001All right, I think we're ready to call the meeting to order. Well, first of all, I'm ju I we'll get to it in just a minute, welcoming more formally our our guests, but just thank you. It's always fun to see um our board meetings um filled with with people. We love having you here. Thank you so much for being with us tonight. Um so I'm going to recognize the board clerk to read the meeting protocols, call the role, and lead the pledge of allegiance and a moment of silence. >> Thank you, Madam Chair. And we would appreciate it if everyone would please take a minute to silence your cell phone. And if you need to have an extended conversation with the person next to you or on your phone, please do so in the lobby.
002Please note, spontaneous comments from the floor are not permitted. Individuals who exhibit disruptive or distracting behavior will be asked to leave. Finally, those who come to the podium to address the board are asked to please introduce yourself by name, title, and organization if external to Oklahoma City Public Schools. And with that, I will call the role. Paula Lewis, Carol Thompson, >> present. >> Lorie Bowman, >> present. >> Jessica Cuentes, >> present. >> Dana Meister, >> present. >> Bernona Desm, >> present. >> Juan Lacona, >> present. >> Galilea Martinez, >> present. >> Thank you, members. And if everyone would please stand for the pledge of alle pledge of allegiance and moment of silence. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under
003God, indivisible, with liberty and justice for all. Please remain standing for a moment of silence. Thank you. You may be seated. >> All right. Next up, we have recognitions. So, I am going to recognize Jere, executive director of secondary curriculum instruction and professional learning. Ellen Craft, director of language acquisition, and Milton Bowens, Classen School of Advanced Studies at Northeast Principal, who will make a presentation on academic awards received by OKCPS high school students. I pushed the button. I thought I did something wrong for a second. All right. Uh, good evening, Vice Chair Bowman, esteemed board members, superintendent Pulk. My name is Jerezer and I serve as the executive director of secondary curriculum instruction professional learning. And I am so excited to take just a few minutes tonight to highlight some truly outstanding student achievements in
004OKCPS. My slideshow seems to be gone. There we go. All right. First, I'd like to recognize students who earned one of the highest honors in Oklahoma, the academic allstate award. Each year only 100 students across the entire state are selected. These students represent the very best in academics, leadership, and service. They were honored at the Oklahoma Foundation for Excellence academic awards celebration on May 2nd at the National Cowboy and Western Heritage Museum, and each student will receive a $1,500 award. So join me in uh congratulating Magna Ponavolu and Amasha Suma Sumira. Amasha, I'm so sorry. Go ahead and stand up. Amasha And I think you guys probably recognize Amasha and she uh is going to go to Stanford next year. So, we are so very proud of her. But I apologize. You you coached me
005and I still messed up. All right. Now, I'd like to recognize our Oklahoma academic scholars. These students have demonstrated consistent excellence throughout high school. To earn this distinction, they've maintained at least a 3.7 gradepoint average or they're ranked in the top 10% of their class. They've completed all graduation requirements and achieve strong scores on the ACT or SAT. This recognition reflects years of hard work, focus, and commitment, and we're proud of each and every one of them. If we could have our Oklahoma academic scholars stand, please. All right. Now, I'd like to introduce Ellen Craft, who's the director of lang language acquisition for Oklahoma City Public Schools. my buenes, distinguished members of the board, Superintendent Pulk, it is my high honor and privilege this evening to present to you the 2025 2026 seal of biiteracy
006recipients, the Oklahoma Seal of Bitery is a credential bestowed by the Oklahoma State Department of Education to recognize and honor high school students who have attained a high level of proficiency in one or more languages in addition to English. The seal of biiteracy is available to any student in our district and state who is available to demon or able to demonstrate biiteracy in English and another language at the intermediate mid or advanced low level. The recognition for attaining biiteracy becomes part of the high school transcript and recognizes the students readiness for career college and engagement as a global citizen. In addition to receiving a certificate of biiteracy, each senior scholar will wear a cord of gold, Kelly green, and royal blue as a part of their academic regalia. Please join me in recognizing and congratulating
007our scholars who have earned this prestigious academic achievement. If you have earned the seal of biiteracy, please stand. And now I'm going to have principal Milton Bowens from class and school of advanced studies at Northeast share with you a little bit about an honor they have received and that is the AP honor role. Good evening. Classen SAS High School at Northeast was awarded the AP gold honor role uh admissions. So, this is a prestigious honor. You earned this through through uh areas. The first area being college culture. You have to have 65% or more of your graduating seniors that took at least one AP exam during their high school experience. Um, college credit, meaning that 35% or more of the graduating cohort scored a three or higher or at least on at least one AP
008exam during high school. And then college optimization, meaning that 10% or more of the graduating co cohort took five or more AP exams with at least one taken in the ninth or 10th grade and class and SAS at Northeast has achieved that. Um we are a gold status and our goal is to get to platinum status next. We plan to honor um our students and their hard work by building a culture around taking AP and advanced coursework and by adding more advanced coursework options for our 9th and tth grade students um over the next two two years. So, we're excited for this honor and it's really due to our students and their families willingness to to take on the load, do the work, do the studying, and show up and show out. And I'm extremely
009proud of my class and comments. Thank you. All of these recognitions tell together tell a powerful story about our students and our schools. We have students who are excelling at the highest levels and educators who are supporting them every step of the way. We're proud of these accomplishments and look forward to seeing what these students accomplish next. Thank you. Thank you so much. And thank you students again and families. It was it's always so fun to um honor the hard work of our our students, our scholars. Um are there any questions or comments from board members? >> No, please. You >> go ahead, Jessica. Thank you, Vice Chair Bowman. No, congratulations to all of our students. Uh, no matter what grade you guys are in, I'm super excited for all of you. Remember to go
010for all of your biggest dreams and nothing is impossible. I truly believe in every single one of you and the way that you guys represent yourselves, your families, this district. I mean, remember what you guys learned here and carry with it carry it with you everywhere that you go. Super proud of you guys and congratulations. Anyone else? >> So, uh once again, congratulations to the students, the parents. Thank you for your sacrifice. Uh the teachers, thank you for um inspiring your students to do better to to uh I guess reach for the sky. Um, but to the students, whether you were born here or not, you know, be proud of who you are, you know, be proud of of of, like I said, be proud of who you are so you can be proud of
011the path you're heading and always remember, always be true to yourself no matter what. So, keep going, keep fighting. It may not be easy, but once you reach the top of the mountain, it becomes the bottom of the next. Keep pushing forward. I just want to say as a former honor student from Oklahoma City public schools, I know how you're feeling right now and I want to congratulate each and every one of you. And as Doc uh uh Juan Lacona said, reach for the stars. Thank you. Okay. >> Before you move on. >> Oh, of course. >> Um, I would be remiss if I did not take the opportunity. Uh, and I'm going to uh Kelly Kellis Kolinski if uh she say it again, please. >> Very important uh board members for you to hear
012that name. I want to say because of our new north star meaning postsecary and departments are doing their part she has now a system where she's looking at students that we may or may not have identified in the past but I want to say uh because of the commitment that you have shared and the expectations for Oklahoma City public schools to put students first which is making a difference in the numbers that we're receiving now uh because of the teams doing their part. So I want to say thank you to our board for our northstar. >> I appreciate that. Okay, next up we're moving into the superintendence update. So I'll recognize um Dr. Jamie Folk. Thank you, Vice Chair Bowman. We'll do uh something a little different here. We will not play the video, but
013building principles, principal, supervisors, please hear that there is a challenge embedded in the video. I will not tell you what the challenge is. You must go and see. Uh, however, I want to also take just a moment to say it this is teacher appreciation uh week and we're grateful for the teachers who have chosen to teach in Oklahoma City public schools. And please, if you have not, we need you to register in uh schools so that we can prepare and be first day ready. principles, please ensure you see the video. There's a challenge embedded in the video. Thank you, Vice Chair. Yes. Uh, may I translate that uh in Spanish? Yes. No, I'm I'm really excited. I think it was really cool that we also got to see the the students that were recognized for
014a seal by literacy. But in the spirit of that, Dr. P. Dr. Pulk. Thank you, Vice Chairwoman. Okay. Okay. Now, we're going to move into reports and presentations. We have um the workforce development presentation. So, I'm going to recognize um Vera Martin, senior executive director of secondary schools and academics, Kate Hayden, executive director of workforce development, and Porsche Monroe, executive director of bond services for a presentation on workforce development. Good evening, Vice Chair Bowman, members of the board, and Superintendent Pulk. My name is Verna Martin, and I serve as the senior executive director for secondary schools and academics. I'm joined tonight by Kate Hayden, executive director of workforce development, Kenneth Ward, executive director of special education, and Porsche Monroe, executive director of bond services, and Rasha Lee Connor, principal of John Marshall Enterprise High School.
015Thank you for your leadership and your commitment to keeping student outcomes at the center of our work. Tonight, we are here to report progress on how Oklahoma City Public Schools is building a system, not a set of programs, to ensure that every student graduates ready for a choicefilled life through employment, enlistment, and enrollment. My apologies. Here we go. Okay. This timeline reflects a predictable system of progress. Each month focuses on a different critical component such as building adult capacity, students enrolling in pathways, and partnerships secured for sustainability. This ensures that we are tracking and monitoring our progress along the way. Tonight we will focus on staff training and equipment procurement. While there is a lot of work happening behind the scenes to get our college and career centers ready, we are keeping these updates focused
016and connected to the work happening with school leaders each month. Thank you. Since our March update, staffing for our college and career centers has increased from 67% to 70% with eight positions remaining to be filled. We believe that staffing is a student outcome strategy and we understand that every unfilled position could represent a course that is not offered or a pathway that's not accessible or even a student without an opportunity. Therefore, we are treating staffing as a critical component to our success. Also during our March update, there was a question about what opportunities would be available for students with impairments or learning disabilities. And so at this time, I'd like to invite Mr. Kenneth Ward to come and share an update on the opportunities available to these students. So, good evening. Kenny Ward, um, executive
017director of special education. Thank you for the opportunity to share how Oklahoma City Public Schools is advancing post-secondary opportunities for students with disabilities in direct alignment with the board's vision. At the core of our work is a clear belief. Students with disabilities must have defined, supported pathways that lead to meaningful outcomes after graduation. Whether that is employment, enrollment and continued education, enlistment or independent living, we are building on a strong foundation. All students with an individualized education program are required to have a transition plan embedded within their IEP starting in the eighth grade. Through that process, students identify and engage in course pathway planning aligned to the new pathway requirements. It is also important to note that many of our students on IEPs do not require separate or specialized courses, but instead need the appropriate
018supports provided through their IEP to successfully access and participate in the same courses and programs as their non-disabled peers. These programs are designed to align with and strengthen our IAP processes, ensuring a cohesive student centered approach that connects coursework, career exploration, and post-secondary opportunities. We offer tech now courses in six high schools where students not only learn technology skills but produce real products, engage in business applications, and compete in a metroide endofear competition that raises expectations and showcases their work. Through partnerships with the Oklahoma Department of Rehabilitation Services and the University of Oklahoma, students access pre-employment training, work adjustment training, and work study experiences. These programs provide hands-on skill development, including community-based instruction and real job placements. Currently serving about 45 students in the work study program through paid internships. We are working on the
019next phase and expansion of internships with community-based internship opportunities like our new agreement with Not Your Average Joe. All of these options are available to students with different levels of functioning. For our post-graduate students, Project Search provides intensive realworld job training, culminating in job placement in the fourth quarter of that program. Last year, our program was nationally recognized for achieving 100% job placement for interns. In this year-long program, students serve in four different rotations in different departments within the hospital. This is a collaboration with the department department of rehabilitation services U southwest medical hospital and the international project search organization. This year marks the inaugural launch of the step academy currently serving 37 post-graduate interns ages 18 to 22 and projected to double that enrollment next year. Through partnerships like Focus on Home, students are
020developing independence through a fully furnished apartment learning environment while we simultaneously expand internship opportunities through new community partnerships and operating our in-house STEP industries to produce printed shirts and other items like the coaster you received tonight. Looking ahead, we are working closely with our OKCPS workforce development and career tech teams to ensure we have clear course pathways that support the full spectrum of students with disabilities, especially those in between existing programs. Ultimately, this work ensures that every student we serve has access to a pathway to success. And in Oklahoma City public schools, we are committed to being the premier provider of special education services. That means aligning our work with the board's goals and ensuring that every student, regardless of ability, has a future filled with opportunity, purpose, and independence. At this time, I will
021introduce Miss Kate Hayden. >> Good evening. My name is Kate Hayden and I serve as the executive director for workforce development and I'm happy to bring an update on the plan we have for teacher training for the next few months to help our educators those who are new to the course or new as a teacher. We have developed um a plan to help them develop the skills and knowledge needed to ensure quality instruction. This plan was developed in collaboration with Shelley Grant of our college and career readiness, career and technical education department and various organizations in our community. We have training planned for aviation instructors planned for this summer. And I would like to invite Principal Connor from John Marshall Enterprise High School to join me to share an update about the training they have
022planned. Good evening, distinguished board members, vice chair, Bowman, Superintendent Dr. Pog. My name is Rashlay Connor and I'm the proud principal of John Marshall Enterprise High School, home of the bold, enthusiastic achievers that respect themselves and others and are destined for success. I would like to briefly share the training underway for our aviation pathway. In partnership with aircraft owners association, also known as AOPA, the Oklahoma Department of Aerospace and Aeronautics, we have several FAA aligned professional learning opportunities, including a national symposium in Indianapolis. Our aviation teachers were able to participate in this this past fall. In April, our teachers learned about Pitsco drone operations at Oklahoma State University. And in June, Miss Cooper and Miss Vss, who are seated right here in the audience, will participate in training at Rose State College on AOPA secondyear
023courses. You may be aware that summer training is outside of our teachers contract. So, we are thrilled to announce that we were able to secure a stipen from our John Marshall Enterprise Board for both Miss Cooper and Miss Fields for their commitment to expanding their skills and knowledge in aviation. Additionally, this year we plan to participate in other training programs such as trust certification for drone piloting and also ground instructor training. This will afford our teachers the credentials to endorse John Marshall students as they complete the FAA private pilot knowledge test at the end of the school year. Teachers will also receive training to obtain the 107 commercial drone license as we continue to work with Rose State University. Thank you. Thank you, Principal Connor, for all the behind thescenes work you do to support
024the teachers in your building, particularly those for the college and career centers launching this August. We're also grateful for the support of the Oklahoma City Chamber, who is planning to provide training for teachers on the new AP business and finance course, providing teacher stipens, and building a community of practice. That training is planned for June 13th through the 16th. The teach okay training will be provided by the regions for higher education to help the instructor learn the curriculum they provide for teacher education. That training is provided on demand and a date will be set soon. We are currently finalizing theou for OSU OKC who will be providing training for the biotechnology instructors this summer with the date yet to be determined. As CTE teachers, those instructors will also participate in the Oklahoma Department of Career
025and Technology Education training set for all new educators over the summer. The cost of attendance is covered by the CTE Perkins grant. Fundamentals of cyber security, game development, and entrepreneurship training will be provided by Oklahoma City CTE at the end of the year. While those CTA teachers are still on contract, the new instructors at Star Spencer will attend the new teacher training provided by the department of CTE, again covered by the CTE Perkins grant. The new instructors at constru for construction and agriculture will also attend the new summer training from the department of career techch and training for the advanced manufacturing instructor will be provided by OSU OKC and also by the equipment provider tech systems once that instructor is in place. And now I would like to invite Porsche Monroe to the podium to
026provide an update on the equipment selections for the college and career centers. Thank you, Kate. And good evening. My name is Porsche Monroe, the executive director of bond services. And tonight, I am pleased to share how we are outfitting our six college and career centers with industry standard equipment. Our goal is simple. To ensure that when an Oklahoma City public schools student enters the workforce or a postsecondary program, they are already familiar with the professional tools of their trade. Our selection process focused on alignment. Every piece of equipment was chosen to mirror current industry environments and integrate directly with our curriculum. So at film and media, we are installing professional-grade studio lighting, rigging, and soundproof audio recording rooms. This isn't just a classroom, it's a production house. For culinary arts, students are training in fully
027functional commercial kitchens. Equipped with industrial ranges, warming cabinets, and professional refrigeration, with advanced manufacturing, we are leaning into Oklahoma's economic growth by introducing robotics and mechatronics learning systems to support the fields that are expanding rapidly across our state, such as aviation, defense, and manufacturing. As for cyber security, we have maximized our computer labs to support 25 work student workstations, including the high-speed data infrastructure and interactive new line boards necessary for realtime security simulations. Our strategy is one of long-term sustainability. By collaborating across departments, we ensure that both equipment and facilities are designed to support students of all abilities. Additionally, across departments, we will standardize hardware and like laptops and computers. By doing so, the district can manage, maintain, and refresh technology more efficiently as it changes. So for biotechnology, our labs will feature specialized equipment
028for DNA manipulation and molecular research including PCR machines and autoclaves. With aviation, we are literally taking flight and equipment is arriving on site. We have provided 13 flight simulator stations and 30 drone packages to prepare students for the aerospace industry. As for business entrepreneurship and teacher preparation, we've focused on flexibility utilizing new line boards and mobile AV infrastructure to ensure these spaces can adapt as teaching methods evolve. With game design and esports, we've created high engagement spaces with shoutcast stations and professional streaming systems, connecting student passions to lucrative media and software development. For construction, we are providing true handson experience. Students are working with CNC routing machines, cabinet saws, and drill presses. The exact equipment used by skilled trades people today in health centers to ensure equity. We sourced all medical equipment from hospital beds
029to exam room suites from a single manufacturer. This ensures that student students receive the same high quality instruction. And finally, with agriculture, our programs are now including green houses and hydroponic systems, allowing students to conduct soil tests and plant research year round. Turning to the budget, we have been intentional with our resources. The B and for the furniture, fixture, and equipment bond allocations total approximately $8 million. That's nearly 10% of our total construction budget. A strategic investment in the tools of the trade. By providing these professional grade resources, we are ensuring that Oak and Oklahoma City Public Schools diploma is backed by real world experience. Thank you. This concludes our presentation. If you have any questions, please let us know. >> First, thank you very much for that very detailed presentation. And it's very exciting
030to me all of the things that are about to happen at OKCPS. And I do want to especially say as a retired teacher, thank you for providing stipens for the teachers because oftentimes we just pile more and more and more and more on their plates without asking them without rewarding them for doing, you know, going above and beyond. And thank you for keeping that in mind. >> Got a question. Thank you, Vice Chair Bowman. Yes, I had a question that I asked earlier, too. um before the uh the meeting today, but I wanted to ask how is this information being uh dispersed out to families and of course also uh including the families that are not in the district. >> Thank you for your question. So as um we've shared um we are using a
031variety of methods to share the information with families. Um, of course, we have internally uh talking points that we're using and that um platform allows us to do two-way communication. But externally, we also are we've done uh publications, not publications, I'm sorry, we have done um Facebook live presentation. And I'm gonna invite Kate up because she's actually the one that has done most of these events that we've done externally. Go ahead. >> Thank you. So, in collaboration with our communications team, um we have done a Facebook live to get information out to all families. Plus, you may have seen me and Dr. Poke on KCO this spring as we talked about the launch of our college and career centers. And then I also happened to catch a little bit of that just recently with Dr.
032Poke on KCO, too. So, thank you for continuing to tell our story. Um, and then as as uh Mrs. Martin shared, we do use internal um ways to communicate with staff and with families as well. Additionally, I will add that um each of you received what we are calling a um stack card today. That is a new uh printed material that we hope to um reproduce and to be able to provide to schools so that as parents are um visiting schools that they will have the ability to uh collect and uh take that information home. you will see that there is a QR code located on the card and they can use that to access more information about our career pathways uh at their leisure. >> Awesome. Great job on the on the on these
033little cards. They are excellent. I mean, the branding is great. So, great job to whoever designed them. They look stellar. Um, as far as those lives, are they regularly recurring lives? the Facebook live. We've only done one. >> Only will they be recurring? >> There is a plan to do more. >> Awesome. And will any of this also be available on the Spanish media? >> So, I do know that um during our fresh, not freshman, eighth grade showcase. Telmundo was present to demonstrate the new graduation requirements. And Juliana from our communications team did speak to Telmundo in Spanish to our families about college and career pathways. >> Okay. Okay. Yeah, that'd be great uh to continue that uh just because it would with the majority of our students being Hispanic or Latino. Um and then
034I also had another question. Um it's a follow-up to what I asked. So I asked, can students go to programs not offered at their home school? If so, um how can they make this happen? And the answer I got was this this year students can apply for a transfer to attend a program not offered at their school. They also have the option of taking those pathway offerings at Metro Techch and staying at their home school. So, if a student applies to transfer to a program, does that mean they have to transfer schools completely or is it like part of the day? >> For this year, the plan for this coming school year, the plan is for students to transfer to another school completely. >> Okay. So, they would have to go to an entire different
035school to to be able to partake in whatever program. Okay. And uh for these students, do I mean are I'm assuming these programs have an application process and they have to get accepted into it or how does that >> there there's no application there's no barriers for entry. It's just based on student interest and what their um individual career academic plan is giving is pointing them in the direction of um the only limiting factor is capacity. So it depends on how much room we have in that building and how much room we have in that program. >> Okay. So would it be on a first come first- serve basis? Okay. And these incredible flyers, will they be available in other languages? >> They are not at this time, but we will definitely add that to
036our list. >> Okay, awesome. Uh, I think that's it for me right now. Thank you. >> May I follow up on uh board member uh question and thank you for sending it in advance so that the team could take a look at. But I want to share what you are asking is the heart of access. We can't just say it. we must be about doing it. Uh, and so I'm grateful when you took time to come to the office and you and I had an opportunity to talk that through even more because it's not just a communication. It's not just the school. It's going to take all of us to share this information. It could be as simplistic as re-sharing a post on Facebook, calling a neighbor and saying, "Here's an opportunity." This is not
037a one-way communication. We cannot get comfortable. If we're going to remain student centered, um, I'm going to just say there's no wrong answer. keep trying and then allow us to track what we're finding that works because this is new and and I think we kind of just like oh I tried but thank you um for pushing us uh because that's that's the heart of access. How do they know and we can do better. >> Thank you. Thank you Dr. Pulk for that. And I I will also add that um this is our our goal three. I think it's really exciting that this is a kind of a direct pipeline of our of our district. Um, and for those Spanish folks that might be listening onto Oklahoma City Public Schools. So, I just wanted to translate
038that it's possible to transfer uh next year to a different school for a program. On behalf of the board, I'd like to tell Mr. Ward if he would just tell the teachers how we are so thankful for the children's and the students work that they did for us and we're so very thankful. Thank you. >> Absolutely. >> Thank you, Vice Chair Bowman. Uh thank you for your presentation. Um it's very exciting. Um this time I wanted to follow up on the question that board member Suentes brought uh >> she that she um posed and I just want to make sure that I understand that if a student chooses not to transfer completely, they still have options to go to Metro Tech. Is that what I heard correctly? >> That is correct. >> Okay, good. Um
039the other question I have is how will students who are deaf or heart of hearing be incorporated into the special populations program? So we have uh a whole department I would say within our department that is around hearing impaired and visually impaired um teachers um uh ASL translators and everything that they need from technology to the personnel to ensure that everything that they do um is is adapted and accommodated to enable them to access and participate just like any other student would. Thank you. Is it >> Gala? Yes. Uh my comment was also for Mr. Ward. I just wanted to say thank you for um presenting how we're helping our students. I think that's really wonderful and I look forward to the new STEP program as well. I think that's incredible and um look forward
040to helping, you know, give that information over to our parents and thank you all for your presentation as well. Was it's incredible to see what we're doing in OKCPS. Um, my also have a question, a followup to what board member Sephuentes had said, um, with the transfer to programs or to Metro Tech. I believe this question has been asked previously, so my apologies if it's a repeat repetition. Um, but I wanted to ask about transportation. Um, specifically, I think the aviation program at John Marshall is exceptional, but representing our Southside students, I do consider how if they wanted to take advantage of that program, how they would have the transportation to get there. Is that something the district is providing or is that a a method they have to find on their own? So for
041next year we will not provide transportation but we are allowing students to transfer. We are looking into the number of students that are requesting to transfer to take the possibility of providing transportation into consideration. Amazing. >> We do have an aviation program at Southeast High School. >> Okay. Amazing. Thank you. >> Well, thank you board members. I do have one. First of all, Kenny, appreciate your answering the the question that was raised at the last meeting. I do though, and I I I know I've raised this before, but I'm going to reiterate it in the context of the new information that he provided, is that I and and this kind of touches on to what um Jessica was saying as well, which is communicating to our families is so important. And and I do think
042that some of what Kenny said is lost when I go on to because my habit is when you all are giving presentations. I like to scope out the website to see and try to think of myself as a new family moving to Oklahoma City and I have a student that might need, you know, services um from the special education or office of exceptional student services. It's called both things it appears, but there's not a connection between, you know, the wonderful programs that Kenny pro, you know, described and how it aligns with I've got a a student that is looking for a career pathway, but they don't, you know, they have some services beyond what traditional, you know, they need to be in transitional service. I I'm sorry I'm not going to use the right term
043so pardon me but I mean quite a few of the links are broken in the special education section of the website and then there's no again because of how the branding and kind of the career the career college and career is being created as a separate micro site which I know I've I've raised concerns about um because it just it it to me it make it creates a division. it doesn't make it look like, you know, and we have families that may have one student that wants to do um something in the college and career pathway, but they also need to access, you know, things from the office of exceptional student services. So, I guess I'm just saying that I think and I think I've said this a couple of times, but we taking a
044holistic view of what our families are looking for the information when they come to our website, which is the hub of all activity. It should be again considering the lens of a new family to town. Are they going to get what they need? And I just I I still worry that they might not. And I know it's a bit of a we're building the plane while we fly it. And so I am I agree with everything that people said, but I just want to raise that again. >> Thank you for that feedback. >> Absolutely, >> Madame Vice Chair. Yes. Uh thank you for raising that concern as well. and I'm over here as well uh looking at the website. Um I did want to say again thank you to those that made that uh translation
045option available uh cuz before it was not great. Um but now we have a flag um which you can change the language on the website okcps.org and um and it and it's pretty good for the Spanish version. I can't speak to any of the other languages but uh pretty onetoone but yes finding those uh these career options is pretty difficult um even in Spanish and so um I will definitely encourage to just keep work like working it and making it accessible and I mean it is our equity policy that we're talking about here and um to reiterate what our chair had said a while back ago is we have one of the best equity policies in the nation so uh please and thank Thank you. >> Excellent. >> Vice Chair Bowman, if I could, our
046principal would like to share uh with the board some additional information about how she is uh communicating with families. >> I wanted to thank you for letting me come back to the mic. I wanted to point out that the principles and counselors at our schools that are offering these programs have gone farreaching to reach our families. We've made videos. We've had them translated um just as our board members translated with our ceremony earlier today. We have sent our staff to our feeder schools to promote our programs as well. During parent teacher conferences, we had our pathways tables available to talk about the different programs we would be offering on our campuses. We've also invited our community partners in that will be hosting and supporting some of these programs to talk to our parents as well.
047We've invited guests to come to the classes with the students for small one-on- ons or one to 30 to also talk about the different programs. So, we are being very intentional about recruiting students and peing their interest because everyone isn't an athlete and a lot of kids don't come to school to learn math. So, we want to make these connections with the careers and the content areas and that's how we've been promoting it with our families as well. Thank you so much. All right, with that I think we're ready to move on. Thank you so much. Thank you. >> Okay, next up is the operations um we're moving into um committee. Well, I think that's where we are. Report some presentations. Operations committee report. That's um me as the chair. Um once again, very excited
048that we have a meeting report available online um for people to review. I'm not going to read it, but I um we did have a meeting on April 29th and um I just wanted to highlight one thing that the bond citizens oversight committee applications are open now through May 8th and then um they'll be reviewed um by the committee led by uh board member Thompson um with a target date to have recommendations available for the board by June 8th. And really the main thing here is that if there is anyone who would like to apply to be a part of this citizens committee um they should visit our website. We have the link multiple places on the bond site and on the main site and on the board of education site and um you know
049we're looking for committed um community members, experts um especially in the fields um relative you know that are related to the bond and and oversight work. Um and hopefully board members are sharing it with u maybe community members that they think might be interested. So that's what I want to highlight. Um, and if there are no questions, we can move to the policy committee. >> Thank you. I will uh also want to translate that. I don't know if Mr. Lakona or Miss Martinez if you guys could help me kind of translate uh that the application is open bond citizens oversight committee and Mr. Lacona or Minez. Go ahead. Bond Citizens Oversight Committee. >> So, correct me if I'm wrong, they're going to um basically be in charge of like lots of money and whatnot. Correct.
050the oversight process. Overight. Okay. Yes. Thank you. Thank you, Mr. Lacona. Okay. Okay. Policy committee. >> Yes. Uh and I am also going to echo what uh Lori said. Uh my report is available online as well if you guys are interested in reading the full report. Uh but I did have something prepared. The policy committee report is attached to today's agenda. If you would like to see specifics on the committee's report, the board of education policy committee last met on April 22nd, 2026. The committee finalized verbiage on series A and began series B. During this meeting, the committee reviewed series A and developed the final recommendations for a first reading only for A-01, 2, 4, 6, and 7 to be removed, and for A-03 and five to be revised. The committee will continue to work
051on proposing new policies that align with the student outcome governance framework. After series A and B, the committee will continue onto series I to allow the legal team to consult the finance team for recommendations on series C. The committee is scheduled to meet next on June 3rd, 2026. And as always, the work that the board of education policy committee is doing will always be presented to the entire board for a first reading only before voting on the new policies at the next general board of education meetings. Thank you again for your time and if any board member has any questions, please let me know. >> Questions? >> Welcome, Chair Lewis. >> Yeah. Um, okay. Next up is um the 4.04 financial services report. I'll recognize Sydney Ward, chief financial officer, to give her presentation. >>
052Good evening, Chair Lewis, Vice Chair Bowman, board members, Superintendent Poke. Um, I'm going to go and walk you through the January 2026 financial statement. Let me see if I can make this work. This is our general fund. Um for January ending, we are projected to be at about 28.2 million ending fund balance. Um our revenue is around 361 million. Our expenses are about 363. Um that's a slight increase from December. Um we're still in the 7.8% 8% 8% range for our percentage of revenue for our fund balance. Um, this is our formula funding. As of February, we had a slight increase of a couple hundred,000 in our state aid. This is uh just for our historical information for the past four years that we have. That kind of gives you some kind of idea of
053where we're maintaining kind of increases, decreases throughout the years based on our uh enrollments. This is for building fund. Um it's pretty much flat from December. We're projecting about a 19.7 million in revenue, 13.3 in expenditures. um about $20 million in an ending fund balance for building fund. Child nutrition is same. It's flat from December. Um we're sitting at about 26.3 in revenue, 27.7 in expenditures with an 8.5 ending fund balance. Um after this period of time, December's or I mean January is usually when we start monitoring our open POS, getting things closed out. um wrapping the year up so that we can prepare for next year. And I think that's it. Do you have any questions? I have one. I do have one. Thank you. >> Yes. So, um yeah, we were I I
054did ask the question about our personal enrollment numbers and so um enrollment has increased from 30,325 to 30,000. >> Excuse me, Jessica. >> Yes. There's no we're not going to they get that one time October one count and that and then they might do it but that there it doesn't change every month like it may change like in the school but it's not going to be a formal report out so I just wanted to clarify to make sure that you've asked the last three months and October one was one count we'll have another October one count and there there's an adjusting time and that's okay I just want to make sure we're on the same page that that we're asking the same questions does that feel like where you're going with it is the same
055kind of thing is Did it change again? Because that what you just came up with last time and told us that you won't have adjust. It's October one count and then there was an adjustment period. When was that? I can't remember. >> January. >> Yeah. >> And after that does it. >> Yes. Uh so so my question was the enrollment just how we're keeping track of it and and just what's the process looking like? >> So we look at Infinite Campus and we kind of track the enrollment monthtomonth. We're using that to project out for next year's staffing. So that's kind of what we base next year's staffing off of is where we're sitting at each month. We're monitoring how we're going to staff the schools with that. We will have so like uh Chair
056Lewis mentioned we do October one counts. We have a mid-year adjustment in January and then we will have an endofear adjustment to our foundation aid at in June. >> Okay. Perfect. And this is not going to affect our current fiscal finance. Um but will and will any of this affect future years? Mhm. >> It will because what they'll do is they'll take our enrollment and then they'll our ADM average daily membership and then we'll throw the weights in there. That will kind of um give us our our uh count for our foundation aid money and then there's a state aid factor also that's involved and that's takes in the whole state in consideration. So that's what our factor is used off of. >> Awesome. Okay. And I guess Chair Lewis, >> it's a two-year look
057back. >> Yeah, it's a two-year look back. So that's where cliffs come in. So if you have a higher enrollment in two years, we're going to have more money come in. But if two years ago we had a lower enrollment, then we might have less money coming in than what we actually are seeing kids right now. So that's that cliff that they continually talk about or or change. >> Awesome. Thank you for that insight, Chair Lewis. Uh yeah, I mean I'd like to just keep looking at it um and just how it impacts the district even if it is two years ahead. I mean um I think it's something important to look at. >> But it's your October one count is the thing that would be the two-year like that is the count is that
058day. It's and and so no matter what money they get because you get money what days you get money couple times a year like big flowthroughs. >> Yeah. We'll get it like we got it in like I said we get it in January is when they do the the adjustment. So we'll get the big flow then in January we get another one in March then we get another one in June. >> Yeah. So that's where the money comes in. So money doesn't come in the other times like there's just those three big drops in. >> Okay. >> Yeah. >> Awesome. Thank you. >> Okay. Anyone else any questions for finance? Thank you. >> Thank you. >> All right. Excellent. Okay. Then we're to 5.01. And I do believe the board member just mentioned um her
059recommendations and um I'll need recognize Tony Childers. And this is information only. It will come up next month as an action item if anybody has any questions. Anyone? No. Okay. All right. Thank you. Thank you for explaining that earlier, Jessica. I appreciate that. >> Okay, now 6.01 and this is special business and we recognize Crystal Raymond, our executive director of communications to provide information to us. Good evening, board chair, vice chair, members of the board, and superintendent Dr. Pulk. So, we are here tonight to talk about Sorry, I messed this up. >> I've never done this before. I'm sorry. >> How do I get the >> clicker? >> Yeah, >> I just skipped to the end. Anyway, this is for the proposed communications timeline for the potential renaming of Caesar's Chavez Elementary. You should have
060um at your seat a printed out draft of our proposed survey questions. It includes a brief explanation of why we are asking about this and then some questions. Thank you. That's what I pushed. Okay. So, our top goal is to hear from the community and also making sure our board of education has all the full the full information about how our community feels about potentially renaming the elementary school. We also want to ensure we're following a transparent process and engage in respectful factinformed dialogue with our community. We also want to ensure that any potential new name reflects the values of the community and those who attend the school. The survey would go out to the entire district, but we would have focused groups, community meetings with those in district 7 and especially those who are
061in the feeder pattern of Caesar Chavez. We would provide this information in both English and Spanish. And as with the timeline you see here, some of this work will be over the summer. So that may present some shifts, but we would have a virtual option for a community meeting as well as a potential community meeting at the school at the beginning of the school year. We would work to have translators on site. We would have it in primary Spanish with an English option. And we talked with my team about even having a couple different if if we have a big turnout, we could obviously have additional community feedback sessions. So you see the timeline here. We would start if if we decide to move forward, we would send out the survey tomorrow and then we
062have May 31st as the end of the survey, but depending on response, we could extend that if needed. And then we would present our findings at the June 28th board meeting. And in August, we would have an ad hoc naming advisory committee. And I'm going to invite Tony to come up to talk about that. Yeah. So for the meetings for the ad hoc committee, those are what are outlined in our board policy DO8. So we'd be following through that policy of making sure that we have representation from the school site um including parents, uh teachers, uh administrators, support personnel as well as a board member and as we've discussed before also having Mr. Lakona and Miss Cuentes available and on those committees to the extent that they would like to participate. Um so we would
063have various ways of getting that input from the community. And again even though that primary focus would be on the school site uh from district 7, the the availability would be uh districtwide for others to be able to give input on the the renaming. Um, and in addition, we'd have opportunities to reach out to our community partners and others who may have some additional input to be able to provide for those. >> And so our goal would have would be October 2026 for final board action on any recommended name so that signage could be approved and then installed over either fall break or winter break so we're not interrupting student learning. And are there any questions? >> I'd have one on your survey and this is just actually a curiosity question. So I know our
064policy our our school naming policy if it just comes in randomly for the community. So I'll just use uh the Sandy Garrett uh early childhood center that you know we got we got those three that came in three letters that came in and or we just did the Pat Pots developmental center. We do that, but I don't believe that when we did the renaming of the three or four Confederate schools that that was part of that process. But more importantly, even if that is part of this process because of our policy, when it says please attach at least three letters of support, like I'm imagining how this is going to go out, how people are going to receive it. And the digital divide is real and like attaching three letters to a survey might be
065really hard to do. And so how do we think we might address that? >> So as you mentioned, yes, that is part of the policy which did change after the renaming process of those prior schools. Uh it does require that there be additional letters of support. I will say that as part of the renaming that we did with or not the renaming but the naming of Skyline, uh the the practice was if we got other inputs from other community members who maybe had one letter but it was the same uh same uh name that was uh entered by another another individual with that letter. You could combine those letters to get three letters of support. So we'd find that it would be sufficient in terms of the uploading process. I do think that that's a
066good point of making available other options. So, I think we could probably tie in. >> What I'm thinking though is like leave that if it just get the name of the individual because we're getting their name, email, and phone number for it to be valid. >> And so, if there happened to be five people that wanted the same name, we could always contact those people and ask for their letter, tell them that they need to send letters of recommendation. But this feels like a stop, like somebody would just stop and be like, well, I guess I don't get to have a voice because I don't know how to upload something. So my rep my suggestion would be that we don't say you try to upload something to a survey. Anybody else have any thoughts on
067that? >> I had the exact same thought because especially I would say that a great majority of them are going to be looking on their phone. >> Yeah. >> And then you're like, well, I can't upload a document here. I was going to suggest it not be an upload, but like if you're in, you know, just additional information like if you suggested an individual per policy, you know, if you have a letter, I don't know, you could have something like an info at OKCPS email address or I don't know. >> Or would the board consider if 20 surveys came in that said I want to name it I don't give me a name Juan Lacona. We want to name it Juan Lacona. If 20 names came what letter surveys came in and said that's what
068we're going to name it does that count board as three letters of recommendation like if you had more >> and and that is similar to what was done with asking skyline that was similar if we had multiple entries for a name those would be included as the names for recommendations. So that that is what we the practice that was followed with skyline is my understanding >> or do you officially want three letters from a community members letter of formal letters. I like the idea of reaching back out to them. If if there's a mass, you know, all 15 responses came in with, you know, the same name, sending an email to those 15 respondents and saying, you know, hey, if this is really of interest, we're going to need I just I just don't like
069I I'm with you. I don't really the having it in the survey feels like I would probably stop filling it out at that point and be like, "Oh, guess I'm going to move on to my next thing on my to-do list and not um fill out finish and submit the form." >> I think that's a great suggestion. I do understand that the block that could cause for some families. >> Any other board members have thoughts on that? >> Yes. I do also like the the reaching back out and um asking for it because yeah, it could be quite difficult to get three formal letters of support. Um and is it also possible to maybe create a letter at these future meetings discussing the the name change? Like is it possible to get one done there?
070Yeah, I think that's certainly one of the hopes was in some of those in-person meetings or virtual meetings to be able to guide people that had questions about the actual application, how they can go through filling that out. So, I think that could certainly be a component of it of if there's other ways to submit it or to walk them through that or have examples available to them. Um, then that's certainly something we could include. >> Awesome. I think Honorable Martinez had somebody something to say, too. >> Uh, yes, thank you. not in reference to the surveys but or in reference to the recommendation letters. Um my question is on the language within the survey um the way it's presented there is an opportunity for the school to keep the name if we receive more
071surveys for example on question number one if the response is no people do not want to change the name then it would not be changed. So I I do have a question about that because I do believe that the name change must happen. Um and I do feel that the community feels the same way. But I do feel nervous about the surveys being filled and the responses to them. So I of course believe in democracy. Um but just given the language in the survey there is that chance that the name could remain correct. >> Yes. So the first question is actually just trying to gauge community feedback and community excuse me community engagement as to the particular issue. Uh the hope was be able to get as much information as we can so that that
072information can be brought to the board. Um now ultimately the the decision to name and rename is the boards as a whole to make a determination when we and a big factor of that obviously is getting community input but in the end it is a board decision as to the renaming. >> Thank you. >> Okay. Now um so are you okay with do do you agree with that Galileo? Are you are you still >> Yes. >> Okay. Yeah. All right. Anyone else on any of this conversation? >> Timeline sounds good to me. I like that it's slow enough to give us time to really be transparent and grab as much data as we can. So, I like that. Okay. Well, thank you. Appreciate you. Thank you. >> Thank you. >> Okay. I'm handing it back
073over to board the vice chair Bowman for the OKCPS board of education's quarterly self-evaluation. >> Excellent. Okay. This is this is exciting. >> I hope we're doing our our self-evaluation. And I was thinking today as I prepared for this that um you know maybe the next time another you know we can pass the torch among us of who leads facilitates this process because this is a process that we're going to have we we get to um go through quarterly and I'm happy to do this one and um happy to engage other board members who want to do um this um the three three months from now. So before we start, I want to um just clarify that the reason you have the time use evaluation reports at your spot is because Coach Carol um reminded
074me uh today that when we do a look back on our quarterly evaluation, we are actually looking at the entire quarter really the entire time that has taken place since our last um evaluation. And so what that means is that the last time we did an evaluation, it was our baseline evaluation. It was done in October of 2025. And therefore, our time use evaluation report should be from October 10th through April 20th when this is done. So what we did is we basically took so for purposes of evaluating ourselves. There is a small change that can will you know impact the ability to give ourselves points because when you take the you you take the entire time um our average or the percent of time spent on um student outcomes focused minutes because that's what
075we're trying to count. Our goal is to get to 50. um we are at 22%. So I just want to clarify that from October through April it's 20%. So um and AJ is is online if we have questions. But we talked today and I'm going to facilitate and then we'll we'll pull in AJ and AJ can absolutely stop us whenever um he thinks that we've gone um gone a field or whatever the expression is. Okay. So, you all got um first of all um you received this board quarterly self-e evaluation template. Craig forwarded it to you. It was also included on the Sunday update. This is the tool that we're um scoring ourselves on. Um it has our baseline on the far left by and if if someone doesn't have it, we can share. >>
076Need to pull it up on our email. I don't understand. I thought figured we'd have one up here, too. Well, again, >> okay, >> lesson learned. We can we can have all of this printed out or I can put it up on or we can put it up. >> Can we This is >> Is there any way to just >> put this up? It was in, >> you know, I think it's actually on our agenda, isn't it? >> It is. It's on the agenda item um that you can pull it up you guys if you go to >> 6.02. It is everything. Um, okay. Actually, Carol's email to us is included. So, if you pull up the template, there we go. Perfect. So, this is the template that we use for self-evaluation. And the instructions
077are below the the table. The baseline column in green is how we measured ourselves in October of 2025. And then the um column to the right of it is how we will where we will put our scores for ourselves today. And then we will start a quarterly review after that. You can see how we've laid it out. So essentially the task that was um outlined in Carol's email was that we used this template and then we use the cheat sheet that you can click on um the hyperlink. It's a cheat sheet but it's also pages 2 through 7 in your manual in your outcomes. And by the way, Verona Galilea, I know you all are doing your training later this week. So, a lot of this might, you know, this is listen and and and
078learn. I know, but we don't expect you to know this stuff, you know, backwards and forwards quite yet. But, um, essentially, this template is used after we review all of the different categories and how um, we achieve points, we score ourselves. So, we were all um Carol was nice enough to give us um it's called the cheat sheet and basically it was a document with little boxes um where we could check the boxes. I know I printed mine out and I marked mine up and checked the boxes as I went um today. Um, it's funny because I think that Carol and I when we were uh she was training me this afternoon and we were getting ready, I think some of her check marks um came on. Well, so we'll start with vision and goals.
079And if we look at our vision and goals, when we evaluated oursel in October, we earned 10 points. Once you earn 10 points, we really have not gone backwards. So we don't need to rehash the fact that we earned 10 points in October. You can glance at these and see that we have done nothing to jeopardize those 10 points. And so really what we need to look at is we've moved over to the green column which is the meeting student outcomes focused column. And I will give you all a few seconds to look. But I can tell you that I gave us 25 points because I think that we have um achieved all of these. And so if you all want to take a second and let me know or we can discuss or let
080let us know if you if you agree. >> I would agree. 25 points. Way to go Jason Galloway. He got all the interim calendar goals, everything set. Well, and we should say this is very much related to the hard work of the district team to get us here. >> Um, so if everyone agrees, then we would score ourselves for um, and this is a collaborative process. This is our collective self-evaluation. So basically, we would take the 10 points that we earned in October. we would add it and we would give ourselves on this template we'd give ourselves 35 points for the vision and goals section. Does anyone agree? >> Does everyone agree? Um then what we can do since that was so quick, we can move on to the mastering student focus out mastering student
081outcomes focus column and just take a second so that we can familiarize ourselves with what it will take to get to the next column. And in doing that, the first one which is the board used a process that included students, parents, staff, and community members in a way that leads them to express ownership of the adopted goals. As I was preparing today, I thought we're not quite there, but we do want to give ourselves and the district team, especially um Maloo Smith and her team, great kudos for helping us get those 16,000 comments on the initial goals creation process. Um and even though in my view our community doesn't yet have ownership in the adopted goals, I think we have started that process and that to me we could get this done with some focus.
082Um because if you look down um the third one, the board relied on a root cause analysis, all of that. We will not have the opportunity to get that piece accomplished until our next goal planning session. But it doesn't mean that we shouldn't try to get some of these in this category. So, if we agree that we're at 35 for vision and goals, we can just keep it in our heads that this first box on the mastering section will come up again on our next page when we talk about um our our next thing. and it might be something that as a group we decide that this is what we'd like to focus on for our next three months. And that is what coach Carol recommended today. She thought that that was something that we
083could even, you know, consider as a group, focusing on and even, you know, this was an example of pulling together a very small short-time subcommittee that would like work with the district to figure out how we can come up with some ideas for taking what we've already done with the community and helping to take it to the next step to give them ownership in our goals. So, that's just something we can put a pen in and come back to in a little bit if you'd like. >> Have a question. >> Yep. Yes. Thank you. Uh the question I have uh Lori is so if we're we're waiting on the ownership piece um like is it good to set a timeline? Is it just we revisit in the next quarterly self board report evaluation? So the
084suggestion is that and again we can we can talk about that right now and all collectively agree that we'd like to because we've m we've we've gotten to this column. >> Mhm. >> If there's something in this column that we want to work on as a collective group, we can decide to do that today and then yes, we can revisit it at our next self evaluation a quarter from now. And we might even have the discussion of, hey, we need another quarter. Like, we still aren't convinced that we've gotten there, but at least it could be something that we're moving in the direction of. So, you're right. We can like a suggestion um was we could, you know, pull together a small group that would work with because really a lot of this is related
085to district communications team. So we would have to work with the the team to say what can we do collectively the board with the aid of the district to help get more ownership by the community. We started that process by having that community training session, but we need to, you know, do more and it could be that we want to, you know, do a quarterly newsletter to our biggest stakeholders to make sure they know what we're doing, which is something that we've actually brought forward several times as an idea, but we could actually, you know, execute that and that would be an easy way to communicate out to our biggest stakeholders of the progress we're making on the goals. Um, so that's just an idea, but yeah, we can absolutely set that as a aspiration
086for our next quarterly. >> Awesome. I I do like uh maybe revisiting this in our next quarterly report, so that way our new board members can also get training underneath their belt a little bit more. >> Um, and I mean, that's that's what I think, but it's awesome. I'm glad to hear that we're almost there, guys, on this one. >> Yeah. >> Anything else before we move to page two? Okay. So in page two is related to the values and guardrails. So the last time we uh scored ourselves. We gave ourselves five. So that first or that second column we can move past that and we can talk about um the getting 10 points. So if everyone wants to take a look, this one is sort of is interesting because on my call with coach
087today, we were looking specifically at this idea of a theory of action and they actually basic because when I look through the green column, we've met the first one. We've met all of them but the theory of action one. The theory of action is a very rare and unique thing that districts tackle and the coaches and AJ can uh correct me if I'm wrong but have agreed that we do not need to do this like basically we can we can we can cross this off our list and the reason is that theory of actions are should not often be done at the board level because they can lead to micromanaging. It really is there for very unique commi uh communities when there's a really specific community of need that is driving the school system to
088do something. So, the example that Coach Carol gave me today is that there's a um community in like a very very heavy oil and gas community near the Gulf um of Mexico. And they used a theory of action to drive that their school system um their strategic direction was to um train their graduates to work in this very specific industry. And so it's it's it's really much more unique. I think we're such a diverse wide, you know, large I they just they both agreed that we don't need this. So yeah, but but we haven't considered it. >> Exactly. >> Yeah. So if everyone likes that and trusts the coaches are leading us in that you know in the right direction to me we would we would get 10 additional points for the rest of the
089items in this column. But >> I have a question. >> Yeah. >> Do you have >> Yes. My question is what is the difference between the theory of action and then like our goals? You know because it says to it's to drive the school's overall strategic direction. Should the goals not be driving the schools? >> It's it's a little it's a little different. It's because we have the goals, >> right? >> But then the theory of action is a separate >> like how you're going to do the goals. >> She said it gets a little into micromanaging. >> AJ, do you want to weigh in on this topic? >> Yeah, gladly. And so essentially with um your theory of action um where your goals and guardrails say here's where you need to be at at
090the end of the journey. The theory of action is really a tool that you create collaboratively with the superintendent that talks about um unique circumstances to your organization of how you will get there. Um and so for example uh that we will engage parents is probably not something unique to your school system. I suspect every school system has that on their to-do list. So that's not kind of sufficiently unique or differentiating. Um now if you all said um in our school system it is absolutely essential that all of our parents um come into our classrooms and teach once a week that would be very very very different. Um and that would be the sort of thing that might make sense to be uh in a theory of action. But if you all don't have anything
091that is that is kind of unbelievably unique or you don't have special circumstances that make it uniquely challenging for you all to um drive organizational alignment then it's probably not a tool that you all need to have which is why instrument the only thing that the instrument's looking for is had you all given this some thought and decided whether or not it was something we needed. >> Oh yes good point. So if we've considered it and we decide we don't need it, we can check the box and we can earn those 10 points. >> Yeah. Okay. So if we if we do that then we will have earned 15 points on our values and guardrails. We're trucking you guys. Okay. Page three is related to monitoring and accountability. Um, >> Vice Chair Bowman, is it
09210 or 15? >> 15 total on that one. Yes. So, basically, we get to add >> the two the previous one. >> Is that right? Don't we? We add >> That's what we did first. We added >> That's what we did on the first one. I don't Okay, perfect. And so, we're we definitely didn't do like we didn't get to the last last one. >> You know what? No, no, no. Look over all the way to the end. Yeah. Sorry. It's not. We basically we don't earn 15, we earn 10. >> Right. Okay. >> Okay. Thank you. I Yes. Appreciate. >> So the same thing for the first one. >> Yes. So 25. >> Yeah. Um so yes. So on page three, this is one again. Take a second. I we we scored ourselves zero
093last time. Um and unfortunately we have to score ourselves zero again I believe because as I look at the 10 approaching student outcomes focused we can check all those boxes except the last one um which is the superintendent is evaluated only on performance regarding the board's goals guardrails and interim goals guardrails. Um and that will happen next year as we've all discussed because this is year zero of the goals. So to me, we can check all those boxes and we just like put a pin in that final one and as soon as we move through the next evaluation, we'll get it. >> And so we're at 10 for this one. >> Mhm. Um >> or zero. >> I'm sorry. We're at zero for this one. >> Zero. Sorry. The reason I was distracted is because
094um I do though and as you look into the meeting student outcomes focused and mastering um we have checked the box on some of those other things. So I just want to take a moment to I we we owe ourselves we should give ourselves some kudos because um you know for instance the third box the third um the third one in the mastering section is that you know we haven't modified our goals and guardrails and I think this one is to discourage boards from modifying regularly because then it's hard for the district to know what the goals are by allowing the goals and guardrails to stay um and the monitoring calendar to be over 5 years. It allows for more focus. >> Um I also believe and can be corrected if I'm wrong, but that
095the district has achieved at least half of its interim goals during the previous 12-month period, and that is in the mastering category. So I just want to say add a way to go um on on the fact that so we're doing well >> madam vice chair. Yes I had a question with that too. >> So uh no great job on pointing out that we are also improving although we may not be able to complete every single check mark but that's great. Um, but if we were to uh change the numerical values of our goals proportionately because of the cut scores changing, will that negatively affect us on that one? Like, will we still be able to check mark that? >> I actually don't think so. I I know I talked to coach Carol. I mean,
096she thinks that's and we talked about this on the policy committee. Like, she thinks that's like a numbers change, >> right? It's proportional. Yep. It's >> it's not a goal change. It's just simply updating the numbers to reflect the new reality of Yeah. >> Okay. Cool. >> Are there any questions on this one? We stay at zero, but we're pretty darn close >> to getting 10. Okay, page four. Um, this is one we also scored ourselves zero. This is communication and collaboration. And I have um us earning one point because um we can check the box on both of the the fact that we track our time and that we are putting most of our consent eligible items into the consent agenda. Do you all agree? >> I I agree on that. Is it also
097beneficial to talk about the next one like the one over? >> Yes. And absolutely. Um because we have we can we can check off the first one. >> We have no more than four board authorized public meetings a month and they don't last more than three hours. Thank goodness. Um the second one is related to just and this would be the category of like tonight we had a presentation on you know workforce development a recognition a it's just or I guess that wasn't for discussion but we had the policy anyway we rarely have more than five topics that require us to discuss and I think the point is you can't have 10 things that require discussion plus talk about student outcomes. So, I think we we check that box. >> Can I ask a question
098about that? >> Yeah. >> Um, so on the committee reports, do those count as topics or and if so, are those something that we should move into consent agenda? Everybody gets the report from the committee meeting. Um, Coach Carol advised that it's anything that is a is a quorum. So, basically, it would count all of our board meetings and work sessions. Anything that has to be filed with the state for open meetings. It doesn't count. >> I was talking about though the five topics for discussion. >> Topics. Oh, >> I was counting topics. >> Oh, so basically Oh, you're you're probably right. So basically if we move the committee reports into the consent agenda so everything would be attached the reports that are coming out from that then that would give us more options to
099have things that were really valuable to use our five discussion topics on maybe I mean there might be something unique like if we had a you know our finance audit for example like if we had that budget audit committee and they needed to do a report like that may have to come out of consent agenda to do that but >> well and board members can always pull things off consent agenda. So basically if we moved some more additional things into consent agenda, if for instance there was something special for the policy committee report, you could you know somebody could request we'd like to pull the policy committee report off consent agenda. It's a good point. I thought anyone else Dr. Pulk is saying she likes the idea. I also uh like to see too that
100so we have like big categories like 3 point something 4 point something so I'm assuming like that that would be the big like one big category like so both reports would consider would be considered as one um what's it called one just one category in this >> no I think what you're looking at is more of like the information agenda special business it I I think that's where you're seeing the the numbers the one three four >> so there be multiple things under special business or information. We could have three charters that had come and ask for authorization >> authorization >> and they would >> Sorry, I'm getting horrible feedback. >> Sorry. Okay. All right, we're good to go now. Um, so you could have four discussion topics because if you had four chart three
101or four charters that came that would go under information agenda to present to us what they wanted. So that would still be a discussion topic each individual because we wouldn't look at special wouldn't look at information 5.02. We wouldn't have all four charter leaders up here at one time doing their presentation. >> So you would count those individually? Yes. Is okay. But um Jessica, I think they would go, if I'm not mistaken, like a committee report would go under, um like 11 where you see board legal services in the consent agenda. Wouldn't we just move those down and put them into like under 11? And that would be like if we moved committee reports into the consent agenda, we would put them into the broad category of board services. And then if someone wanted to
102pull it up to discuss or pull it off. We could do that. >> That wouldn't account that wouldn't count against us if we pull it off. >> It would because it would be a discussion topic. >> Yeah, >> but it says the board schedules no more. So, if it wasn't scheduled, >> I don't know, AJ. >> I know it's getting into specifics here. >> Um AJ, can you hear us? The question is like would if somebody pulls something off of consent agenda for discussion by the board, does that then count as one of the five topics that boards uh under we're on page four the second under meeting student outcomes focus. Would that be count as one of our five topics for discussion? Yeah, the conversation you all are having right now is exactly the
103conversation that this is intended to inspire is it causes you all as just a group of leaders to reflect on what is the most optimal use of our time. >> Good job. Um and so ways to think about that is that the more topics we choose, the less focus um and the less intellectual energy we have to give to each other. And so while we are not super exact about this, the intention is anything that the board as a body spends time in discussion, discernment, debate on uh we consider that one topic. So question was asked earlier if somebody just gives a uh superintendent gives an update on how many kids went on the field trip uh but you all didn't actually discuss it then we don't think of that as one of you know
104your two three four five topics. We just think of that as something you heard. But really when you all begin to discuss back and forth and um are in discernment around a topic that's when we start thinking of okay how many of those can you really engage in uh effectively? Madam chair, so I have a question for coach AJ. So if we have committee reports but we don't talk or like we don't like discuss or I guess offer questions, is that not one of the categories like it would we could be able to check off that box? >> Yeah. So for example, uh this evening I see you gave a report on policy, but I didn't hear you all have a resulting policy debate. Um, so I wouldn't think of that as a topic that
105the board discussed. However, interesting. >> If you brought forward and said, "Okay, here's a recommendation the policy committee has and we'd like the board's consideration on it." And then you all engage in a 5, 10, 15 minute conversation about it, then that is really a topic the board to invest in. Is that distinction? Is that helpful? >> Yes. Thank you. So, we could keep we could keep those reports if we wanted to, >> but I think to make it easier, we could move it to consent. Yeah. Make it more clear. >> I'm comfortable with that now that we have the Go ahead, AJ. >> And and I would encourage you all just go back and watch this meeting or any other meeting and just ask yourself, okay, for every single thing that we did in
106this meeting, is this meeting the absolute highest and best place for that to have taken place? they really really need to happen in this meeting. I suspect if you go all go back and watch this particular meeting from tonight, you'll identify a few different things where you'll think to yourself, nah, we didn't really need to spend time on that in the board meeting. That could have been an email, that could have been a sidebar, you know, the superintendent or something like that. So, that's the eye that you want to have. And so, if there's a really, really valuable reason for the board to have a conversation about a committee meeting report or whatever, then certainly do so. Um it's this is all based on your collective judgment as the community's representatives. But if you all
107look at it and say, you know what, this wasn't really a great use of our time. It wasn't bad. It's just this this could have been an email. This could have been a sidebar, then in those situations, we just encourage you, okay, but don't spend your time on that. Free your time up for something that you all collectively think is more powerful way of serving your children. >> I've got a question, Coach AJ. So I I do love that. So we can have attachments and we can present that to the public and have it on the agendas, but how do you ensure the same amount of transparency? Um and and like I I don't know. I feel like there's it's kind it's kind of a iffy ground sometimes because if we like let's say we
108cut off too much. Uh I don't know. I worry a little bit. But my thoughts are is that the transparent piece is that it is all locked into the database now. Like it's forever those reports are going in there and anybody can pull those up. You don't have to have an open records request to get our policy committee meet like the notes. They're all going to be there. So it's more transparent. But it's that the the in my we're supposed to do the business of the district and the main business of the district is the outcome focused governance. And it's not necessarily our job to be the forward- facing communications down to the families. That's really the comm's department's job. And so I I feel like that, you know, the conversation would be like we
109want the comms to do that, but then that's kind of stopped. We're not >> I don't know if that makes sense or not, but >> yes, it does. I mean, the fact that it's available to everybody. >> Yes or no? Madam Chair, um if we took something off of the consent agenda and agreed to put it up for discussion, then does that count as an edit to the that very last box? Would that count as an edit to the regularly scheduled meeting? No, because No. Yeah. Yeah. No, it doesn't because but every one of our any board member can pull anything off consent agenda they want and it's not at it wouldn't be an edit like we're not adding something to it. We never have new business quite honestly. But I mean that would be
110like the new ad to it. And the only way that would be a true edit, I think, and AJ could correct me, is, you know, I don't give me an idea of an edit because I'm thinking like sometimes we have to pull something off because the district's not ready for that to be voted on or there's not a contract. So, sometimes we pull things off the agenda, but it's not common. >> Yeah. So um in this particular situation um if you are how far in advance of the board meetings do you receive your materials >> now we receive them 10 7 days 10 days 10 >> yeah and so just know that across the country a lot of uh school boards receive their materials you know three decades before a board meeting um and so
111there's just no way that you can reasonably prepare well um and So it makes sense that you'd show up at this meeting and be making last minute edits. Um in you all's case the uh the expectation is in fact that you all would have had uh taken advantage of the opportunity to review the materials uh and requested anything that you need to come off of consent at least 3 days in advance of the meeting. And uh but so if you did come to the meeting um and um at the meeting request things come off then we would absolutely consider that an edit inside of 3 days. Uh but if you made that exact same request 3 days before the meeting we would not consider that and edit inside of 3 days. The rationale for this
112is actually a little bit um hard for board members to see because you are the ones um who are doing the work. When the staff uh know 100% for certain that an item is not going to be on the agenda, then they don't spend uh that time preparing to go over it in a board meeting. They spend their time that week um doing the rest of their job, which hopefully is supporting principles and teachers and students. But the moment they have any uncertainty as to whether or not something will be on the agenda, then they by default have to prepare for everything. And so the decision that you all have to make with this is do we want them to prepare for everything even though we may only discuss two or three things um or
113do we only want them to prepare for the things that we will discuss. If you operate in a way where the only things that come off of uh consent for action are uh things that come off 3 days in advance, then you will free up a tremendous amount of your staff's time to focus on uh supporting the organization. If you don't behave that way, which is perfectly fine. That's a choice you can make. But it does mean that you'll be obligating a lot of your staff's time to prepare uh that they might that might not be the best use of their time. And so that's what's happening here is it's just giving boards a way if you want it to preserve staff time to actually focus on supporting campuses rather than supporting the board for
114things that are just never going to come up. But the moment there's ambiguity, the only rational approach for staff is to prepare for absolutely everything. But if there is a solid commitment from the board that if something comes off of consent, that's fine. But pulling it off of consent doesn't put it onto this agenda. It puts it on to the following month's agenda. Then we would not consider that an edit of this meeting. We consider it an edit of next meeting which is more than 3 days away. And so that is that is our interpretations of this particular item. Is that answering your question, Matt? >> Well, I have a clarifying question because that's not how we do it honestly. Well, how so we send in questions on the consent agenda and we get our
115answers back in that reasonable time, but the item still stays on the consent agenda. We're not pulling it out of the consent and putting it into special business if a board member asked a question. We're just being given the information. So the way we thought about it was that if they didn't ask that question in that frame time frame that we're supposed to ask the question so the staff has time to answer it and you pulled it off without giving the staff notice that would be an edit but not necessarily if you hadn't asked the question already because you're kept kind of the aha the c gotcha moment. >> Yeah. And you're definitely wise to try to prevent getting into kind of this gotcha where you're pulling stuff kind of out of nowhere at the
116last minute. Um, but even if you submit questions in advance, um, if there is any chance that the board could discuss a topic at the next meeting, then the only reasonable response for your staff is to prepare for every single item on consent agenda as if they're going to have to stand and deliver. Um, and that's perfectly fine. There's nothing wrong with that. uh the board has to make a decision of is that how we want our staff putting our time. But unfortunately, there's only one way to prevent its staff from preparing for every single item on the agenda and that is to give them absolute certitude of what items can be discussed and what items can't. And so if you uh operate your meeting such that items on consent agenda will definitely not be
117discussed at the board meeting then staff will deploy their time differently. But if there's any chance that it can be then that will just impact how they spend their time. And again that's the board's call. Um and and either of them are appropriate. Um it's just we don't want you all making that decision and not realizing you make that decision. That's all. So, if a board member asks a question in writing, they get the answer, and then they get to the board meeting and they decide to pull it off anyway because they wanted to Wow, I don't talk now. It just cut me off. It just went completely silent up here. The board member pulls it off just so that they can basically read off the answer that was given. That would be considered an
118edit though, right? Because you've already been asked and answered or no? And unless unless they requested it 3 days before the board meeting did. If they had submitted that request two days before, here's some questions I have. Also, I I want the board to be able to discuss this. Can you please pull it for consent? And then staff will know, okay, that item is definitely no longer a consent. We have to be ready to stand and deliver on that. U but then u if your way of operating is that that only happens three days out, then the staff would know, okay, there's two days to the board meeting. anything on consent is definitely not going to come up. So instead of spending time preparing to present to the board on that, I can, you know,
119I can go do that walk through with the principal that I've been promising to do or something of that nature. >> What do you think? >> I think it makes sense to me. >> Okay. I was like, what do you think? >> I've kind of gone back and forth between, oh, that makes sense. What am I hearing? Um, but what I understand I'm hearing is that it's okay to move it off of the consent agenda as long as we give it three days or more time and then it wouldn't count against us. Is that correct? >> I don't know if ours is three days. I can't remember our timeline exactly. I think we're seven. What is it? We get it for we get 10 days ahead. We have three days to ask questions and you
120guys have three days to give us answers back. So basically within 3 to 4 days of when you get the um the draft agenda, we're supposed to turn in all our questions. So if you had something on consent agenda that you wanted pulled off, that would be the time to say, "I'd like information on this and I want that to not be on consent agenda." Is that what I'm hearing, AJ? >> Well, yes. And part of I think the concern you're lifting up is if that timeline doesn't work for the board, then the thing we'd say to do is move the timeline back. So if instead of getting materials 10 days in advance, you need it 12 days in advance in order to give you all ample time to do your due diligence. >> It
121has been working great. It's been working great at 10 days. >> Yes. >> Okay. >> You're welcome, Craig. >> Thank you, Madam Chair. >> You're welcome. >> Thank you, ma. Madam Chair, I I don't know if I ever got the like exact answer, but so if we have something on the consent agenda and we do pull it off for discussion, so is that against the >> Yes, it's going to be considered an edit because if we would have asked the question ahead of time in that 3-day window, they would have given us the answer. We would have attached it to the thing and all the information will be there. You can still pull it off, but it will be considered a a discussion. >> Okay. And >> or or if you request to pull it
122off three days in advance, we don't consider that an added uh to the to the agenda because staff has 72 hours, you know, prepare. >> So, it's not seven days ahead of time. >> So, it wouldn't be an edit, but it would be a topic that we're scheduling for discussion. >> I see what you're saying. >> Oh, pages, baby. Um, I like the timeline by the way. I think it's been working really well since we've adjusted it. >> Excellent. Well, this has been such good discussion. This is this is great. on that on that in that same section of the fivepoint um I just also did want to shout out the work of the policy committee because um even though we can't check the box for the third one quite yet which is that basically
123we've gone through our policy diet it is in process which is >> it is in process >> it's in process so well done and well done policy committee members Um and it will we will be able to check the box. That's awesome. Just >> probably not next in a few quarters. >> It'll be but it's it's on its way. Um and the other thing that you know to this conversation we were having under the mastering student outcomes in this on this page. The fourth or no yes the fourth is that the board receives the final version. I guess it's not quite final, but we're receiving our materials in advance and it's it's it's been working really really well. Um, and I just think that we we say thank you to everyone involved in making that
124happen. So, does everyone agree that we have earned ourselves one point on this page? >> Yes. >> Okay. So, the next one is page five. It's unity and trust. And this one we scored ourselves a zero. And unfortunately I think we're still a zero. But that's okay because we just talked about because because several of these the second, third, fourth all relate to the policy diet. >> Y >> so again once the policy committee has done its work. However, I do want to say that it for my when I checked all these boxes, um, we do have it says attendance at all regularly scheduled board meetings is over 80% during the previous 3-month period. And I think we are well over 80%. We do a really good job of showing up. So, can I think
125we deserve a lot of credit for that one. Um, and we'll get to the others. It's we're definitely making progress. So this one is still a zero. >> Is it is it is this one specifically because the board has not adopted policies? >> Correct. So see how the second, third, and fourth is the the board has adopted a policy um regarding the information provided by the superintendent to one board member is to all like that'll be part of our policy diet. >> Awesome. So we're meeting the first little phrase on the first box. We've adopted goals. I mean, I don't think any of us are voting on anything that we have conflict of interest, >> right? >> And then board members serve on committees. I'm not understanding that one. >> Like, so we're not serving
126on committees that the superintendent has randomly >> basically basically um what this is wanting us to do is to ensure that um >> Okay. Serve on committees. Well, I don't know that that's our that's not our policy. So, we'll just have to that that basically board members serve on committees formed by the superintendent or staff without approval. >> Oh, without approval. We don't do that. We don't serve approval. Yeah, we don't do that. >> Yeah. >> So, we would meet everything and so we would just need that one piece to get a little bit >> Yes. >> higher of a score. Okay. >> Yeah. Okay. Final page. Continuous improvement. Um, when I filled this out, I have us that we um Okay, this this one's a little tricky. We might need AJ's feedback again. Okay,
127so under the score of one approaching student outcomes, we do track our time. So, we get that. And then skipping down um to the third one, we have started thanks to the district team recognizing the accomplishments of students and staff regarding progress toward the goals and interim goals. Those count toward our minutes um on student outcomes and we are doing that thanks to the work of yes, Alicia, Jason, Dr. Pulk, all of you. that's been such a wonderful addition to our monitoring and it meets it helps us get points on our self-evaluation. Um, and then >> if I may, madam. >> Yes. >> Uh, that video of your, I believe, first grader who came and was sharing about her literacy growth, >> um, was one, utterly adorable. Um, and two, I have shared that video
128of a clip from your board meeting with at least a dozen superintendents and board chairs across the country, and they want to be like the KCPS. They want to do a better job of intentionally celebrating their students like you all do. >> Yay. That big time round of applause. Yeah, that's great. That's why we do what we do. >> So, I >> I was going to ask that question too earlier. Is does all of that count towards our minutes? And that's pretty exciting that we went over it again. >> Yeah. Well, since we have AJ on the line, we should ask um because I was talking to uh Jere before the meeting having the we recognized some students. I don't know when you joined AJ, but um that were AP scholars seal got the seal
129of biiteracy like basically some of our scholars and we recognize them. It does connect to our goal three post-secary while not explicitly a part of a monitoring report. Does it still count in this category? >> No. You all really the the culture creating phenomenon here is when you connect it out for your staff. When you say to your staff, here is what the community's vision is. And in honoring of the community's vision, here's what we've established as the school district's goals. And in honoring of those goals, here is evidence of students and staff and families who are doing remarkable things in the direction of those goals. So when you connect the dots um for your community and staff, um and by the way, your board meetings, it's mostly staff we're watching, not community. If you
130want to be transparent with the community, you're going to have to pick some additional avenues. Um, and so what you're really doing is you're connecting the dots mostly from your staff um to say here's what our community um want prioritizes most. So this is what we as a board prioritize most. So this is what we are going to celebrate most um in our board meetings. And when you connect those dots, then you start to be drivers of cultural change that you start to make it very crystal clear what the priorities of the community are and inspire people to move in that direction. But it only works, you know, if you have the whole recipe. Um, the the way I often talk about it is that, you know, if you if you want cake, but you
131only put flour in the pan and then put it into the oven, no matter what your intentions are, when you pull that pan out, it ain't going to be no cake. It's just going to be hot flour. And so, trying to bake something great, but not using all the ingredients, just don't expect that to work out. The ingredients of this are what is the vision of the community? um what are the goals that the board's adopted that are aligned with the vision? What are the practices uh that are actually making a difference for students that are aligned with the goals? And when all of those ingredients together, that's when you're making the type of culture you want. >> Okay. So, I think the answer is yes, Jere. Yes. Thank you team for contributing to our
132time spent on student um outcomes and this is wonderful and you're helping us achieve our our goal of 50% of our time spent on students which is great. Thank you so much. Um okay. So, um I think the one that we need just a little bit. This is we're almost wrapped up, but um this is and AJ I think is going to explain a little bit. The second one was a little confusing to me. Coach Carol and I were brainstorming. It's the one that the board tracks the estimated a estimated annual cost of staff time invested during governance. And this is basically a a way for us to make sure we're not burdening the staff too much with the work of governance. Is that correct AJ? >> Yeah. So um um in short this was
133um an example of when this tool has been very useful is there was a board um and the they asked their administration to complete this analysis and provide it to them as part of the board's annual self-evaluation. Uh they did it um and what they found is that the board at the time was burning cure about $250,000 a month in staff time. Um and the board members were just perplexed like what are you talking about? Uh well when they looked at the analysis they realized really of all the board members most all of them together except for one were submitting about 50 questions a month total. Uh but you had one board member who was submitting more than 300 questions a month total and was showing up to central office and kind of uh demanding
134expecting to meet with cabinet members uh multiple times throughout the week. And so when you added it all up, it was just a really expensive use of staff time. And that is perfectly fine if that is what the board chooses. But it needs to be a board choice, not a board member choice. And so all this does is once per year doing your annual self-evaluation, it surfaces how much time are we as a board uh collectively using of district resources for our governance function. Um, and that's not it's not like there's a right or wrong uh number there. It's just for you all to be aware and then if you see something that pushes that number radically outside of the norm, then you you as a board can take action on. The staff really isn't
135a is not in a good position to say, uh, board member, you were wasting my time and I need to be serving children. Like staff just really can't say that. Well, um, it's really on the board to police itself in its use of time. This is the one time of year opportunity for the board to do so. And that annual um that is August wait I think that's in August anyway our annual so we table that for our annual evaluation. >> How do we get that? >> Yeah. Do we um AJ do districts typically like send out a survey or something to how do boards gather that information? um we have um a tool that we can provide to the superintendent um and then she just um um passes out to the appropriate members of
136her staff and they fill it out. It's a spreadsheet that does all the math and you know adds everything up for folks and so there's nothing extra for the board to do. Um u there's just a little bit extra for the superintendent and staff to do. Um but again it's just filling in a spreadsheet and then it generates a report uh that then we can present back to the board. >> Okay. Okay. Well, that annual evaluation is coming up in August. So, definitely that'll be something on the horizon. >> May I chair? U vice chair, we are toying with that, playing around with that now and so we will be ready. >> Great. >> Stay ready. >> Yeah. Um but because of that, we're still at zero bottom line is for this. Um but that
137means 35 36. >> 36. So we went Okay. Yay. We went from 15 points to 36 points. >> That's big progress. >> And from zero points when we first started this. >> Well, yeah. Zero points. >> Um, >> two hard years. >> Well, I think does everyone agree? >> We doubled it. Over double. Um I >> I just as I like went through it, there were three different spots where that same goal that I mentioned or on the first not goal but but um item is um regarding helping the community to get to become owners in the goals process. Do you all like the idea of trying to between now and the next and it can be two evaluations from now? It can be six months that the board, a us a group of us
138or something work with the district to figure out what can we do to help get more ownership. Um, and I just feel like that there are probably some fairly easy options. Do we like that? >> I like that idea a lot. We need to do that for sure. And I'd like to be on that committee. I don't want to chair it, but I want to be on the committee. that. >> Yes. So, a newsletter >> or this would be a small group to talk with the district. Honestly, it has to be a conversation with the district team that would be supporting this work. I mean, we can say because the reality is is that in talking to the district, they may say, "Okay, we're going to have to let something go in order to make
139this happen." And that's fair. But but if but if but that's the conversation that the board will have to have is is it worth them let like if they come back to us and they say the comm's team can do a quarterly newsletter that goes out to you know this list of our stakeholders but in order to do that we will have to sacrifice this then we'll have to discuss as a board. So I think it does make sense to have a small group in have that conversation um with the the comm's team and whoever else um to say what's re reasonable because what I do know is as great as that community training session is like having those sessions while we will have them you know semi-regularly they're very labor intensive. >> Yes. >>
140Both like for the staff and for us >> because we already give so much time. So, I feel like there's got to be some other ways that we engage the public beyond having the, let's say, semianual community training sessions. What do you all think? >> Yes. Um, I would say though for adding another committee right now, we've got a couple that probably need to wrap up. So, like right now, operations is waiting for the B the B bond citizens oversight committee to get in place and then operations would go away. we'd be down one. Um, we've got workforce committee trying to come online to get us through spring of 27 when Northwest Class and Flex Space opens up. And then we've got our policy committee which is heavily on or we're not going to make
141more points unless policy stays for a while. So they're about an 18-month committee, I believe. So I think before we start adding committees, we need to really make sure that we have because that would take up a lot of staff time if we keep adding to it. So just to consider that. Can we just revisit it at the next quarterly evaluation? >> 100%. And we could revisit sooner than that because whenever the operations goes off, we free up a little time. So, I'm just saying like kind of wait until something falls off. >> That's just my thought. >> Yeah. >> And vice chair and chair, I would also say it'd be cool to I mean just brainstorm ideas, too. I mean, in the meantime, um >> Yeah, absolutely. >> Maybe send them to you, Lori.
142>> Yeah, absolutely. Send them BCC everyone, Jessica. >> BCC everybody. in the in the spirit of increasing communications and making sure we're all on that. I I mean I agree. Um I think it's great because it might be there might be something that comes up organically that can help us with this one. Now, >> okay. Is there a motion to approve the board self-evaluation? >> So moved. >> Is there a second? >> Second. >> Any further discussion? Hearing none, call for the vote, please. Great job, Lori. Thank you for leaving that. Appreciate you. You're welcome, Craig. I accidentally logged out. Can I just vote vote by my voice? >> Oh, I think we all had a system. >> Okay, we all got logged out. Okay, failure. >> Well, I'm back. I think >> it said
143we needed a log. Authentication had failed, but I think >> uh Madam Chair, of course, Mine back in now. I'm back in. Okay. >> I think I might be too. >> Do you have any hopes? Come. >> Oh, >> I have a little icon that says join the meeting. >> Yeah. >> Is that right? Okay. Oh, I think I'm back in now. It appears the system is coming back up and members are getting the opportunity to log in. If at any point the chair wants to switch to a voice vote, the clerk is ready and able. >> Have you have you given us the vote on the screen? Indeed, I did set board docs to send the vote to the members. >> Can you resend it? Is it possible? It did not pop up pop
144up for me. I'm I shall do that. I'm not quite sure what's happened here, but it just some kind of a technology glitch and I apologize to members for that. >> We can do voice Okay. >> I think Madam Chair, I recommend we just do a voice vote. >> That's great. >> Okay. One moment, please. Paula Lewis, >> yes. >> Carol Thompson, >> yes. >> And her mic's not on, but she said I. and Lorie Bowman. >> Yes. >> Jessica Suentes, >> yes. >> Dana Meister, >> yes. >> Vernona Dismute, >> yes. >> Juan Lakona, >> C. >> Galileo Martinez, >> yes. >> Having received eight I votes and zero nay votes, the motion carries. >> Thank you. Okay, that brings us to the consent agenda. Um, but before we uh ask any members, I
145did want to recognize we have personnel on here today and we have this great sheet up here that I really appreciate. Um, I do see uh Mrs. Jamie Gibbons, who will be the new Wilson Elementary principal in the audience. So, welcome. And, uh, I was just wondering who that was going to be because I just got pictures of my son going to Mrs. uh, Mrs. Simpson's retirement party because that was his principal. So, nice to meet you. That's awesome. And then I see Dr. Austin Sterling in the building, the new Southeast Middle School, right? Don't I see him out there hiding somewhere? Welcome. Okay. And then I think I see Mrs. Lori Rodriguez, but I'm not sure. Okay, there we go. And welcome. And she will be at Adams Elementary. So, thank you. Thank you
146for being here. Okay. So, is any member desire to pull any item off? Now, after all that discussion about edits, does any member want to pull anything off to be discussed or voted on separately? >> No. No. >> Hearing none, is there a motion to approve the consent agenda? >> So moved. >> I'll second it. Call for the vote, please. >> Thank you, Madam Chair. I am going to attempt to do this in Board Docs. We'll see what happens. So the motion was by member Suentes, second by chair Lewis, and I am asking board docs to send each of you a popup in order to vote. Any popups appearing on your end? >> Yes. >> Ah, good to hear. >> Got it. >> Madam Chair, may I ask a question? >> Absolutely. Uh so these
147the questions that we send in and we get a response back. So those questions are going to be attached now to the agenda or >> they're all going to be attached to the agenda. Yes. >> Okay. So so this >> they should be on there >> happens after the meeting I'm assuming at some point. >> The questions >> I think they are on the agenda. >> Oh so for and pardon me one second. Uh having received eight I votes and zero nay votes. The motion carries to answer that question. Uh in the case of this agenda, they were not attached to the agenda. They were forwarded to the members. The answers to the questions were forwarded to the members. We were not able to get that uploaded to the agenda prior to posting the agenda.
148>> Was there just an IT issue or just >> there was in fact an IT issue >> because typically they would be. >> Okay. I was looking for >> that's what I was that's the answer I was trying to get to. Yes, there was an >> IT issue. So this one will be attached at some point. the questions from >> can we attach it to next week's if the next months if we can't if we can't attach it to this one is there any way to get that to be public and transparent the questions that we're asking >> yes indeed in fact we have a a page on the Oklahoma City public schools website and when and I will just let people know that they can go out to okcps.org once they get to okcps.org
149or they can select school board after se and this is a great little thing I believe to share this right now is really a very fortuitous opportunity to let everybody know that after they do uh select that if I can get my computer to cooperate after they select school board from the main page there's a menu on the left and towards the bottom district strategic plan that is where the uh goals and guard rails reside and once they select district strate strategic plan. They select goals and guard rails. Then there is monitoring reports and Q&A documents. And tonight's Q&A document has already been uploaded. If anybody were to look out there, each one of the board meetings is uh memorialized u at this location. So, for instance, the April 13 meeting, we had the guard
150rail guard rail 4 report, the interim goal 2A report, and the board questions and answers. So, for each board meeting, you're going to have those monitoring reports out there, as well as the Q question, I like to call them Q&A docs. The question and answer documents are out there for each me as well. So, there you go. >> All right. Thank you. Okay, I'll make um there there are no public comments tonight. And as usual, there is no new business. So I'll make a motion to uh enter into executive session to discuss items listed on the agenda. Is there a second? >> Second. >> Okay. Call for the vote. >> I heard a second. I don't know where it came. I thought so. Thank you, Madam Suentes. And I did ask board docs to send
151you a voting popup, but it looks like some of you are voting. So, it's working. Having received eight I votes and zero nay votes. The motion carries. All right, Craig, let the record show that we return from executive session at 9:14 p.m., please. >> Thank you, Madam Chair, >> and I'll let you take it away with what you do. >> Thank you. The board entered into executive session at 7:54 p.m. and returned to open session at 9:14 p.m. on May 4th, 2026. Individuals present during executive session included Dr. Jamie Pulk, Tony Childers, Alicia Sfield, Laura Holmes, Dominic Baron, Paula Lewis, Jessica Fuentes, Lorie Bowman, Juan Lacona, Dana Meister, Galileia Martinez, Fernona Desmuk, and Carol Thompson. The board discussed student transfer denial appeals and the evaluation and employment of the superintendent. No actions were taken during
152the executive session. >> All right. Thank you. Uh, Rona, would you want to make the motion to adjurnn? >> No. >> I make a motion that we adjourn. >> Oh, never mind. Oh, we got another go. We got to wait. Where'd it go? Sorry. >> Who has I don't have see it up here. My >> think we had a motion form. >> Oh, it was hiding over there at Jamie. Sorry. I was like, it's over there by Jamie. I was like, I'm looking at my stud. >> I'll make a motion to uphold each denied student transfer appeal. >> Second. Oh, yeah. Did I hear a second from Mrs. Dism? >> Yes. >> Thank you. >> Okay. And I'll call for the vote. >> The clerk's ears are getting a little old sometimes. I have to
153ask who said what. So, thank you. And I'll now call the role. Uh Paula Lewis, >> yes. >> Carol Thompson, >> yes. >> Lori Bowman, >> yes. >> Jessica Sephuentes, >> yes. >> Dana Meister, >> yes. >> Fernona Dismuk, >> yes. >> Juan Lacona, >> yes. >> Galilea Martinez, >> yes. Having received eight I votes and zero nay votes, the motion carries. >> All right. Now, Renono, would you like to make >> I'd like to make a motion that we adjourn tonight. >> Second. >> Is there a second? >> Second. >> All right. One got a second out. Call for the vote. >> All in favor say I. >> I. I. >> Any oppose say nay. Hearing none. The motion carries. The board is adjourned. >> Thank you. All right.