rendering does. >> All right. So, Carl Albert is very similar to Midwest City. Um essentially the same floor plan. It is mirrored and it is rotated to fit their campus adapt. Um the overhead doors since the question came up that support this are here and here. Uh we do still have doors on the side for air flow so that they can open those up when they're in practice. The additional parking right along there that will support this building. This and that drive are already a part of this project. >> What is part of this is just this section right here. >> And it's nice that we're able to kind of

031tack on >> keep that going. >> Same size, right? Just under 49,000 square feet. Now, is the difference the thousand off? What is it? Because Carl Albert just doesn't need as much space or how did we come up with the different the different space being smaller? >> They're the same size. They're both 48 929. >> I thought the first one was 49. >> He You did say 49. >> He said just under >> just under just under 49. Sorry. >> Okay. >> Yeah. >> Okay. >> It's the same. So this is the same floor plan. It's just mirrored >> on this reverse. The other way the same. >> Yeah. So that's your entrance right there. And then everything's the same. It's mirrored in two directions to fit the >> What are you projecting this one

032to be? >> What was the question on that? >> What are you projecting? >> Are the Is that the locker room? >> Yes, that's the main varsity locker room. >> And again, no wait room. >> This is the that room right there. that. And you can see those uh those are the racks in there >> dashed in. Tell me that what would fit. >> Yeah. >> And that's just >> the bathrooms are in the bathroom. The say like showers, stalls. >> Um it depends on which space it's serving. So for example, the varsity has four showers in it because it has a large number of people that will be in there at one time. Um the freshman has two showers in it and then we have one shower in each of the general restrooms that

033probably won't get a whole lot of use but we wanted to make sure they were provided. >> And where's the training on this one? The training right there. Couple. >> Now, do all of these have a place for like a washer and dryer? >> Yes. So, the washer and dryer right here. This is an equipment storage room. >> Yeah. >> Which is where most of their uniform storage will go. And then that washer and dryer are directly off of that so that they can, you know, wash and store. I know the indoor storage like that, the ones that we all researched and went and visited, some of them didn't have that and they said that is the one thing they wish they had put in. >> Yes. >> Is so that equipment wasn't just laying

034out on the field. >> Yes. Yeah. And these will have the pass through lockers right there as well. so that they can pass the uniforms through from the locker washer dryer area to these players without there being any visibility between the spaces. >> Okay. Where do you have the AD's office here? >> AD is right there. >> The office. >> So since he is the head coach, we also have a support office by the entrance down here which is the athletic secretary will be housed out of that. in there. >> Uh if at any point the head coach, head football coach >> is not the AD and there's another AD, we have two offices that can support that. >> Okay. So, do you not have a place for like the offensive coordinator and defensive coordinator?

035>> A designated separate offices or no, not outside of the group office. >> And is there not a place for like the coaches to assemble and like their conference room? >> Uh the pink >> the pink right in the middle. Sorry, this is Battery's dying on me. >> That's your joint office here with all of your coaches. >> There you go. >> Offices right there. That's where they meet at right there. >> Like none of you. >> But there's not an offensive and a defensive area. They would all congregate in here. >> That's typically where they Yeah. >> Okay. >> They're not. >> So the renderings for this one, >> this would be if you're standing right in that parking lot and just to the north of the gym there. Let let me ask you

036something. >> And of course the coloring I certain I know red gray I know those are CA colors but in terms of light sensitivity it's amazing how that red over the course of time >> fades >> always fades. >> Yes. And so we have those as painted items right now. So it's not a metal or something that can't be corrected. So that's actually an ephace. So it could be easily uh addressed you know 10 15 20 years down the line by your maintenance staff. And that's something we we considered with the bright colors. Same thing with Midwest City. It's a yellow. Yellow's a light sensitive >> color. It looks gorgeous. And after a while, >> I mean, I do think how you've branded these two facilities is phenomenal, you know, because I have visited some

037that just look like a barn out in the field. >> I think so. I like how people know when they're at these they're walking into the home of >> Titans, the home of bombers. You know, it's just good. It's a good look for us. >> Okay. >> Y >> I'm going to hand it over to Grant. He's going to talk about Dell City. >> Thank you for having me. My name is Grant Gallagher. I'm the architect on uh the Dell City High School multi-purpose and fine arts facility. Um getting into the floor plan um or the site plan first. Um as you can see the existing high school um is pretty pretty tight packed in there. We had a large area to utilize in the northwest corner. Um so the multi-purpose facility um just over

03848,000 square feet. Um we have a storm shelter um which is 8,500 square feet. Um and then the fine arts facility which is 15,800 square feet. Um, so the floor plan, it it has a lot of the same elements as the other two schools, but programming was slightly different. Um, the large uh red pink area is the indoor multi-purpose facility. Um, and then the large outlined dash blue area is the safe room, which will have a band room and an orchestra um space in it with um a second story mezzanine level storage over the offices that divide the two spaces. Um and then we have along the left hand side of the floor plan colored in purple and orange and green, those are support spaces for the fine arts department. Um uniform storage, um pit

039storage, uh MEP spaces, a lounge, um things things like that. Um and then we're kind of abudding next to um the existing fieldhouse on this project. So, um, out to the lower, um, part of the page, kind of in the middle of the multi-purpose facility, uh, we're creating a new lobby entry space for the basketball, um, which we're kind of impeding on, uh, with this new facility. So, >> so is that a part of the total square footage? >> Total square footage. >> Um, so right off the >> 48,264 just >> That's everything in total. >> That's every for if he'll go back, it's everything in the dark red. Okay, go back for a second there. So the 48 the the total square foot the high school encompasses the the of course the practice room

040itself they out on an area for the orchestra. >> Yes. >> Okay. And then the offices >> the offices and support spaces and then also that that additional connecting lobby and corridor. >> Okay. So that connecting lobby is a part of that sort of part of that 48,000. So you're adding in this this area here in Dell city overall square footage >> correct? >> Yeah, that's what it is. >> Which is not really usable space and this this is my concern here. This area is much smaller and I think we're doing what we can, but I really hope we can work on that to get more stuff in that in that area because if you go back and you look at the other schools, >> you know, are this one is much that you you

041don't have the offices, you don't have the space, you know, and you don't have the ability to have the flex room. So, and I know we're working real hard on, you know, because of space, but I think it's important that we try to do about the same across the board there. >> Is there any way we can >> put the two up there together? >> Is there any way we can put Del uh Del City High School in Colorado or Midwest City to compare the two? >> Put them on the same screen. >> On the same screen. Is there any way we can do that? >> Well, we don't have the slides, but together that way right now. So, >> okay. And if I could just clarify, so the fine arts practice or the the

042fine arts facility is 15,800. Okay. Additional to the 48,260 and the storm shelter is additional 8,500 to the 48. >> Right. That's not in that figure. >> Not in the >> Well, I meant you know, it's not the athletic one is the 48, >> correct? >> Which includes a long hallway and that entry that we don't really get >> any usable space. Is it possible to put any of that space that that long space that she's referring to on that next page >> as storage? Because their storage like that little bit of orange >> just seems like it if that's going to be used as a football like the practice facility and stuff. >> So the um see if I can do this. The little bit of orange right there is a laundry room >>

043um for the multi-purpose so they can do uniform washing and stuff like that and also for the band. Um >> see there's no space for the trainer in there. Um, currently there is no training room now. >> Right. I was just looking at the general >> an ad and a >> and a secretary. So, no room for our coaches in this one. >> Correct. >> So, the uh the walkway there, is that just to connect the spaces? >> Yeah. >> At the bottom there. >> So, we're going to have a large amount of people trying to exit the building during a basketball game. Um, we have to keep certain code distances. So that's part of the reason for that. Another reason is just the ability to construct another building directly next to it. Um we

044have to have a little buffer there. So it all kind of starts to add up. >> But it just can't be usable period. >> Um I >> aside from walking of course. >> Sure. Sure. Um we need a certain amount of it for egress, but we can definitely look at different layouts to make the space more usable for you. This was definitely a start. So >> what was our timeline? What timeline we were looking at? But it's >> so I believe the plan right now is to go out to bid first of the year. >> Okay. >> Either January or February. >> Okay. >> And um >> so I guess my question would be you know thinking about size and comparing comparing the two or three spaces. Is it adequate for what they need in

045terms of a locker room with the number of students they have and players? Is that sufficient to hold the students? I mean, is it a usable space? That's that's more of the question than >> that's a good question. >> More concerned with that than the comparison, but >> uh during our during our design meetings, um from what we were told, they had the adequate spaces on other places nearby on campus so that we wanted to use the the space for >> So, how many people are on the football team? You have what? >> 65. Can you fit the 65 in the locker room net or are they going to be on top of one another or >> I think the idea there was to use the existing locker room. >> Yeah, the Manning Center is

046nearby. >> Okay. So, they were that's still the main locker room space. >> Okay. >> And that's uh And where's the man? >> It's right next to the football field. >> It's down here. >> Oh, on the other side there. Okay. >> You would walk down a little trail. >> It's right there. and go through a little parking lot and that's where the Manning Center is. >> So, prior to this, like I know my kids went to Carl Albert, so we had an addition to the back of our pack center um for band and they got their new facility and orchestra got a new room. Um did is are we playing catchup with this area in blue at Dell City? Like I thought we >> No, right now all of Carl Albert's performing arts programs

047are colllocated with the performing arts center and that was part of that addition at Midwest City. The construction that's happening right now is to be able to do the same thing over here and this fine arts edition is going to be able to give us the opportunity to do the same thing at Dell City, including the storm shelter as well. >> So is this going to be connected to the pack center at Dell City? That's all. >> When we get to the last couple of slides, you get a better visual from the street. >> That right there is the the pack right there. >> Okay, that's the Okay. And it's different orientation on this slide versus the previous slide. So, I'm trying to adjust that. >> Sorry, we've just been No, you're fine. Yeah. >>

048Yeah. Got it. >> And all this is predicated on the fact that we couldn't build this in the back where the stadium was because of drainage issues and flood planes. >> Huge flood issues. So we had to find an alternative which was the front >> parking lot get rid of that space. So now we're landlocked I guess >> and as we can build up >> twotory two story can't build up. >> We're really pushing the height requirements that the city has right now. Although we're working with the city to let them know what we're doing and and and clearing that but I don't think going up a second story is a is an option. >> Okay. It's not an option. Okay. So even just in the office office space training room going up a second

049level just in that space to >> there's no training room. >> So I mean >> There's not a training room. There's not >> I'm saying where the locker room is. Could you go a second level for offices and then you free up >> at that point? You have to add an elevator and you're adding >> hundreds of thousands more in cost. >> Okay. So you have to have an elevator >> if you have a second floor. >> Yeah. This this space here is the large space. city might cost more money. >> Yeah, because of being landlocked. So, >> so yeah, we're constrained by space, right? And >> well, do we >> want to make sure we get the right function? >> Can we go with a different configuration and absorb the cost of an elevator?

050I mean, I think we I think it's prudent that we at least evaluate that because I mean, I'm just going to tell you, as a student athlete and college athlete myself, having a training room is key close to where you're at. It's huge, >> huge, huge. I mean, got to have that. >> It needs a training room. >> I mean, I I don't know how >> we can get around. I mean, >> yeah. I don't know how >> Have our coaches been involved with you guys? >> Yes. >> As far as input, >> yes, they have. So this right here >> and administration too. >> Yeah. I mean >> coaches administration, >> you know, >> I just think they want to wait for that. It's here or >> there definitely continue to take suggestions and

051>> you know I just >> I just I just >> I think once we get the square footage figured out, the coaches then can come in and tell us what they want in that area. once that's figured out because I mean these are all great starts. Great starts. They're beautiful. >> But now the other schools don't have the orchestra area to get in there at all. >> Right. >> Seeing that because that space that's your >> See, it really hurts that part of ours has to have the hallway, you know? I mean, And the other schools did not have an orchestra area embedded in that >> the band and the law. >> But that's not configured in our square footage. That's a separate separate that's a separate entity. >> That's a separate entity. And I

052mean just like this the safe room that has to fit all of Dell City students. >> Every student has to be able to get in that room. >> Can you go back to the overhead shot? See my heart here. >> Then you have your storm shelter. >> I see. I see. >> It's just >> I just I was like I see it now. >> Yeah. I'm kidding. >> Um >> I just wish we could do something else for Delta. >> Yeah, >> me too. Our >> existing locker rooms in the basketball stadium. in the basement at basketball stadium. I >> believe there are some there for basketball and then >> basketball's there. Track is there. >> No, the weight room's in the Manning. And that's where our football boys are, our house, center, >> everything

053is just like straight back right right there where the green dot is. the weight room. That's where the weight room >> current and currently we have a lot of auxiliary locker rooms and training facilities in the fieldhouse which is connected >> to the the um >> multi-purpose facility. >> Okay. I mean, you can once the AD and the secretary leave out of their space, that does open up a little bit of space for a smaller program to have a locker room down in the dungeon is what I would call it underneath. >> But I mean, so there there are workable things. >> What's the >> Can we What shape are we in in terms of the locker room and things in the basketball stadium? >> The fieldhouse. Yeah, the field. >> I mean, is there

054room for us to kind of renovate that to support this? >> Yeah. >> You know, because if it's not usable today, then >> Well, there are some locker rooms that are very large >> but is it usable? You called it a dungeon, right? >> Well, it's just cuz you go down underneath and that was where we always went for tornadoes and things like that cuz it's underneath. I mean, not that but there there are big locker rooms down there that they could utilize >> that we that they do utilize. Okay. But maybe some of them could be divided for smaller programs. I mean, we have a lot of basketball boys. We have a lot of football boys. So, I mean, you can't really cut there. I would think >> we have a lot of basketball

055girls, too. It's not >> right. Yeah. And the girls are on the other side. Okay. >> They And >> yeah, I'm just thinking about, you know, alternatives. Is there other ways to support this facility that's really in close proximity to the basketball stadium? Is there some usable space, >> right, >> that we could reconfigure or that we can repurpose to sort of serve >> um the needs of the things that we don't have space for here? >> Yeah. >> Just opening up so you kind of see what our desire is and what we're concerned about. Um maybe we we can have some options to see what we can do. >> Absolutely. We're happy to do that. >> Thank you. Thank you. Thank you. Thank you so much. >> But yeah, we we appreciate the work.

056We appreciate working with everyone. >> But we're just trying to give you another perspective on >> kind of because we get one shot. >> That's it. >> We get one shot. We do this once and >> that's right. That's right. >> We just want to get it right because we're going to be saying I wish I would have got >> we should have done that. I should have done that. Why didn't you do that? You know, and we >> this is the time. >> I think so. We want to try to be as equitable as we can. >> Just just to kind of kind of finish up on Dell City. Um >> Oh, that's beautiful. >> I mean, it's beautiful. >> It's a great job. Great job. >> I love the fact that >> Grant

057the So, can I see the clicker real quick? >> Yeah. >> Now, keep in mind Dell City's red and black. You the gray would represent >> silver's color and gray color that would represent. So Grant, >> so here we have the front coming out, you know, it's kind of it's kind of stepped forward. Is there any way to bring this wall >> forward and give us a few hundred more square feet that could be utilized for >> for programming offices, training, whatever. >> I'm just saying I mean you'd be Yeah, you would be keeping the design of the shelter intact, but moving it, you know, this direction. You'd be moving it west a little bit. That's one of the things that when we were looking through this in the conference room today that when you

058go back to this slide Yeah. here, there's a little bit of space up here that if you took the storm shelter and pulled it west a little bit, not all the way to make it flush with the front of the building with the the front of the of the practice facility, but like even if you brought it halfway, I think we're getting a few hundred more square feet there that we might be able to then add onto this end. I think the concern that this corridor space, you know, we're counting it as square footage, >> it's not, you know, and it's not really usable as training weight space, you know, office or whatever. I think that's legitimate, but I think that if we pulled the the storm shelter a little bit farther to the west,

059we could actually gain some square footage that would be usable, >> you know, and it would >> and that would cost less than adding a second story that has an elevator >> and that would not impact parking at all either >> because you have to allocate so many parking. That's just that's it's the it's really the when we work when we had a very spirited brainstorming session this morning that I would say that that was probably the best idea that the collective mind came up with. So I just kind of wanted to mention that to you while you're >> too Rick we didn't even think about this when that does scoot up. It will leave some space here too maybe for a training facility because that whole thing will move up. I mean, if it

060adds 300, 400, 500 square feet, whatever that ends up adding, >> something, >> we're gonna we're gonna find some use for it, you know, and and I I agree with I mean, yes, we have training facilities in the John Smith fieldhouse, but having it, you know, having training beds in the multi-purpose facility is going to be >> a lot more convenient for everybody. >> Yeah, >> absolutely. I mean, and if we could do that, then we could use that old training space for locker rooms >> for a smaller program. >> Sure. >> But I mean, I just, >> you know, this space here, >> do you know what the >> what the square footage is >> for this space, Christie? I don't I don't think I'd know right off hand, but um >> versus what

061the other schools have. >> Yeah. Um not right off hand, but I >> That's all right. That's all right. I know this is, you know, start this great start. >> I would recommend going along with Dr. Cobb's suggestion to go back and see what we can do with pulling that all back to utilize that space there and then go from there. At least that's a great idea. I think we should look at that. Okay, that >> well it might alleviate some coaches spaces to there too or a meeting room at least for the coaches to be able to >> Okay. >> And any other great options that you come up with? >> Anything. Absolutely. >> I mean it's beautiful. It's beautiful. >> What we had right now because >> I know I love the eagle

062>> that's gorgeous. I mean it it it is beautiful. >> Okay. One thing I do say about this is that at least it's it's street facing so folks can see it. The other schools just happen to be in the back which >> That's right. This doesn't want to public. That is so true. >> But I love that. >> Okay. Thank you. Thank you so much. We appreciate it. >> We appreciate it. Thank you. >> See? And that's the entrance right there. >> Okay. Okay. Item four, strategic plan update. Dr. Bro, [Applause] >> President Standage, members of the board, and Dr. Cobb. Thank you. I would like to present um my results from our uh strategic planning that we've done this year. Last summer, the district leaders and building leaders created the district's strategic plan facilitated

063by OSSBA. This document consisted of goals and objections in several areas. I facilitate student performance and so I have been meeting with the head principles each quarter to um make sure that uh we are keeping up with the goals of the strategic plan just so that it's not a document that's just sitting on the shelf but it is a living document and we are following what our district has put in place. And so um this past year we used to gather data. it was our baseline data because we have the strategic plan is good through um 2029. >> So the reason what you see um we didn't move quickly, we're moving slowly because we have until 2029 to meet the objectives of our strategic plan. So, so of course you see the goals of 1.1

064tier one instruction. That was one of our goals. And so those are the objectives that are listed under it. What our next steps are um is that TNL um developed a one-page tier one PD tool for principles and teachers. Um it was passed around. If you look at it, it will tell you. It's just gives teachers um especially for some of our teachers who are not traditionally trained. It allows them to see what an opening is supposed to look like. And then it shows you what the teachers actions are and the student actions. It's what I do, what we do, and what you do as a student. >> And so we feel that this would um this PD tool will be useful for principles to go in and it'll also be useful for teachers to

065understand what tier one instruction is um supposed to look like. And then if you flip it over, you will see that on the back it gives you um the district provided instructional resources that um we have in our district. Uh because um that is also one of our goals is that uh on the next page you'll see that we're asking them to uh asking principles and and instructional coaches to uh understand the district's curriculum. And so these are some resources that they can use. Uh and so TNL uh Lacy and TNL created this document and it's going to be very useful and helpful for our principles and our teachers. Uh the next uh number three is that uh we will we are working with principles on how to break down data and use it. uh

066t uh again Lacy's team gave a survey out to the principles um in one of the principal meetings and that was one of the um results was that they asked for more training on how to uh utilize data and make informed decisions and so we will be working with them more this year on how to um look at their data and how to use it to to make informed decisions in their buildings. Uh and then number four is that we are going to review the data with principles and staff at the October PD. And then at that um PD we will be creating um expectations for um our students. The next goal is 1.2 professional learning communities. Uh, of course you know we are a PLC district and you've had all the presentations over PLC's

067and so what our next steps are is that we are going to continue with the late start because that is one thing is that um we put on there that we wanted to protect collaboration time and so we are going to continue with the late start but we are going to tweak it a little bit. Um last year was our very first year to do the late start and so of course we've learned we've we saw some things that needed to uh be tweaked and so Miss Gilkkey is um working with the building administrators and so uh we plan to tweak that and then we're also asking uh principles to limit requiring teachers to cover during their PLC times to try to help protect that time. >> Excellent. >> Uh number two is that we're

068going to continue offering monthly PDs to the principles and instructional coaches to work with our staff. Uh uh again, Lacy uh and the TNL team, they uh meet with our principles uh monthly and we have our PLC expectations and PDS that we do with our principles and so we're going to continue offering that to them and then we are offering um we will start offering monthly meetings with our principles too to help them break down the data so they can look at it. >> Excellent. >> Um goal um 1.3 is attendance awareness. um because attendance is a huge thing again um we feel that students being present is the best way for them to uh learn and so uh we created an attendance baseline this year just looking at it and so our next steps

069is is that we're asking each site to reduce their chronic absenteeism by 5% remember we are this is our plan through 2029 so u we're going to start uh slow uh we're going to try to get to uh 9% because that is what the state average is and so we want to be on par with the state in 2029. Uh number two is students that are considered to have had chronic attendance. They will be contacted at the beginning of the year and then monitored throughout the year just so that um parents understand what their attendance was last year uh and stay on top of it for this year because research shows us that if you pull the attendance for um the last three years, you will see that the students who had chronic absenteeism, they

070had it uh prior to last year. >> Excellent. And would parents be involved with this at all? >> I'm sorry. parents in terms of trying to enhance the chronic acid. >> Yes. Um because um as you see on uh number four um we're going to ask that the site um for the attendance data that it be shared with the staff not only with parents but also with the staff so they know what the attendance uh >> what the um percentage was for the month and then we're going to share it with uh principal I mean with parents. We're going to ask principles to put those in their monthly newsletters that they send out to their parents and also put it on social media. Uh, I skipped over number three, but we're also going to be

071sharing on the site social media and the district social media the importance of why attendance is important and why students need to be in be present in school. And so, we're going to flood that um throughout the year just to uh let our public know how important it is. >> Good job. >> Don't we have a staff person that monitors this or that's their job to >> that monitors attendance? >> Yeah. the liaison or >> um not every school >> uh that those positions were um uh put in place through their title one plans and so it's really kind of up to the sites of >> how they use it. >> Yes. >> And are we getting uh a lot of traffic on our social media sites? So if you're publishing this and is it

072getting >> Yes, we do. >> I think >> you just give me a >> good and bad. Yes. >> So, that's a good communication vehicle. That's what I was getting at. >> Yes. >> Sorry. And then one question. I'm sorry. >> Yes. >> Uh PD, can you What's PD again? >> Professional development. I'm sorry. >> I got acronym soup from work in here and I >> Yes. And most of our staff really likes the late start at the high school, right? >> Yes. I also think that with with the advent of adjunct instruction, more adjunct instructors that would really ensure that they know how to implement your tier one. >> Yes, that's why um I am very appreciative of what um Lacy and her team did um the TNL department. This was an excellent tool

073that they created for teachers and it they can place it in their hands on day one. >> Excellent. >> And this is a your typical day. So when you say opening this >> Yes sir. >> thing. Okay. So this describes how your day should break out. >> Yes sir. >> Okay. Thank you. >> Good job. >> And then the last one is uh 2.1 to increase opportunities for college and career exploration. And so um those are the objectives that we have listed under that in our strategic plan. Our next steps is is that we're going to offer at least two district-led college and career exploration events per semester. We already have those kind of planned out with our college and career counselor, Bria uh Balor, who's she's already I mean she took that position last

074year and she ran with it and she's done a great job. >> And so we really have more but um we have two right now that are confirmed. And then we already have um the class of 2026 which is our seniors this year. The senior conference is scheduled for October 1st, 2026 and you'll receive more information about that. And number three is that we want to provide a one-sitewide ACT prep opportunity for each semester at each high school. Um I know that Del City High School did this um last year and the year before and they saw great results in their ACT scores. >> And number four, we want to expand the Midell internship program. Last year, um Miss Bryant uh said that they probably had a 3% increase, but she said those that data

075is screwed and uh a little uh skewed. Sorry because of >> because heard I heard it's skewed. >> I heard it but I >> Let the record reflect. >> That's okay. >> It's a little skewed because each site did not do the same thing. They were using different tools. And so this year, Miss Bryant's going to go in and make sure that everybody's using the same tool. >> Okay, >> good job. >> And then midale intern is >> internship is where they do job like job shadowing or >> Okay. Where students get to go and do job set. It's an hour of their school day. >> I love it. Good job. >> Do you have any questions? >> Good job. >> When you talk about the college and career >> twice a semester, are we

076looking at not only college but also like uh >> plumbers, HVAC? That's the career. >> Career. Yes, ma'am. A job. >> And I will just tell you the internship is awesome. My daughter landed a job from it and even though she goes to school in Witchah, she comes back every summer to that same job. So, it is it is key and I highly recommend any parent listening, when that opportunity comes up, take advantage of the opportunity. It is it is so vital for your kids. um gets them out of the classroom, hands-on learning. Um I just can't I can't thank you guys enough for the internship. It's something I didn't have going to high school. Um so great job. Great job. >> And if we identify those budding teachers in class, >> that's right. That's

077right. >> You'll be a great candidate for an internship and then we can kind of groom them. >> Yeah. Bring back that teacher cadet program. >> Yeah. >> And Mell used to have that. >> We have the teacher cadet. huge and I believe Miss Houston's working on that. You >> know that that was a cool program uh teachers. >> I was one of those teachers. Yeah. >> Thank you. >> Very nice. >> Okay. Next we have the literacy update. >> President Standage, members of the board, and Dr. Cobb, thank you for having us this evening. My name is Melissa Dalton. and I'm the instructional facilitator for elementary English language arts and the Strong Readers Act. And I'll let my colleague introduce herself. >> I'm Tracy Hunt. I >> I'm Tracy Hunt and I am the

078instructional facilitator for secondary English language arts and all of our libraries. >> Um you may remember a year ago today we introduced the Midell literacy plan to you all and we're pleased to be here this evening to update you on the progress that we have made for implementation. So just a quick reminder that these are the beliefs that drive literacy instruction in Middell. And though they drive literacy instruction, we'll be quick to say that literacy should and does happen in all content areas. If you need a reminder about the literacy plan, it is linked on this slide deck at the bottom where it says Medel literacy plan. All right. I I would like to share some elementary celebrations with you all. So this year we trained 30 preK teachers in um letters training, which is

079a training that's based in the science of reading, which is just uh five decades worth of research about how kids learn to read. >> And so we trained um all of our pre-K teachers in the district. Some of them were already trained, but we've gotten them all caught up now. Um also, the state department offered letters training. um teachers could sign up uh as in a cohort through the state department and 48 midell educators voluntarily signed up to take two years worth of letters training and I feel like that's a really big win for us because that means we've gotten the word out about the importance of teaching phmic awareness and phonics correctly to our kiddos. So also according to our universal screener which is STAR in elementary the third grade students in our district

080had the highest percentage of students making typical or better growth. >> So our third graders were that's the second year in a row that third grade has been our highest group. Um we also we use Lexia in Midell as our tier 2 intervention program. It's a computer-based intervention program and we were seeing some trouble with kiddos overusing Lexia just being on the program too much. And the problem with that is that it's not meant to give instruction. It's meant to go back and follow up when a kiddo has gaps in the instruction they've already gained in the classroom. And so our progress, our student progress and the time kiddos were spending on Lexia did not align. So we turned it off at the beginning of this year. We went back and trained every site. And

081at the end of this school year, all of our growth and usage at every single elementary site were within two percentage points of one another. That's excellent. >> So our um when I had my end of the year meeting with our Lexia rep, she was like, "That's incredible that they aligned like that." A lot of a lot of districts aren't able to achieve that. So we're really proud of that. >> Excellent. You should be excellent. And then um to talk about a few specifics, Pleasant Hill Elementary and Barnes Elementary stood out on our universal screener with 71.9% of students reaching expected growth or better at Pleasant Hill and 68.4% of students making typical growth or better at Barnes Elementary. Good job. >> So overall, our district percentage was 52.6. So those two really stood out

082above the rest. Um, our action steps moving forward, we're going to continue training our teachers in the science of reading. So, our plan for this year, we did pre-k last year. Our plan for this year is kindergarten and first grade teachers. Um, we're going to have a clear focus on new teachers. So, we have a plan to make sure that our new teachers that especially the ones that aren't traditionally trained really get that curriculum training that Dr. Boles talked about in the strategic plan. And then we'll have a continued emphasis on small groupoup instruction to differentiate and meet the needs of all of our students. And we're going to provide resources to teachers to make this easier for them. And then we're going to have a continued targeted support of elementary administrators and instructional coaches

083also mentioned in the strategic plan um to be the instructional leaders of their building so that TNL can support them in that. Okay. Okay. So, some secondary upgra updates. We have had an increased participation in writing project pedagogical training. This really enhances our tier one practices across all classrooms and across the district. We're at about 35% of our secondary English language arts and literacy teachers being trained in this style of teaching. Um, and I'm I'm super excited about that because I believe it directly impacts this next celebration. we have achieved a significant reduction in the performance gap on the ACT writing huge as compared to the state average. So that that's something that's really um needs to be celebrated here in Middell. Several years ago, our district average ACT writing score was at 5.4 compared

084to the state average of 5.7. For the past two consecutive years, we've held steady at 5.6. So we are closing that gap and demonstrating sustained growth. >> Excellent. >> Because the movement on the sta scale is typically incremental. Maintaining this progress over two years signals meaningful improvement and not just a one-time gain. >> So my goal this year is to meet or exceed the state average on the ACT writing. So yay for that. And then finally, another celebration is that our middle school students with foundational literacy gaps are making measurable progress in fluency and automaticity. This is something typically that we see our them leaving elementary school with, but over the past several years, we've seen a need for this type of intervention in our middle schools. And I'll let the bottom part there in

085white with red writing, those are words from our students. I went and interviewed some sixth graders at one of our middle schoolers middle schools, and one of them said, "I learned about how sounds go together, and I can I'm a much better speller now." One said, "I can read big words now. I can even read big words in my other classes because now I know how to break them down and figure them out." >> Excellent. And the third one brings tears to my eyes every time I I I read it. I'm no longer afraid for my friends to hear me read out loud. >> Don't you remember that when you were that little thinking, "Oh, God, don't call on me." >> Yeah. >> Do you think that this has anything to do with the fact

086that a lot of these sixth graders during co >> so they were getting >> a lot of parental do? >> I think that's a piece of it. I also think that the things that Melissa is bringing to put in place in our elementary school is significantly closing that gap as well. >> So in our next steps, the third one is begin a strategic phase out of a large-scale reading intervention at the middle school level. We hope that we don't need it in the future. So what she's doing and putting in place in our elementary schools is making a huge difference. So we're hoping to see that we need less and less of this in our middle schools. But for right now, what we're doing is working is really helping these kids to be able to

087read automatically and fluently. And when they can do that, then they have room in their brains to comprehend. So, it's exciting to see this growth. >> Other next steps would be um to continue to expand access to this high quality professional learning. So, this professional development that the TNL team is bringing to our instructional coaches and our teachers and our principles, we want to continue doing that. and then sustain and deepen tier two and tier three interventions for those who need it but not at the wide scale level that we're doing so right now. So those are our secondary updates. What questions can we answer for you all? >> I was going to answer your middle school kiddos where you mentioned that with foundational literacy gaps this is identified primarily under your tier one and

088then you move them to a tier two or a tier three. how those kid at this level those kiddos middle school kiddos with those foundational gaps they identified while under tier one. >> Is that true? >> So in their tier one literacy class so in our middle schools you know we have ELA and we have literacy in the literacy classroom they come in and they take a screener and a diagnostic and then if they need that tier three tier two and tier three intervention we have space and time for them to do that. >> Excellent. Excellent. Thank you, ma'am. >> No, thank you. >> Good job. Great work. Good work. >> Good job. Thank you, guys. Thank you. >> Up next, the dropout report. >> I didn't get the report. Did you get it? >>

089It was a link to my um >> No, I think >> it's not really usually we get it ahead of time. >> A copy of it. You mean >> I think she's going to hand it out. He's really I like to analyze. >> Oh, not me. >> Okay. >> He can look off this one. >> Yeah. >> Thank you. [Applause] >> Okay. Good evening, President Sandridge, members of the board, and Dr. Cobb. Um, this is our dropout report. Um, the attached spreadsheets. Um, this is the number of dropouts reported for secondary during the 2023 2024 school year. And then it's up through September 30th of 2024. And I think Now, do you know were there any kiddos? Um, >> now I would like to say like for high school, our numbers have dramatically increased over

090the last four years. So, that we are excited about. Middle school went up a little bit, which we're going to work on this year, but um >> this is just that they are not reporting going to somewhere else. >> I know. I know. >> Are those who get the GED? Are those factored in here at all? >> No, those are not. >> After they after they get the GED, we don't pull them in. >> They have not not a part of this report. No. >> Okay. Okay. >> But our goal is to start reaching out to at least some of our high school students who have not completed or finished and then offer for them to complete um in our virtual program. So hopefully that will clean up as much as possible. >> Yeah. Excellent.

091Because once they get the GB, they >> once we take a hit on them for being a dropout and say you call them and bring them back, >> do we get any kind of >> acknowledgement for bringing one back and finishing that? >> Yes, it alters that completely. >> And we actually brought two back this year. >> Okay. >> Well, thank you, ma'am. >> Any other questions? So, when we get a a middle schooler that drops out, >> does that what does that really mean? >> Really, it's just that they're not reporting that they went to another another school. Yeah. Anywhere. >> So, you don't have a record of them getting a transfer and getting the records to the new school or anything. >> Correct. >> Okay. So, they may not necessarily have dropped out

092of school. It could be a slight clerical error somewhere across the way um that we don't know about. But I did see that middle school had gotten a little bit higher than um normal. So it's just something to definitely look into when we do the report this upcoming year. >> Okay. >> When they move out of state, >> but I do like that high school has gone down. Sometimes you don't track those right. >> 2021 was a >> rough year. >> Yeah. >> Thank you, ma'am. >> Thank you. Okay. Item five. >> All right. So, I have um revisions to the calendar for the upcoming school year and the and the ensuing school year on the agenda. Um and I ask that you approve and we can discuss. >> I just want to ask I

093know we're going to do the late start Wednesday. I know that's on the that's not on the calendar. when we do a late start. Is that on the calendar? >> It's not on the calendar, but we are we talked about that when we did our board run through this afternoon and we're going to denote that on the calendar that that we publish out for parents. >> Good. Excellent. Thank you. Thank you, sir. >> We're just taking the virtual days off of the planned virtual days off um in 2627. We'll have to anyway because the state is requiring it. Senate Bill 758, I think it was. Um but um it >> says we get two, right? Yeah. >> If >> but you got to apply for them. >> Yeah. I mean I have I have it

094pulled up one of these tabs. I always have too many tabs. Um schools can count up to two days of virtual instruction if the state superintendent has approved a virtual instruction plan submitted by the school board and if the governor has declared an emergency. So, how can we know before we declare a virtual day if the governor is going to declare an emergency >> or if it snows? >> If there's a foot of snow on the ground, the governor is not going to declare an emergency. The governor shouldn't declare an emergency, but we're clearly not going to have inerson school that day. So, the the thought of having even a weather related virtual day in the 26 27th school year is really going to be off the table. We can still have the virt we

095can still have a virtual day for weather in the upcoming snow uh upcoming school year, but when we had had planned virtual days um la this last school year um absences were uh incredibly high. >> Yeah. >> Unless something happened to someone's child. >> So essentially no virtual days. >> That's something happened. >> Yeah. >> Have for students to be in seats. Second. So I ask for your approval. >> Move to approve. >> Second. >> Any other discussion? >> Okay, let's vote. Miss Grant, >> I. >> Miss Schultz, >> I. >> Dr. Kirk, >> I. >> Dr. Daniel, >> I. >> And the chair votes I. >> Okay. Item six. President Stand, members of the board, and Dr. Cobb, I am coming to you to request approval of the following um policies. Uh as you

096see, C14, C-15, and I35 are um being changed based on uh laws that were passed by um the legislators this year. And then um policy F5, this is just to improve our security in the district because also um it is a law that we must notify um our patrons that they are being recorded. >> And so um related >> uh Terry Tilly is going to start having signs placed everywhere so that um our public knows that they are being recorded on our property because we are recording them. And it also defines um when you can get a a video and how you can see a video when um we receive those requests from parents. >> Then you have the policy of I26 and J45. Those policies are just because um as Miss Stand has uh

097pointed out to me, if our policies are older than a kindergarten, we must uh revise them and look at them. And so these were two that uh came up that we noticed that we needed to add some things to them like for the I26 the healthy and fit. We needed to add um it was the bullying. We needed to add bullying into it. And then also uh we needed to take it off of uh we had it listed in the wrong place and so we needed to move it down to the other. And then of course policy J47 is a new policy that was recommended by OSSBA and it is our graduation policy. >> That's okay. I have my >> Are we voting on each of these separately or because I have questions, comments? What

098what do you have a >> what are your questions? >> You're you can vote on them collectively or separately. >> Yeah. >> So, if we're on pull out um I need to pull out C15 and I35. So we can go ahead and vote on >> 14 5 26 >> 35 no 41 41 and 47. >> So if we have a motion to go ahead and do those. I move to approve policies C14, F5, I26, J41, and J47. >> Second. >> Any discussion? >> Okay, let's vote. >> Dr. Kirk, >> I. >> Dr. Daniels, >> I. Miss Grant >> I. >> Miss Schultz >> I >> and the chair votes I. >> Okay. So for discussion on C15 um will you uh Dr. Broyals just kind of talk to us about why uh this is happening

099for like on page one where it says per state law active military and provisional. Will you kind of define that for us please? Yes. Um it was passed that if you are a dependent of an active military um personnel who lives on base and that base is located in our district that their uh dependent will be allowed to transfer to any school they want inside of our district, not just the one that is zoned for. For example, right now for uh Tinker Air Force Base, it is zoned for um Tinker Elementary, Midwest City Middle School, and Midwest City High School. as a dependent of an active military um personnel, you will be allowed to attend any school in our district that you want and you don't have to follow the state um guidelines as far

100as capacity. Uh we could not deny you based on capacity. As far as it saying provisional, it's because um if you continue to read the law clearly states that you are being granted this um in district transfer, but you are still required to follow all of the rules that u it's in the law which pertains to discipline and attendance. And so if a student is granted a in district transfer that is a military um dependent but then they violate the attendance policy or the discipline policy the building administrator has the right to pull their transfer. Thank you. Um so members of the board I would make a motion to um and also yeah approve C15 with some changes that I noticed. Um, I like consistency from our policy to policy. So, if you read the

101last page of C14, um, there are two paragraphs in there that talk about transfer requests being denied and appeal process. Um, I would like for those two paragraphs from C14 to be mirrored on the policy of C15 so that it's consistent across both transfer policies. one is out of district, one is in in district. Um, and so that's that's my only change. >> But I would also ask that um because we were just notified on um Thursday afternoon that an in district transfer cannot appeal to the state department of education. And so we were under the impression that since it was now located inside of the transfer portal that they had the same procedures that we have for our out ofd district transfers, but the state department of education informed us on Thursday after the

102agenda had been posted that in district transfers do not have the right to appeal to the state department of ed because they are already students of the district and they said that is a local decision. Right. >> It's not the state's decision. Exactly. So that's why the difference >> the language is different >> the language. >> Yeah. >> Okay. >> Do I need to change my motion? You want me to clarify that? Okay. So I would make a motion that we approve C15 with changes. Um the current proposed changes we need to remove the state department of education appeal process because of what you just stated. It's not necessary. and then grab the two paragraphs from C14. Uh first paragraph starts with if a transfer request is denied dot dot dot use that whole paragraph

103and then the one following that appeal process. Um use that language and just mirror that so that we're consistent across our policies. >> Any discussion? >> Made a motion to do that. I'm I it needs a second. I'm not going to do that yet until we come back. Maybe bring it back >> with the whole change. I I don't have what you have in front of you. So, I want to see it. >> Well, first you ask Dr. Bros if that is uh amicable. >> Yeah, that's something the suggestion she made. Is it >> Yes, it is. >> Okay. >> Can we just bring it back? >> We could. >> Yeah, >> We can pass it with the contingency that is >> Well, I think it'd be better to table it and just pass it

104with the with the revisions that Miss Schultz is recommending. Okay. Motion to table C15. >> Yeah, that needs to be table. Let us look at it all. >> Can I second? >> Okay, let's vote. >> Dr. Daniel >> I. >> Miss Schultz >> I. >> Miss Grant >> I. >> Dr. Kirk >> I. >> And the chair votes I. And for the final policy on there, we may need to table this one too. But um I just had a quick question about um this is due to Senate Bill 745, correct? I35. >> Um >> so do these individuals have access to our schools and our school events? Um like say I'm 26 years old and I come back and I'm like, "Hey, I want to get my high school diploma." and I come to this

105policy. Um, do they get a school ID? Do they go to prom? Do they um the individual? >> No, they do not. Um, their education is strictly, according to the law, is strictly virtual and online. That's it. So, would there be anything that we could say or add to this policy that would shore up that to make it clear to the reader of the policy that maybe they're not going to go to prom and not get a school ID and not go to like school assemblies? >> Yes, ma'am. >> We could add or table. We could add um underneath uh program requirements, we could add um the following statement. Students who fall under the provisions of this policy shall not be permitted to participate in high school functions and activities designated for traditional high school

106students, including but not limited to prom assemblies, graduation ceremonies, and other school sponsor events intended exclusively for the traditional student body. Good job. >> I like it. >> I like that. >> I would vote to approve that. Now, >> I'd want I'd recommend we table both of them. bring them both back where they're clean and then we go from there. >> All right. Is that your motion? >> That's my motion. >> Second. >> Okay. Let's vote. >> Dr. Kirk >> I. >> Miss Grant. >> I. >> Miss Schultz. >> I. >> Dr. Daniels. >> I. >> And the chair votes I. >> Thank you. Thank you. >> Thank you, Dr. >> Okay. Item seven. That right? Okay. Miss Woodard, >> President Standridge, Dr. Cobb, members of the board. Um, I am requesting a revision to

107policy D20, our federal program policy. This is truly just a couple of housekeeping items to update some um I lost the word all of a sudden, job title. And then um it also repeats our purchasing levels of when you need to get a quote, when something needs to get to bit uh go to bid. It mirrors what's in D5. So it's just updating. So those two things are the same. >> Move to approve. >> Second. >> Yeah. So we change from superintendent assistant to executive director. Those titles, >> correct? Yes. Yes. Yes. >> Okay. Let's vote. Miss Schultz >> I. >> Dr. Kirk >> I >> Dr. Daniels >> I >> and Miss Grant >> I and the chair votes I. >> Okay. Item eight. >> Mr. Collier. >> President Standards, members of the board,

108Dr. Cobb. Um, after we just uh changed the schedule, um, I'm asking for approval to change Midwest City's homecoming day from that Thursday the 25th to now Friday uh, the 26th. >> The calendar move to approve. >> Second. Any discussion? Okay, let's vote. Dr. Daniel, >> I. >> Miss Schultz, >> I. >> Miss Grant I. >> Dr. Kirk, >> I. >> And the chair votes I. >> Okay, item nine. >> Yes, I'm asking for approval. Uh, we do this every year. um we're not all in the same district um in sports and sometimes we're in the on the east side, sometimes we're on the west side. Um playoffs and in sports like wrestling um and and some of our spring sports, we could get put on the east side for regionals. So that that could

109happen on a Monday when you turn around and play on a Wednesday or Thursday. So um we sometimes don't meet that twomonth approval from you guys when it comes to uh travel during postseason. So this is just for postseason o OSSA sports. Um we're asking for approval for that overnight travel. >> Move to approve. >> Second. >> But I do have a question where we say all. I know there what there 14 sports OSSA and they have four >> academic music you know all that. So when we say all do we need to put sports in there? Because when I think there are total 18 of OSSAA that they have do we need to identify just say sports for postseason? I we >> I mean that's just that's just the thought because I know there

110there when I see OSA I think about everything you know I think about speech and debate I think of everything we say all there that I would include all >> so I could go either way I really could just >> that that's up to you >> okay >> I mean we can bring this back I >> No we don't have to just I think this is all OSSA postseason overnight trips I mean I think that covers >> but you have for for academic teams sometimes they go like when they come here over a ro state >> that's an overnight >> right >> that's an OSSAA >> so I think what you're proposing is that we blanket approve them per day and not have >> you're saying for all activities not just OSSAa activities that's all

111okay >> so the question is what difference do we >> the question is you're worried about the two week two-month window and if something comes up within that window we might miss >> we're having to come back for confirmation >> that's not an issue I agree with that. >> So the questions with this policy is do we foresee those being treated differently, >> right? Or >> I'm not saying that at all. She's just saying >> remember those competitions don't always have a region. >> That's right. She's pointing out that there are some activities that are not OSSAA sanctioned. So we just don't need the word OSSAA in the in the in the agenda item is what you're saying, right, Amy? >> That's exactly right. >> So I get that, but I'm just wondering if it

112makes his life easier if we blanket approve them all. Right. If we don't or if we see any um issue with those. >> So can we say to approve it without OSSAA? >> Yes. >> Yeah. I think I think I think that solves the problem. >> Let's strike that. >> That covers it completely. >> That's fine. >> Okay. So if somebody will make a motion to strike that >> she's saying that worded. >> That's right. >> Yes. >> Can I do the motion? >> You can do. >> So you're saying take out OSSA so it covers everything. covers everything. >> Oh, okay. That's why I was like, "No, she's trying to get rid of >> I thought it was opposite." >> No, no, no, no, no, no, no, no. >> Okay, so I'll make a

113motion. >> It might be easier. I think she was too. >> I'll make a motion to approve item nine without the wording or the acronym OSA. >> Second. >> Okay, let's vote. Dr. Kirk >> I. >> Miss Grant. I >> Miss Schultz >> I >> Dr. Daniel >> I >> and the chair votes I. >> Okay. Item 10. >> Thank you so much. >> This is another one. >> Um President Sandra, members of the board and Dr. Cobb. Um I would like to request your approval of Jet Strobble, a foreign exchange student from Germany to be accepted enrolled in Dell City High School for the 2025 2026 academic school year. Um she's 16 years old and has completed all the requirements of regulation J18R2A with the exception of the J1 visa which she will apply

114for upon your approval. >> Move to approve. >> Second. >> Any discussion? >> We have a exchange student candidate that we have to bring that to the board. Is that >> so we had a conversation about that yesterday Dr. Broyals and Miss Gilkkey and I did and I think the board policy on it could be clear. I think that it has been our practice to bring it to the board, at least since I've been here, but um the board, you know, uh and we've denied several that hadn't gone through all the steps. >> Um and we've had we even even had their um potential host families come and speak and plead with us at the board meeting, but they hadn't followed all the steps and they're working with company that actually know what steps have

115to be followed. So, you know, this is one that has done all the things that are required >> and I don't do anything without talking to the head principles. So, Mr. Gilland, I already knew about that. So, we talked about it. >> I kind of thought that the principles used to >> I always have a discussion with it. You know, I thought we have the space >> cuz I had asked you why we were voting because I thought the principles looked at all that make sure >> I can say too even being because I was over that portion with Rotary as far as sending and receiving uh students and we did still have to fill out information. We I didn't have to show up in front of any boards, but anytime I brought a kid

116in from >> Lord, I forgot where she was from, but but there was paperwork that had to go before the board for approval after getting permission from the school. >> So, it was a whole process that literally took four months just to get a student in. >> Okay. So, do we meet all the criteria and the checklist? >> I can't bring it to you until I go through that whole process. just a J1 visa >> and she'll do that after she hears from us. >> Okay. >> Oh, okay. So, you go through the process after you get approval. >> No, she's met all of the guidelines. >> She just needs to get the J1 visa. >> Okay. So, that was my question is did we go through the >> Okay, >> this is the last

117step before the student. >> I misinterpreted what you said. I thought you said we're going to do that after you get approval. >> Okay, let's vote. Miss Grant, >> I. >> Dr. Daniel, >> I. >> Dr. Kirk >> I >> Miss Schultz I >> and the chair votes I >> okay item 11 >> Miss Brown >> President Sandridge members of the board Dr. Cob, I am requesting your approval of policy I 30 to remain compliant with nonregulatory guidance from the United States Department of Education. >> Oh, sorry. >> You can't. Please forgive them. >> It's fine. It's fine. >> Motion move to approve. >> Second. >> Okay. Can you make that statement again? I missed it, but it sound like something contradictory or what what >> No, no, no, I didn't. I was controversial just

118reading the thing and >> there was a gasp over here. >> Oh, okay. >> Okay. There's a lot of words usually with anything federal and it is for us to remain compliant with nonregulatory guidance from the United States Department of Education. >> Okay. To remain >> need a motion. >> Move to approve. >> Second. >> Any questions? >> Do we have to do it? >> Okay. Let's vote. Dr. Daniel >> I. >> Miss Schultz. >> I. >> Dr. Kirk. >> Hi, >> Miss Grant. Uh, chair votes I. >> Awesome. >> Okay, the next one. Oh, do you want to Are you reading it? Item 12. >> No. Okay. Uh, I'm requesting your approval to continue to support the embedded PLC coaching process at Eperly and Park View. This is uh coaching that they've had and

119they're bringing their coach back. >> Excellent. Good job. >> Great. >> Move to approve. >> Second. >> Questions. It's a good deal. >> Schultz. >> I. >> Dr. Kirk. >> I. >> Miss Grant. >> Hi. Dr. Daniel. >> Hi. >> Chair votes I. >> Thank you. >> Okay. Item 13. >> Mr. Wolf. >> Evening. >> Good evening. >> President Standard, member of the board, Dr. Cobb. Um for item 13, I'd like your approval to um fund Townsen, our new elementary school. Um >> can't wait. >> Yeah, we're looking forward to it. We finally got all of our construction bids in. Uh there's our total amounts there for uh pre-construction total, GMP total, and the design architect totals. Brings our grand total on that project to $34,670,7711. Can't forget the 11 cents. That's important. >> Yeah.

120>> Approve. Second. >> We're going to hold you to that 11. >> Are we uh are we at budget, under budget, over budget? Where are we at? >> We're Trying to remember >> budget. I think >> we were about a month ago. We were concerned about being over >> and we've >> we've worked it to get under budget. >> All right. Kudos. >> Nice. >> Excellent. >> Dr. Daniel >> I. >> Miss Schultz >> I. >> Dr. Kirk >> I. >> Miss Grant. >> I. >> And the chair votes I. >> Okay. Item 15A. So, this item is for our three uh high school baseball fields. This is for turf only. Um we had originally looked at doing some construction on the infrastructure um concessions and and bathrooms and that sort. Uh we've decided to

121withdraw that. We're going to reconsider that and reconfigure those um requirements on that. So, this this information right here, this request is just for the turf on the three fields. Um, Dell City is going to stay, all all three baseball fields are going to stay in their current locations. >> Okay. >> Um, and we will be managing these projects um in house. >> Good job. >> So, we won't be doing this. >> This is actually 14. I said 15A. So, just to clarify that. Okay. >> The number. >> Yeah, just the number there. >> Okay. I need a motion. >> Move to approve. >> Second. Okay. Any questions? None. Okay, let's vote. Dr. Daniel, >> I. >> Miss Schultz, >> I. >> Dr. Kirk, >> I. >> Miss Grant I. And the chair votes I.

122>> Now we have 15A. >> So the button is popping up to vote on here when it's open. one of the items up. Maybe it doesn't come up till >> So >> now we know. We'll practice it though. >> Practice makes perfect. >> It does. >> President Standage, members of the board, and Dr. Cobb. The first item I bring is our normal um recommendations to hire um resignations and all of that fun stuff. >> Move to approve. >> Second. >> Okay. Any discussion? >> I do. Where are we in terms of bringing in new hiring needs? >> We still have um still have openings. Of course, I posted several jobs on OSSBA website today to try to get those pumped back up to the top so that we would have perhaps some more candidates. So,

123still looking. >> I know where it is. Do we find more vacancies at the secondary versus elementary? >> You know, I didn't look at it that direction. It does seem though when I was posting that I was posting more for the middle school and high school, but I mean they have more >> cuz I think I saw 10 pop up today. >> I would think that >> today on the district website >> on that OSS. >> Oh, okay. >> You know, I think I saw them pop. I get an alert. >> Oh, okay. Good. I didn't know that. But yeah, >> I think I got an alert on that. >> So on those, you'll notice that some of them are generic like trying to keep them open so that they can multiple people can apply.

124But >> um we'll see. Do you feel like you're getting candidates that just aren't qualified or they're just not applying for them at all? >> Well, unfortunately, some of the positions and that's how I determined which ones to post today. I sorted them by um the date that they were initially posted and then the number of applicants they have. And so the jobs that had zero applicants, I posted those first and then just my made my way down. Some of them are not qualified. Um, a few of them are still under contract in another district. >> Okay. >> And that district may not release them. And so that would be a gamble we would be taking. And so we have to work work through those carefully. But >> thank you. >> It's getting there. >>

125Fingers crossed every day. >> Every day. >> Okay. Let's vote. Dr. Kirk. >> I. >> Miss. Grant. >> I. >> Miss. Schultz. >> I. >> Dr. Daniel. >> I. >> Chair votes out. >> Okay. Item 15B. This is for our um staff stipens that are administrative and not covered by the negotiated agreement. Move to approve. >> Second questions. >> I do and it's just been a pet peeve of mine for years. Uh >> oh. When a person with the doctorate only gets that amount and has gone to the highest level he or she can go and we have several classroom teachers that do have doctors. That just concerns me that amount. >> Which one are you talking about? I'm sorry. >> Is it on that one? Maybe. Am I on the wrong one for the

126doctor? >> The staff stipens. >> The D. >> Is it on there? I don't have it. >> It was on one of them. >> I just remember reading that and it just bothered me. So that is in addition to when they So they get all their regular salary and then they have an additional $1,000 a year. >> I know exactly what it is. >> Is that correct? So you're thinking we need to look at increasing that? >> I that's the lowest level there and I think that you have you've gone the extra mile and this is where they are. >> Mhm. I think that's >> so are these uh so are they enrolls that allow them to exercise their their academic standing? >> No, they also a teacher there's a there's a separate teacher salary

127scale for doctorate. >> Yes. >> I know but that's in and I know that's in addition that that's above and beyond that is what I'm saying. >> So this is more for per for example Dr. uh Cavner, Stephanie Cavner, she gets the additional amount because she's not in the negotiated agreement. She has her own salary schedule that it doesn't >> I trust me >> you don't have to have the doctorate to do that. So I just want to make sure I'm under Are you saying that we need to look at making that more? >> She's saying it's low. >> I know everything we're saying here. Yes. >> But I think still think that that's low. So wait the question is are they on a salary scale commensurate with their education or are we talking you

128know every year they get a stipen no based on it's just that stip it's been the same for years and years there's been no movement there at all >> even but are they on that salary scale with their education so they are getting compensated for >> the degree everyone is >> and then on top of that we're saying we think they should get a stipen And >> well they do get a stipen but it's but it's a new >> so Dr. Daniel, yes and no. That when a person, for example, we have an elementary principal salary schedule. To be an elementary principal or a middle school or high school, it doesn't matter. To be a principal, you have to have a master's degree. You don't have to have a doctorate, but you do have to

129have a master's. >> Okay? >> If you also have a doctorate, you're on that same salary schedule. And in addition to that, you get an added $1,000 because you have an education beyond what's required. Okay? >> Does that make sense? So, it sounds like what she's saying is maybe it needs to be more than $1,000. I don't have my doctorate, but I would agree. >> That's a lot. >> Say, and I'm saying exactly that. >> It's expensive and and I agree. >> And it's just my own pet peeve. So, you can >> take it as such. >> Make statements and ask questions. I'm gathering information. I know. >> So, I'm not attacking you or I'm not I'm not saying that I'm >> I'm looking at your judgment or what. I'm just trying to figure out

130and if we're fair. >> It's it's just like say we Now it's left me those teachers that go over and above and we pay them what 5,000 a year if from the state. What is that? >> National board. >> Yes. National board. >> To me I would think a doctorate is equivalent to that. >> And I'm not saying that at all. I I >> you know what I mean? I would I would say that's equivalent to that and they're getting now of course does the state pay that or do we pay that? >> We pay that >> that extra 5,000 a year because they're national board certified. That would be a Miss Woodard question how they calculate that. >> We pay it. >> So, okay. So, let me bring >> So, initially the state did

131>> let me gather let me gather more information. So, you said they're on a different salary scale based on their education and what sound like you said was they were on a scale equivalent to master's degree or they were lumped in with master degree at the principal level scale. Is that >> you have to in that specific case? Yes. >> In abs. So in that case they are getting something equivalent to a master's degree because they have a doctorate >> plus a thousand >> and then they're getting a th00and because they have a PhD. Now do the master's level get the stipen as well >> and is it the same amount? >> Um so it depends on which one you're talking about. If we're talking about administrators they're on a separate salary schedule and so

132they have to have the masters to be on that to be in the position to be on that. If we did teachers, a classroom teacher, they have to have a bachelor's degree. Yeah. >> If they get a bachelor's plus 20 more hours, 15 or 20 more hours, they make more money on that salary schedule. >> Once they hit a master's, they make more money on that. They move to that salary schedule. >> Okay? >> More hours, another salary schedule. And then a doctorate, a teacher would be on a doctorate salary schedule. So, they don't get the $1,000 stipen. It's only the people who have gone above and beyond and there's not a schedule for them. >> Okay. >> I hope I'm explaining. >> She's saying a doctorate would be above and beyond and >> that's

133just a discussion there. We don't have to debate this at all. We can look at it. >> We could also get you um a number of employees that that would impact. >> I think I only five, isn't it? >> It's not that many at all. We don't have that many. >> We have teachers that are on the the doctorate scale on the teacher salary schedule. But in terms of other employees who are not in the classroom that that have doctorates, >> it's probably somewhere between five and 10 if I was guessing. >> What scale are they on? >> It depends on what their role is. >> If they're teachers, >> they're they're on the the scale that goes along with their job. So a principal, assistant principal, executive director >> and so on, superintendent. um

134>> teachers it's very specific >> potentially be on a schedule that is not a doctorate schedule. >> Yeah. >> Which is to Dr. Dr. >> the principal salary schedule does not speak to degrees earned. You have to at least have a master's degree to get a principal certificate but it does not speak to the the number of degrees earned. Uh the only salary schedules that have lanes that are stratified by degree are the teacher salary schedule and that's specified by law. >> Okay. >> So do we need another scale for doctorates that are in >> there's there's not that there's not that many not yet. >> I like that we have >> well if I got my PhD I don't care how many. I just know that that's my >> I'm on a scale that's

135not equivalent. So, >> but it's only a thousand is what she was saying. It's too low. >> Okay. So, when we look at the scale for the mass the teacher scale >> and the the the jump from a a master's to a PhD, is that equivalent to the thousand? >> No. >> Or is it more? >> It would be less. that the I believe and I'm going to probably say this wrong, but I believe the step moving from a bachelor's >> as a teacher to a master's is not $1,000. I I want to >> and a master to a doctorate is not $1,000. >> I not that I know of. Lori may be able to speak more to that. >> I don't think it is. >> Okay. >> But see, it would be even these

136would be there with PhDs. Mhm. >> So, >> I can gather some data for you and get that. I can give you the send you the salary schedules or break it down. >> So, I'm just I'm just react I'm reacting to Dr. Kirk, right? She's saying >> in addition to what I >> she's got a doctor while she was an administrator, right? And so, >> and it's not about me trusting if I ever I'm old. >> Let me let me let me just let me just finish cuz I'm on your side. Let me finish. >> Okay. Go ahead. So, I'm reacting to you saying that maybe that's not the right the right amount for your uh academic, you know, so what you've done academically. So, I'm just trying to get a a way of what's

137fair, you know, is that fair. >> So, maybe next year we can look at this. >> So, if we get the information, then we can say, well, maybe we do need to bump that stipen or maybe the stipen is okay. >> Maybe we need a new scale that has that incorporated. >> I'm all for it. I'm all for it. >> On step zero of the teacher salary schedule, I just looked it up. It's $1,000 difference between master and doctorate. I didn't I didn't look at step 10, step 15, step 30, and so on. I'm just saying for reference, >> that's $1,000 on the teacher salary schedule. >> So for a classroom teacher to go from having a master's >> to having a doctor, >> having a doctorate, it's exactly $1,000 more. >> So now the

138reaction is, okay, we know that those steps are the same. They have a stipen. Maybe someone thought, okay, well, we need to go ahead and add a stipen because they're not on a graduated schedule like the teachers. >> And so now I guess the question is >> about a $2,200. >> The question is, is that enough? Because you're saying it may not be. So we we would have to evaluate at that level. >> I just think I'm just ask $10,000 siphon. I'm saying just look >> out there nodding. >> And I would encourage you see what other districts do. Just look at that. >> I will be look at other districts. So now we can go back to rewarding absolutely or over and above and that would be edds. >> You know what I mean

139with PhDs myself I know >> we just not a number that we've reconsidered in recent years. So >> I think as public educators we all agree >> we all are going to get paid for that ph. I think one of the things we have to look at with this is is it are we being competitive, right? Someone comes into the district, you know, and we offer them a position at a certain scale with a statement. Are we being competitive? So, by comparing other districts, it will say, "Hey, is that still relevant today or was that a 80s number?" >> Look at other districts in the same competitive and if we have to go over and above what our competitors are so we can attract the best and retain the best talent. >> Right. Right. Because

140really you would want to keep a very good classroom teacher. >> Sure. >> In the classroom. >> What an incentive. >> But it's what the market. >> We just have to keep in mind that. >> But it's with anything, right? It's what the market can hold and what the value and what you're what you're worth, right? So we need to be comparing apples to apples to see what what is competitive so that we can retain and attract talent. So >> what were you saying? >> I didn't mean discussion. >> I'd like to do that with all schedules. I mean, >> I would love to pay our teachers what >> I would too. I would make whether they have a doctorate or bachelor's or I mean >> all of the things. >> Well, I mean, >>

141you know, I think it's a good desire to want to just, >> you know, pay the going rate and the highest rate. But when we talk about retention and are we attracting teachers, we also have to look at what is the market bear and are we competitive and our expectations have to flow from that. So if we say, "Hey, we can't afford what the market can bear," then we have to know going in that we're not going to attract x number of of folks and we have to look at other ways in order to retain. >> So it's just a data point. >> Sure. >> I would guess it for sure. >> Maybe maybe for next year. >> Next year we >> Okay, let's vote. Dr. Daniel >> I, >> Miss Grant I. >> Dr.

142Kirk I >> and Miss Schultz >> I chair votes I. >> Yeah. >> Thank you, Miss Houston. >> Okay. 15 C. These are stipens as well, >> but they're for travel. >> It doesn't matter if you have a doctorate or it doesn't. So these are employees who travel throughout the district. This isn't for travel like for professional development. This is um whoever goes out when Mr. Wolf goes out to check heating and air, whatever he's out doing, traveling around the district when uh Megan has to go and visit different sites. Anyone who has to go out and about in the sites, if I go, uh it's just to take care of some of the gas money that that's involved. >> Right. >> Move to approve. >> Second. >> Okay. Any discussion? >> Okay, let's vote.

143Dr. Kirk, I >> Dr. Daniel, I >> Miss Schultz, I. >> Miss Grant, I chair votes I. 15D. Okay, this would be my favorite part. This is where I get to make recommendations for new employees to join our district. Our first recommendation is for a mental health specialist, Rico Childs. Rico is a licensed professional counselor. He was born and raised in Oklahoma City and worked in the child care field for over 12 years. He received his bachelor's degree in business management with a minor in early childhood development from Langston University. In 2017, Rico returned to Langston University to complete his master's degree in rehabilitation counseling, visual rehabilitation. Rico has worked in the counseling field for five for six years and loves every moment with a passion for leading young people to their goals and doing

144his part to make the world a better place. In his spare time, Rico runs a nonprofit basketball organization called Ball Out Elite. >> I love it. >> God has blessed him with a beautiful wife and four children. His life is devoted to serving God, his family, and all the kids he comes in contact with. When I called Rico today to discuss with him salary, schedules, and benefits, and all of the things, um, he came with an energy just over the phone that made me so excited to meet him today. And so, um, that would be our recommendation for one of our three mental health specialist positions. >> Move to approve. >> Second. >> Look at them, guys. We still got to vote. >> Don't grin yet, Rico. They haven't voted. >> Okay, let's vote. Miss

145Grant, >> I. >> Dr. Daniel, >> I. >> Miss Schultz, >> I. >> Kirk, yay. Barely. >> Chair votes I. >> L's up. [Music] [Applause] We're expecting great things from you. >> I can assure you he'll be awesome. >> Our next recommendation for a mental health specialist is Ashley Wilson. Ashley is a licensed clinical social worker with seven years of experience supporting children and families. She completed her bachelor's degree in psychology and social work at Texas Tech University. Ashley went on to complete her master's in social work at the University of Oklahoma. She is passionate about creating a safe and empowering space where growth and healing can flourish. Her background spans partial hospitalization and outpatient mental health services, always grounded in compassion and connection. Outside of work, Ashley enjoys hiking, Pilates, and spending time at

146the dog park with her rescue pup, Effie. Our recommendation is Ashley Wilson. >> Move to approve. >> Second. >> All right, >> where's Ashley? There she is. >> Sorry, she couldn't find her. And >> find one of her kids. >> We will let her stand up as soon as we vote. >> Okay, let's vote. Miss Schultz. >> Hi, >> Dr. Kirk. Okay. Verily, >> Miss Grant. Hi, >> Dr. Daniel. Hi, >> Chair votes. I miss Ashley. Stand up. [Applause] >> Okay. 15F. >> Our final recommendation for mental health specialist is Katie Bang. Katie is a licensed clinical social worker and proud graduate of the Midell School District. She earned her associate of arts degree from Rose State College and subsequently completed both her ma bachelor's and master's degrees in social work at the University of

147Oklahoma. Katie has several years of experience working in school settings and is passionate about helping students feel supported, understood, and empowered. She is dedicated to fostering strong collaborative relationships with students, families, and staff to promote overall well-being and academic success. Outside of work, Katie enjoys spending time with her husband and traveling together whenever they can. She is proud to serve the Midell community and looks forward to giving back to the district that helped shape her. Katie Bang. >> Move to approve. Second >> the vote. >> Okay, let's Oh, need a second. >> Second. We did one second. Second. She did. >> Okay. Dr. Daniel. >> I. >> Miss Schulz. >> I. >> Miss Grant. >> I. >> Dr. Kirk. >> Yay. barely and the chair votes eye. Welcome aboard. >> We're so excited to have

148you guys. >> This is great. >> Yeah, I know. I hope you guys show it all energy that we're excited. You know that >> this is great. This is great. >> I mean, we are really excited to get this going. >> This is great. Okay, 15g. Okay, our final recommendation this evening is for an assistant principal to be assigned to Tinker Elementary. Dorothy Mosley. Dorothy is a dedicated Oklahoma educator with over 20 years of experience in public education, including 19 years in school leadership. She began her educational journey as a student in Middell schools, attending East Side Elementary and Sooner Rose Elementary. Her classroom experience spans from teaching kindergarten to high school freshman English and she also served as an adjunct professor of English comp 2 at Rose State College. Since 2006, Dorothy has held

149leadership roles as both assistant principal and principal in the Chalkaw Noma Park School District and most recently in Eupfalla public schools. She is excited to bring her passion for fostering a love of learning, building strong relationships, and partnering with families and communities to support student success at Tinker Elementary. She and her husband David enjoy traveling, appreciating nature, spoiling their dog, Bella, and creating memories with their family. Dorothy Mosley. >> Move to approve. >> Second. Any questions? Let's vote. Miss Grant. I Dr. Kirk. Gabe Erley, >> Dr. Daniels >> I, >> Miss Schultz >> I, >> and the chair votes I. >> Congratulations. >> Excellent. >> You're leaving the lake, though. >> You know what? God gave us an opportunity to see if that's where we wanted to move to permanently. And >> that's great. >>

150But >> you're back. >> Hey, you follow. >> She's only three hours away. like good things. >> You can always go back. >> You had me at hello, so you >> we appreciate you coming here and we appreciate all of you guys. So, welcome to the Midell family. >> Yes. >> It's big and wide. >> Yes. >> Amen. >> Awesome. >> Okay. Item 16. >> Okay. Need a motion to >> move to go into executive session. >> Second. Okay. Dr. Daniel >> I, >> Miss Grant, >> I, Miss Schultz, >> I, >> Dr. Kirk, >> I chair votes I Okay. Let the record reflect that the board return to open session at 7:30. >> 8:35. >> Oh my. 8:35. Okay. Those student those in attendance in executive session were Dr. Kirk, Dr. Daniel, Miss Schultz,

151Miss Grant, Dr. Cobb, Dr. Broyals, Miss Gilkkey, >> yourself, >> and myself, representatives of student A and B, and myself. Okay. During executive session, we discussed the following. denied student transfer appeals with the review of confidential records of student whereby disclosure of any additional information could potentially violate FURPA. The executive session was requested by the parent or student in accordance with 25c section 307 B7. No matters were discussed. No votes were taken during executive session. Okay. Item 17. >> Members of the board, I make a motion to accept the superintendent's recommendation to deny the transfer of student A. >> Second. >> Okay, let's vote. Dr. Kirk, >> I. >> Miss Schultz, >> I. >> Miss Grant, >> I. >> Dr. Daniel, >> I. >> And the chair votes I. President Standage, members of the board,

152I make a motion to accept the superintendent's recommendation to deny the transfer of student B. >> Second. >> Okay, let's vote. Dr. Kirk >> I, >> Miss Schultz, >> I. >> Miss Grant, >> I. >> Dr. Daniels, >> I. >> And the chair votes I. >> Item 18, no new business. Move to adjourn. >> Second. >> Miss Grant. >> Hi. >> Dr. Kirk. >> Hi. >> Dr. Daniel. >> Hi. >> Miss Schultz. And the chair votes. I