April 13, 2026 | OKCPS Board Meeting

001again tonight. And a couple of things that are unique. Well, there's several things in this board meeting and they're unique tonight. One is that the entire time I have been on this board for a decade, Craig Kates has never missed a board meeting. and Haley is going to be our backup deputy clerk, which is ironic tonight because this is when we reorganize the board and we vote on that. So, we're going to be very patient with Haley as I do believe this is the first time running the meeting. So, we may have a few little things we have to kind of back up and do that. Uh Tony Childers is here to help us with any kind of um just logistical issues as we move through it. But, I'll go ahead and um have Haley

002call the uh meeting to order. Well, so it says 1.01. So, do we do the swearing in first? I guess I'm confused on that because it literally said like oath of office, so I was like 1.01. Do I have to have it? All right, then. Let's get uh Galilea. I've lost her. There she is back there. I was like, I kind of see her. And family and friends, you're welcome to come up closer to take pictures, whatever you'd like to do on that. This is definitely a celebration moment. >> Whose name tag? >> She have it on. I think it's fine. Okay. Feel free and come on up so you can get a good angle. Y'all are welcome to come all the way up here in front of me if you'd like to. You can

003come up this way. >> Sure. It's on. Okay, good evening everyone. This is a ceremonial occasion as we're welcoming Galilea Martinez to the board of education. Um, state law requires her to receive the oath of office and it is my honor to administer that oath tonight in place of board clerk Craig Kates. U, Miss Martinez, I will make a statement and then you will repeat after me. Are you ready? Okay. Uh, please raise your right arm. Right hand. Okay. Um, I state your name hereby declare under oath I. Galileo Martinez hereby declare under oath >> that I will faithfully perform the duties of a board member >> that I will faithfully perform the duties of a board member >> of Oklahoma City Public Schools Board of Education >> of Oklahoma City Public Schools Board of

004Education >> to the best of my ability >> and that I will faithfully discharge all of the duties pertaining to said office >> and that I will faithfully discharge all of the duties pertaining to said office and obey the Constitution and laws of the United States and Oklahoma. >> and obey the Constitution and laws of the United States and Oklahoma. >> Okay. >> Y is my pleasure to be the first to welcome you to the OKCPS board of education. >> Congratulations. >> And you can go You can come Let's Now I'll call the meeting to order and have uh deputy board clerk uh do the roll call and lead the pledge of allegiance and moments of silence. >> Okay. Thank you, Madam Chair. First, I'll go over the meeting protocols and then I will call

005the role and lead the pledge in moment of silence. If everyone would please take a moment to silence your cell phones, we would appreciate that. If you need to have an extended conversation with the person next to you or on your phone, please do so in the lobby. Please note, spontaneous comments from the floor are not permitted. Individuals who exhibit disruptive or distracting behavior will be asked to leave. Those who come to the podium to address the board are asked to please introduce themselves by name, title, and organization. And now I will call the role. >> Paula Lewis, >> present. >> Carol Thompson, >> present. >> Lorie Bowman, >> present. >> Jessica Cuentes, >> present. >> Dana Meister, >> present. >> Bernona Desmuk. Juan Lacona, >> in the words of Mike Shelton, Akiastoy. and Galileo

006Martinez >> present. >> Thank you. And now, will everyone please stand for the 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 God, indivisible, with liberty and justice for all. Please remain standing for a moment of silence. Thank you. You may be seated. I >> Okay, so that brings us to board reorganization. And every year at this time after the the new election, the uh results of the election are certified, we do this. And as you can see, one of the things that we'll vote on, and the names are listed in your agenda. Um, so Haley will still Haley Jones will still be the deputy board clerk, and there's others listed on there

007of what that looks like. So on the election of officers, what we have is Sydney Ward is the incumbrance clerk, Annne Harper is treasurer, Rhonda Bridges as assistant treasurer, Marthur Sturm, Sawyer, designated purchasing agent, Craig A. Kates, board clerk and minutes clerk, and Haley Jones, deputy board clerk and deputy minutes clerk. So that is the only thing that this particular 2.01 is um addressing. So is there a motion to approve the names that I just said as the um officers of our board? >> So moved. >> Is there a second? >> Second. Okay, >> call the vote. having received seven I votes and zero nay votes, the motion carries. And thank you Sydney and Rhonda, Martha, Craig, and Haley for what you do to keep this board moving. Okay. The second uh 2.02 is election

008of a vice chairperson. The next order of business is for us to select a member of our team to serve as vice chair of the board for the next year. The role of the vice chair is to perform all the duties of the chair in case of the chair's absence or disability to serve as a mentor to new board members and to perform any other duties lawfully assigned by the board chair or by the majority of vote of the board. So before we begin the process of electing a vice chair, I want to provide an overview view of the steps that we will follow to ensure all members understand how this will be done which is in accordance with board policy B-06 board reorganization meeting provided to all members via email Friday. So the first

009thing that will happen is I will open the floor for nominations. It's not right now. I'm just telling you how it's going to happen. Any board member may nominate a member to serve as vice chair. Self-nominations are permitted as well. I will ask each person nominated if he or she accepts the nomination. If a nominee is absent from the meeting, I will recess the meeting to contact the board member to ask if he or she is willing to be considered as vice chair. Our deputy board clerk will record the list of nominees and who nominated them. When nominations cease and after ensuring there are no further nominations, I'll declare nominations are closed. I'll announce all names of nominees before opening the floor for discussion. First to comment our nominators in support of nomination made. Second,

010other members may wish to make comments and discuss. At the conclusion of all comments discussion, we will commence the process of voting on nominees by written ballot. The nominee will with the majority of votes will be selected as vice chair. Our deputy nominee written or abstension by written our deputy board clerk will collect the ballots and will announce all ballot votes by board seat number and nominee written or abstension. As your chair, I'll declare the vice chair selection concluded and we'll announce the vice chair ballot rules. Because all votes are to be publicly cast and recorded in accordance with the open meetings act, the ballot will be pre-marked with your board seat to identify your vote. On your ballot, please write the name of the nominee you choose for vice chair. No vote by proxy

011is permitted. Only board members present may cast a vote. A blank ballot will be counted as an abstension. A ballot with more than one nominee written will be counted as an abstension as well. More than one nominee. In the event of a tie, the name of each nominee will be written on a paper and placed individually into sealed envelopes for random drawing. The name drawn will be declared the vice chair. Okay. So, sure that's clear. That was a lot. But I am going to now open the floor to receive vice chair nominations. Is there a vice chair nomination? Yes, Carol. >> Carol Thompson, District 1. I would like to nominate Jessica Suentes. >> Thank you. Any other nominations? Yes, Dana. >> Dana Meister, District 4. I would like to nominate Lorie Bowman for the position

012of vice chair. I feel her leadership as we implement student outcome focused governance is invaluable. If you look around as of tonight, 1/4 of our board is new. Half of our board is two years experience. And we can't underestimate the importance of the fundamental knowledge that Lori brings to that position. Thank you. Are there any other nominations? Going once. Okay. So, according to this the I'm announcing all the names of the nominees. Jessica Sephuentes, board member, district 3. Lori Bowman, board member, district 2 are the nominations. Are there any other members who wish to make a comment or discuss? >> Yes, Jessica. >> Do we need to do the nominators first? The people who nominated first? >> You can. Yes, that works. >> Uh, yes. Thank you, Chair Lewis. Uh, I did just want to

013say thank you guys again for this opportunity. It's a big day. It's also my birthday. Uh, but I did uh just want to say uh I think this is an incredible opportunity and I would like to take a closer look at how the district is functioning and offer my perspective both as an engineer and uh somebody from a low-income Latino family rooted in district 3. I think there are um incredible opportunities for all of us to improve our communication across the district. And despite however this turns out, I do want everybody to know on this board, especially Lori, that uh I am excited to continue to work with you and um in a way that's respectful for everybody on the school board and also for every student that we serve in the district. Thank you.

014>> Thank you. Carol, did you have anything? >> Okay. All right. Um Lori, did you have anything? Well, first of all, um it's been my great honor to um serve as vice chair the last two years. Um I'm proud of the work that we've all accomplished together. Um and I'm proud to have been a part of it. I um hope to continue serving as vice chair um and appreciate the nomination. I do think that the work that we're doing um through student outcomes focused governance is making positive change for the district and I'm excited to continue implementing the framework and um yeah just look forward to the future. Thanks so much. >> Excellent. Um, before I uh call the vote, I'm trying to see if we all have our piece of paper that we need

015to have up here. But I do want to say that the vice chair in and of itself is elected every year and I can count who's been my vice chair since I've been in the chair seat and they're all equally important at any given moment. Um first vice chair was Gloria Torres 17 to 19 and then it was Carrie Jacobs for a year and then it was Mark Man and now it has been Lorie Bowman. I will say that Lori has and all of them did give anywhere from 10 to 14 hours a week to perform those jobs to help ensure communication is more aligned than what one human can do. Um and so I'm grateful for that for all of those people, all four that have served in this seat. But SOFG is wholeheartedly

016um the result of Lorie Bowman's hard work. this was her thing that she brought forward. I knew there was no way that I had the capacity to lead that with everything else that the chair role had. And so if we like SOFG, then we owe Lori a big thank you for that because she has managed that and made sure that we were all up to speed and we were sticking on top of our trainings and things we needed. So I I I appreciate that. But with that said, um I will declare the vice chair selection concluded and we'll um Well, I can't do that. Let's see. I will announce the names of nominees. I did that. We just need the ballots. Haley, are they up here? >> Right here. Okay. Everybody's got one. So, write

017your thing down. When you get it done, flip it upside down like that. Haley will come pick them up. And then will we move on? Because I understand we've got some pretty cool students out here who want to talk about math and some great outcomes in math. And generally, when we see that kind of crowd, we're talking about kids. So, way to go students for being here. Thank you. Okay, Chair Lewis. Um, general counsel Tony Childers and I will now process the votes. District one voted for Jessica Cuentes. District three for Jessica Cuentes. District four for Lorie Bowman. District two for Lori Bowman, board chair for Lorie Bowman, District 6 for Lori Bowman, and District 7 for Lorie Bowman. Thank you. Thank you very much. Um, so Jessica, I am excited that you have see

018yourself future on this board doing more. That's important. So, thank you for that. And as your chair, I'll declare the vice chair selection is now concluded and it is vice chair Bowman um until this time next year. So, thank you for choosing to do that again. Thank you. Okay, now public comments. So, uh 3.01, 01. We have three public comments today. And I'll have Haley read the um basically what what what needs to occur to do a board comment. >> Thank you, Madam Chair. Um I will read the public comment protocols. Public comments are limited to three minutes. When multiple speakers wish to address the same topic, they are encouraged to designate a spokesperson to avoid repetition and ensure all topics may be heard within the allotted time. For those making public comments, please be

019aware that no person will be allowed to speak regarding the following issues subject to collective bargaining. Comments regarding the performance of individual employees or students. Comments disclosing confidential student or personnel information protected by law. Student disciplinary matters which may ultimately reach the board. Solicitations for business or services to the district. Campaigning solicitation of votes or other electioneering activities. personal attacks, threats, or conduct that disrupts the orderly business of the meeting, or specific facts or allegations, and any pending grievance, investigation, or litigation involving the district or its employees. The board chair may interrupt and terminate any presentation that is not in accordance with any of these criteria. In the interest of orderly conduct of board meetings, spontaneous discussion from the floor is not permitted. Finally, please know that board members will not respond to speakers comments

020during the meeting. Okay, we have two and it is my understanding they are both teachers in OKCPS. So ahead of time I'm going to say thank you for choosing OKCPS. They are both on 5.05. I'll go with Mr. Aaron Baker first. Good evening board, Chair Lewis, Dr. Poke. Uh thanks for this opportunity. My name is Aaron Baker. I'm a 14-year educator, third year in the district. I teach US government at Capitol Hill High School. Uh, part of what I'm doing here tonight is just modeling civic engagement for my students. And just for my own purpose, I came to a meeting in January and there was no public comment and I just thought we should have public comment as much as possible. Um, I taught through a teacher walkout. I taught through COVID. Um, that wasn't

021easy. um and then came to uh OKCPS and have been very glad to be a part of the district. Um, I taught through a an attendance policy um that may or may not have worked all that well. And this year I've taught under what I guess as a teacher I would describe as the absence of an attendance policy. And I really just we had a good conversation with some district administration before the meeting and that was very very helpful and I still am grateful that to be given the opportunity even having spoken to uh district level folks. I just want to ask for help um because I believe what it takes to secure the kind of attendance that is necessary for a full education. It requires tools that I as a teacher don't have. I

022have my grade book. I have my wit and I have my uh my skills as a teacher. And students want to come to my class, but it's not enough to really give them the full education. In fact, our building is not enough. Doesn't have all the tools. So, I don't know what it looks like, but I'm asking for district help uh in thinking about districtwide level ways of thinking about encouraging more attendance. Thank you. >> Thank you. Thank you. And thank you for teaching during all those years. You're right. They were hard. Okay. Our second board comment is from Mr. Matt Hesser. And again, lack of distance district attendance policy 5-05. This is attached to the policy committee agenda item. >> Thank you, board. Uh my name is Matt Hesser. I also teach at Capitol

023Hill. Um I have being supportive of my fellow teacher by coming and giving comments because he'd like to see more comments. Um we both teach with seniors and I think we're missing an opportunity as a district to reward students and anytime we can do something positive for them, it is something we fully live with as teachers. And I think everybody who loves education thinks every time we get a chance to reward a student, we should take it. We do not have a district attendance policy that rewards students for perfect attendance. We do not have an attendance policy that rewards students for high levels of attendance. See, more than 90% of attendance where with my seniors, they love to be peacocked. They love to be recognized. and anything we can do to recognize them looks amazing

024on them when they graduate. And I think a perfect attendance reward for kindergarten through 12th grade would be fantastic for just making it all four years of high school and being able to graduate with perfect attendance would be something that the district would feel is valuable and it doesn't take a lot of investment on our part. And at the same time, we have done credit recovery and we have seen that not being in the classroom. Virtual is not as successful as having students in front of us. Um, I'm a big fan of original Coke. I think New Coke didn't work cuz Coke forgot what works and having students in the classroom works. Being entertaining, uh, you can see Mr. Baker and I have completely different styles. Uh, I used to have to be more entertaining

025than Tik Tok. Thank you for taking away the cell phones because now I don't have to. Way the pressures off. But ultimately having them be in our classrooms and want to be there and having repercussions if they are failing at being there will teach them life skills that they will take on beyond the classroom to the rest of their lives. I want to thank the board for this and thank you to everybody who comes out to see these board meetings. So thank you very much. >> Thank you. Okay. So, in honor of teachers and assistant principles, everybody's out there. Let's give them a hand. Let's hold. All right. Thank you for civic engagement. I answered a bunch of those emails I think you did the other day from those civic teachers, from students. So, we're

026getting them. Thank you on that. Okay. So, that takes us out of public comments and we move on to this uh the superintendent's update and the video. Do you want to do that or do you want to have your monitoring and the students and the uh principles first? >> I thought that's >> so do the video later. Do that. Okay. All right. Then we are going to go to 5.01 01 and this is a discussion and possible action on the interim goal to a monitoring report. I'll give a sneak peek. We're on track everybody. Good job. But there's some really cool people here that Dr. Pulk is going to recognize and we can't wait to hear from them. >> So, as we make that transition, I want to say thank you again to the board

027chair and board members in regards of this next effort. And so if uh Miss Sfield, you will be doing the next iteration. So thank you. As the proud superintendent of Oklahoma City Public Schools, I am committed to ensuring every Oklahoma City public school student is ready to graduate for employment and high impact uh high demand jobs, enlistment into the armed forces and or in enrollment in higher education. Our progress monitoring is our transparency on accountability. It is how we show how our board, our families, our community, and most importantly our students that we are not guessing. We are looking at real data, making real adjustments, and expecting real results. Today you'll see that this is not just a plan on paper. You will hear from the people who are doing the work. As we walk

028through this progress monitoring report, I want you to listen for three things. what we're doing, the specific initiatives in front, first, third, and fourth grade reading, excuse me, math, what the data is telling us, and what comes next. With that being said, at this time, I'd like to turn the mic over to Miss Sfield, who is the chief of academics. Thank you. >> Hello. Good evening. And I am not the star of the show because um all of this work wouldn't mean a single thing if it weren't impacting kids. So it is certainly my honor and pleasure for us to be able month after month to look at where we have bright spots and shining stars um to bring before you to talk about what the work is and what the work looks like um

029at the classroom level. Um, so under the leadership of Cody Stole, um, principal at Hillrest, we have third grade teacher Kiana Evans, who's going to come and join me at the podium, um, and talk about just some of the things that she's doing from an instructional perspective that's impacting um, her third grade results. Alicia, you broke it. >> I think it's on this screen now. >> Okay. Hello. All right. Good evening, Superintendent Dr. Pope. Um, board chair Paula Lewis, esteemed board members, and Hillrest board representative Doc, uh, Mr. Juan Lacona. I am Kiana Evans, and I've been educating and uplifting the youth at Hillrest Elementary for 3 years. Um, there's a lot to love about third grade math. Before I get into the growth that um our students at Hillrest Elementary are experiencing, I want

030to talk about our data. As third graders, they begin the fall um scoring in on the 30th percentile. And with our winter results, we are scoring now in the 38th percentile. Although we've had our share of hurdles, um we've cultivated a growth mindset where challenges are viewed as learning opportunities. Myself and my team have worked diligently to fill learning gaps. >> Ma'am, um the mic's not working. Okay. We began this year by reflecting back on what worked well and what we could improve from the previous year. Um we adjusted our math um pacing to match our students needs rather than just covering content. >> Excuse me one second. There's a buzz somewhere. I don't know it's that. Okay. I was just making sure. Okay. Thank you. Sorry. Okay. Um we adjusted our math pacing to

031match our students needs ensuring comprehension rather than just covering content through working closely collaboratively in PLC's and assessing data and coming up with actual solutions. Um we uh utilize the instructional design strategy of backwards planning. Um, backwards planning is what we use. There are some beneficial pieces um in our current curriculum, big ideas. Um, the teaching edition in Nick's notes does a great job of highlighting prerequisite skills that students need to be successful. Um, a lot of what we noticed was that kids coming into third grade had a lot of gaps. So, utilizing that from our book really helped us map out and see what exactly it is that we needed to hit while we were teaching. Um it also had a great um tool in there for teachers where they had tiered supports for

032all learners. Um we saw tremend a tremendous difference when we begin to have an EL parah um pull in for support during our math time. We began spiraling skills. Um spiraling skills allows students to constantly see skills over and over again. That way it gave them time to master it if they were not successful um the first round. Um, this I saw I noticed that was really great for struggling students. Utilizing mu music in movements also helped um our students learn math facts. Um, I would often pre-expose my students to math content um after morning meeting during calendar math. Um, this was a great way to build their prior knowledge and set them up for success before we actually got into our actual lesson. So, for example, um I pre-exposed my students to time and

033money in November, but we didn't actually touch the topic until March. So, they had a solid background in time and money before we could actually get into the lesson. This allowed us to have more time to really deepen our understanding of the content and also add rigor. Um um implementing centers was another huge success this year in my classroom. Um through centers students were able to practice, reinforce and deepen their math concept concepts through manipulative discussions and games. Um centers was a great way um for students to simply talk about math to show and explain their logic and justify their answers to their classmate. This created space for students to have peer learning as well. During centers, while students were working together, I was also able to work in small groups and also have intervention

034for students where they got more small group setting, hitting targets of what they needed. All of these things contributed to our overall success here at Hillrest Elementary. I am going to present to you my student Kyrie Sne. He is a confident, courageous, and naturalb born leader. You come on up. You ready? >> Welcome, Kyrie. Thank you for being here with us, Mr. Steed. I believe Mr. Steed. >> Steed. >> Hi, my name is Kyrie. Math is my favorite subject. I love to work with numbers and solve problems. In class, Miss Evans makes me feel smart. She uses calendar math to help us. She helps us learn our math facts with music and kicking it. My teacher is a wonder is wonderful and teaches me everything I need to know. All right. Thank you. >> All

035right. And then we've got another fantastic third grade teacher, Miss Sonia Sanders, who's gonna >> Hang on before we move on. Did anybody have anything to say to Kyrie up here? Because anybody got any questions for the young man? He ran off. He had the mic. Okay, I guess we're good. Congratulations. Way to go. Thank you for being brave and getting high fives from his family. I love it. All right, Miss Sonia Sanders is coming to join me at the podium with her three students to talk about some stellar math gains that they've had under the leadership of Principal Hamilton at Arthur Elementary. >> Welcome. Thank you for being here. >> Making sure they didn't run off. Good evening to the board. Um, Chair Paula Lewis, um, our amazing superintendent, Dr. Dr. Jamie Poke and

036to our district and building leadership, Dr. Laura Morris and my principal, Dr. R um Mrs. Rhonda Hamilton. My name is Sonia Sanders. Uh I am a lead third grade teacher at Arthur Elementary, home of the Owls. Woo! Where our model supports the whole child approach. This year, my students didn't just learn math, they mastered it. As a class, we achieved 8% uh average increase on our NWA RIT score from fall to winter, which is a big accomplishment. Um, this success was driven by our common formative assessments and um, which I used as our instructional GPS and it allowed me to pivot um, in real time so I didn't leave a student behind. To achieve these scores, I bridged our calendar math, which is one of our district curriculums um for our daily fluency with our

037three-act model, which is also a part of our big ideas math for high level river uh rigor. Um this moved my students to the highest I feel like depth of knowledge. Um, we start at the act one where I actually spark their interest through visual and curiosity. We move over to act two where they learn in teams and they do strategic planning and thinking to gather data. And we finish with act three where the students tackle that productive struggle that we want to see with real world application. This ensured me that every lesson that I taught my students this year, it moved them to that DK4, you know, which is that extended thinking. I paired the rigor with the instructional empowerment, which is our IE model uh for teameing. In my classroom, learning is studentled

038and they can tell you that um I used we used the IE teaming approach for students to work autonomous in autonomous teams using roles like facilitator, learning monitor, a scout. And so they use this basically to navigate through productive struggle. My role then as a teacher shifts from being just not just a lecturer. I actually become a coach where I'm giving targeted feedback to my students as they as they continue to engage in highlevel academic classroom discussions um and mastery of course. Um this collaboration along with our district framework of I do, we do, you do definitely has helped my students thrive in math. So, at this time, I want to bring up three of my wonderful, amazing student leaders to share their math journey. And these students represent incredible math growth um that I

039saw this year with some gains as high as 14%. So, we're going to bring up Giana first. Loud and proud. Good evening to the board and the superintendent. My name is Janna Nunes and one day I hope to become a doctor. I like math because it teaches me things that I actually need to know for my life. In our class, my teacher makes us anchor charts that hang on the windows so we can see exactly how to do the problems. We also do teaming. I love teaming because when a problem is really hard, my teammates help me figure out the right answer. My teacher lets us track our own scores in our folders. We track our test and I see that I am growing. At the start of the school year, my NWA score was

040189, but on my winter test, I got a 210. >> That means I grew 21 points. Bye. My next goal is to get eight more points on my spring test by working really hard on things I don't understand. Thank you. Good evening to the board and superintendent. My name is Bobby Hamilton and one day I hope to become a police officer. I love math because I get to learn all kinds of strategies for adding, subtracting, and multiplying. My teacher, Miss Anders, is a great teacher. She teaches us how to do teaming when we are working on a really hard problem and we don't know what to do. We use our teams to help each other figure it out. We also have folders where we track our own test scores. Looking at my scores helped me

041keep learning and getting better so I'll become so I'll be ready for fourth grade in the fall. My NWA score was a 176 but on my winter test I got a 202. I raised my I raised my score by 26 points. My next goal is to make to make a 210 and I'm going to keep working hard to reach my goal. Thank you. Good evening to the board and the superintendent. My name is Omar Ramirez and one day I hope to be a teacher. In our math class, my teacher makes us anchor charts that help us learn how to do our work. We also get to work in teams. My favorite part about my team is that we help each other out so we can all find the right answer together. We have a tracking

042sheet where we write down our test scores. When I look at my sheet, I can see that I am learning and growing. At the beginning of the year, my NWA score was 185, but now it is 2011. That means I grew 16 points. My goal for the end of the year is to make it 209. And I know I can make it if I keep working really hard on my math. Thank you. >> Thank you. Thank you. Um, >> thank you for giving us this opportunity to come share our success >> 100%. We're get to stand an ovation. But Kylie, do you have all the pictures or do you need the other young man, Kyrie, to do you want them to come up so you can get pictures of all of them? All right, come

043on. Family, would y'all like to come up too and grab a picture with the teachers? You can do that if you'd like. All right. Thank you. Yes, you still have the you still have the mic. And it's the one that's not broke. >> They keep turning me off because again, nobody wants to hear from me. The stars of the show are right there. Let's just give them one more round of applause, PLEASE. >> That growth is incredible. And they teed us up to really talk um district level around some of the systems. Um that was from the classroom level. So that was our zoomedin version. We now have the opportunity to zoom out and talk to you a little more broadly. Um but we're going to get started with uh Mr. Galloway speaking to the

044data and what the data in this report represents for us. Welcome. >> Good evening, Chair Lewis, Superintendent Pulk, members of the board. It's our pleasure to be here this evening. >> All right. So, tonight we are looking at interim goal 2A, which measures the percentage of third grade students realizing growth at or above the 60th percentile on the NWA winter assessment. Uh so you had students up here just a few minutes ago uh talking a little bit about their own NWA journey and these students uh took their NWA MAP growth fall assessment back in August that set that baseline that they were talking about and then they took it again in January. And for those of you who aren't familiar with NWA, uh it is when they reference their RIT score, that is a score

045on a scale of 100 to 350. However, uh they were talking about their winter scores creeping into the 200s up to 210. And so to put that into context, once you start getting into the 230s, that starts becoming equivalent with a 22 on the ACT. So these massive leaps that they are making in third grade really gets them on track to uh to position themselves in a in a just a really amazing space um to be not only proficient but to uh blow the roof off of those assessments later down the line. And so this specific uh interim goal is talking about students that are realizing growth at the 60th percentile or higher. Now, keep in mind that the 50th percentile in growth is when students meet their projected growth target. So, the 60th percentile

046in growth means that students are closing the achievement gap. And so what we're looking for in this interim goal is to increase the percentage of students that are performing at or above the 60th percentile in growth and just means more students in our uh in our schools are closing the achievement gap which puts them on the road to proficiency by time they get to 8th grade. So when you look at if I can get the slide show to work here there we go. So looking back in winter of 2024, you will see that our baseline was 40.6%. And then last winter 43.1 and this winter 46.3. So it really is nice linear growth. Uh we have more students scoring at or above that 60th percentile in growth, which is really exciting. And as we look

047uh towards our long-term interim goal of 2028 being at the 56% of students reaching at or above the 60th percentile in growth, we have met our annual target uh which was set at 46.3. Uh we had a score of 46.8 this year. So um still right on track and just it was amazing to have an opportunity to hear the students tell a little bit about that about their journey and we are just really excited to share a little bit more about the drivers uh behind this growth. So similar to last month's monitoring report which was a literacy monitoring report this is going to have some similarities. So when we start talking about the strategic areas that we're highlighting, we're really talking about the four conditions of instructional infrastructure, which are the systems that make up

048curriculum strategy, assessment strategy, instructional monitoring and support, and data informed collaboration and planning. And so for us, we like to view these as the spokes of the instructional wheel. And each one of these spokes if you will uh make up the integrity of instruction. So we have to keep our eye on all four conditions and we are trying to find that just right advancement in the system uh within that particular condition to keep our work moving forward. And at this time I will bring up Dr. Cartina McDaniel. Good evening everyone. I hope that um when you read through this monitoring report, you saw some similarities in the report that we had last month. And that was because these are the same teachers. This is still elementary school. So the systems that we're building are things

049that we want to see continue growing in reading and in math. So I'm going to go through I get to share obviously what's going well because it's very exciting. Um first the first thing and very similar to last month is just strengthening our tier one instruction. Um we have some uh wonderful universal curriculum for math which is our calendar math and our big ideas. Those are uh really grounded in brainbased research uh repetition engagement and number sense. Um you heard our students this evening um tell what they wanted to be when they grow up. Just a side note, every chapter in our math curriculum starts with an occupation. So, they're introduced to an occupation and then it introduces them to how math is used in that occupation. So, I think that's a really great connection

050um as we're looking for the three E when they when they leave high school. Um, also our pacing guides are very structured, outlined so that our teachers can deliver high quality standard aligned lesson, everything aligned to our um, Oklahoma standards. And then in our assessment strategy, NWA is the tool that we're using for reading and for math. So, we heard some excellent growth um, in the students that we heard from this evening, but we always want to remember we can't live in growth. We've got to get to achievement. Um, and those students are prime examples of doing that. They are making accelerated growth and that's what we're going to need to do to be able to hit our goals. Um, we also for instructional monitoring, we're focused on targeted coaching cycles. Um, looking at specific

051look fors to help accelerate that mastery and learning. Um, and we also want to uh just build our teacher knowledge and skill. Um, we did have one day, one full day at the beginning of the year of big ideas training for all of our elementary teachers just to make sure everyone was on the same page with those expectations on our job alike day for our data informed collaboration and planning strategy. Um, Miss Evans mentioned backward planning that is a part of our instructional framework. Um, we start with assessments that guides us into our planning, our instruction, and then assessing again to ensure students are where they need to be. And then after we're reviewing that data, looking at what students need more remediation, as she said, she's pulling small groups and then what students need

052more. So, we're using that data and looking at that data during our PLC cycles and that data is informing our instruction. So, we're really excited about the systems that we're putting in place. Um, and we hope that they will continue to help us see the growth that we're seeing in all the students you heard from this evening. >> Thank you. That's it. It does look similar. So, thank you for pointing that out to us. >> Um, so some barriers to progress that we want to spend some time discussing. So while some of the specific strategies or the barriers may differ by sight just based on the context or the needs of the student population that we serve, one of the things that we know is that the conditions necessary for success must remain the same

053and constant. So as you heard Dr. Cartina McDaniel name, um we must have clearly defined and well-implemented curriculum. Um we must have aligned and timely assessments. We must have ongoing coaching and instructional support and we must provide structured opportunities to analyze um data and then to adjust our instruction in real time. Um under curriculum strategy, one of the things we're focusing on is this idea of differentiated practice. Um, we're focusing on ensuring that every student receives skill aligned reinforcement that's going to bridge the gap between core one instruction and then individual mastery because not all of our students needs are the same. Um, students are not consistently in our current model receiving targeted practice that effectively bridges the gap between tier one and individual mastery. Why is because we haven't spent a whole lot of

054time here yet. This is still a developing strategy. we're going to have to build and scale the professional development that's needed for every teacher to have the skill and know how to respond and write on time. So, we're working towards that um assessment. We talked even last month about our site level um assessment calendar. So, while all sites have a site assessment calendar that aligns with our district assessment calendar, one of the challenges can be the data analysis cycle. um that if it's not if we don't respond within 5 days when the test is given, then we interrupt the rhythm of the retaching that needs to occur. So, we're working on tightening that that we give a CFA that you heard our teachers mention that we analyze that data and then we know how and

055how quickly to respond to what the data is telling us. So, those are some skills that we're still building. Again, the depth of being able to respond right on time to exactly what each individual child needs. Then instructional monitoring, same as with reading is we need to tighten what our instructional coaching cycles look like and then how we're documenting what type of support are we providing to teachers. What's the timeliness of that support? And then measuring what is the impact of the support that we provided based on student impact. So, back to that in the- moment. Can we walk in a room and provide in the- moment coaching when instruction is happening so that we can provide the right support within the right amount of time? Um, then data-informed collaboration strategy. Again, we spoke of

056this last month. At elementary, we have some challenges with having enough time within a week to be able to look at reading and math. Um, so this is one of the things that we're going to partner um with AFT this summer to come back to the table and say help us to identify how we can mitigate this barrier and find more time within the day, within the week um for teachers to have the time that they need to talk about reading, talk about math, and then be able to respond within the classroom. And then deepening our response. Um, we have lots of data. We're data rich. Um, but teachers need to know how to respond to that data. What is this data saying? What skills do I need to be able to respond to what

057the data says? But what are the teacher actions? What do I need to do? Um, my CFA data may say that more than 50% of my class didn't exhibit mastery on this standard or this skill. But what does that mean for me? Well, that means that I need to do a whole group retach because a large enough percentage of my class just didn't get it. And that's okay. But giving teachers the tools that they need to design that retach and move forward so that we're not getting behind in the pacing of our curriculum. So we've got some work to do in that space. One of the questions that came back from you all was around inconsistent implementation. Um I think chair vice chair Bowman asked what does that mean exactly? Um so what that means

058is that we have the right systems that have been built and that exist but they are not reliably executed in every classroom with every student every day. So the system exists but where we need to tighten up is to ensure that every student is getting the benefit of the system that adults have designed. So more work to do. Um next steps Cartina. >> All right. And part of that work in deepening the strategies that Alicia was just mentioning um we're expecting our teachers to do three things as a part of their math block every day. um and that is the problem of the day, calendar math and big ideas. So, we're looking for the quality of that instruction for the tier one level. And then we want to be able to bridge the gap. We

059want to be able to make sure that our teachers are prioritizing manipulatives. Math is something that we really need to move from the concrete to the abstract. So the more that we can train our teachers on how to appropriately use uh those manipulatives, we've been working in that um on that professional development. Um and on that note, I would like to recognize our um our math our elementary math curriculum coordinator is with us tonight and that is Miss Carrie. Will you please w There you go. Stand up. Thank you, Miss Carrie Price. and I introduced her right here because she is the queen of math manipulatives and so she is ensuring that our teachers know how to use those manipulatives with students. I appreciate all of her work um in all of this. And then

060for our assessment strategy, we want to make sure as Alicia talked about that we have um school assessment calendars, but not only calendaring when those assessments are, but also when we are reviewing the data so that we can have more timely responses to student needs. For instructional monitoring, again, with the coaching cycles, we want to be able to align our professional learning to specific instructional needs. So what does that site need based on those coaching cycles? That's going to be really important to really target um the needs as well as um while we're in those coaching cycles, we are looking for those exemplar teachers and exemplar examples. Our team works really hard with new teacher training um and some sometimes for a new teacher, they actually need to see it in action. So, we've started

061this year um our professional development coordinators are actually taking our new teachers on their training day to some of these classrooms so they can sit in and observe with them um and ask the right questions while they're there. For data informed collaboration and planning, again, we're looking at making those instructional decisions um and adjustments in a timely manner. Um and we have to use that to guide our data analysis. So all of these things putting together we have to just deepen the things that we have that are working. Thank you. >> Thank you. >> So I'll close this with um what are our next steps? Um one of the things these reports have helped us do is really narrow our focus and making sure that we're spending our time and attention in the right spaces.

062Um so for our curriculum strategy, what you're going to see is more targeted professional development. So, as we spoke about teachers being trained how to use math manipulatives, that's exactly what it's going to look like. How do we use data to shift instructional practices? That's exactly what it's going to look like. When is it going to happen? There will be summer PD opportunities. Um, there will be continued districtwide job al-ike sessions as well as job embedded learning. We know that learning doesn't happen one time and then you're back in the classroom executing. what is our cycle of those touch points to ensure that teachers received it, they're able to implement it, and now how are we supporting after the fact? Um classroom discussion. Um grateful for um having uh our Arthur uh teachers and students

063in the space to talk to you about teaming. So what is teaming? Teaming is a structure around classroom discussion. Classroom discussion is one of our high yield instructional strategies, but is a framework that Arthur uses um to really bring that math talk into the classrooms. So the students are talking, they're using that math, academic vocabulary to talk about what they're learning, to ask each other questions, to have discourse with one another. Um, and that will be our measurement. So how will we measure if classroom discussion is having an impact? It's going into the classroom and listening to what are our students saying, what are they talking about? Um, and what type of problems are they solving amongst each other. Um, our assessment strategy is building more coherence. Um, we have a strong definition of what

064tier one is. Um where we have some weakness is really defining tier 2 and tier three. Um but what is the criteria for student to be classified as a tier 2 or a tier three student and what does support look like at the tier level and then not only that but how do you exit? How do I exit tier 2 or tier three when I've exhibited mastery and what does that look like? So that's some work of our curriculum team to do and ensure that our principles, our teachers and our instructional coaches have clarity around that. um instructional monitoring, our coaching cycles. We've got to move beyond general support to really specific support. So, dialing it in literacy coaching, math coaching, and what are we coaching for within math? We're we're coaching for differentiated instruction.

065So, again, narrowing the focus that we're not coaching around all the things, what are the most important things that are impacting student outcomes? And then last, I already mentioned, but I'll mention again, um is the data-informed collaboration, but broadening goal setting. man, they just teed me up beautifully when they talked about their beginning of year goal, their middle of year goal, and then where they're going next. That is absolutely our desired outcome in student led conferences. We want our students to know where am I currently performing as a student? What is my personal growth target and what is my teacher going to help me do to get there? Um, so more individualized goal setting. these goals are great for us, but how does it translate from here to each individual student that is impacted by

066our system? Um, so my final takeaway is that some of the things that we need to continue to do is move away from general oversight and really focused support um at the district level to our leader level to the classroom level to the student level. >> We'll take any questions. >> Thank you very much for that. Congratulations again on success. Um, I'll start off first of all, great job on being on track, but one of the questions that I asked that's attached is how many of our schools that we had were off track and the answer was 11. But I looked at that and first of all, that is like so good because I would bet money that 10 years ago that was not the case when I first got here. So, way to go.

067Good job. Great work. But out of those 11, seven were within 10%. Three were within 5% of meeting their goals. So that's incredible. That's so I just want to >> So Way to go, guys. I That's way to go. Like that's amazing. >> Um super incredible progress. Yes. And thank you for pointing that out. The other thing I will say that we've worked on is that any school that weren't at that 50% or above, um we've already triggered a response. So we said, "Okay, what does this data say? We've got some schools just not where we expected them to hit. That means right now that we need support. We need to move in and support them." So the Sipple team met with principal supervisors and building leaders and created a plan and said, "What kind

068of support do you need?" And let's get in here for the next 45 days and provide that support before we get to our end of year NWA. So we already took action on that. So that's the other piece that we're building out that we haven't talked about a lot here. But what triggers support and but what triggers support at the campus level that 50% but also the classroom level and then the individual student level. So all of those are tiered support from the district that we're working to build out and that leaders will know. It's not going to be a surprise when the curriculum team shows up in your building and says, "Hey, let's sit down. How can we help you?" Um we're not mad about it, but we recognize that kids didn't get where

069we need them to be. What do we how do we rally together and use the strength of the team to press in and support kids? So, what you're saying is, in the words of Miss Sanders, you're doing some productive struggle >> every day, all day. >> All day long with your team. Good job. Way to go. All right. Anybody else have any questions, comments, anything? Okay, Lori. Um, I noticed on the previous monitoring report about literacy, um, well, first of all, congratulations. This is a wonderful monitoring report and great presentation. Love seeing the students and so, um, kudos. Um, but on the previous monitoring report, you included the first grade teacher survey, which I appreciated. On the this one, we got a snippet of the third grade teacher survey. Um I noticed that one question

070was kind of or one section of that survey work was um not included on this monitor report which is what concerns came to light among like when you're getting the feedback from the teachers what concerns are rising to the surface and then what are you I mean I think some of the answers are in the monitoring report but I just what are you doing to work on those concerns? concerns being raised. >> Yes, that is a great question. I think emerging mostly from the data is time. Um we don't have enough of it. Um but we are requiring a very tight math or reading block and so now also a very tight math block is going to be really important. So just how do we help teachers build schedules that will help them get all

071of the components in um throughout their day. Um I would say another thing is professional learning. I think um Carrie is our elementary math coordinator. Um she is one person. Um we just have to figure out how are we going to get the training where it needs to be in an efficient manner. Um Carrie is very responsive. She gets out to schools when they need it. She's the one that goes out when we see the the numbers and we're looking at data in classrooms and she's like, "Nope, I'm going to go. I'll be there. I'll be there in the morning." Um just to talk to them and to ask questions. So I think probably time and professional learning opportunities which we are trying to build more of. >> And just to clarify, is Carrie elementary

072focused? >> She is. Yes. >> Okay. Thank you. >> And Dr. Scott Paul secondary. >> Yes. If I may add also um Vice Chair Bowman in regards of this is the work so grateful to be able to share this aloud because as we talk about time, talent and treasure and I hear a need that uh we have one employee who may be doing the lion share when we get to the budget and uh staffing. uh let's put a pin there so that we can ensure we we talk about that. But that's our training in regards of time, talent, and treasure. If we see something that's working, how do we replicate it? The other thing I would just add is that we're a little bit ahead of the game with the math act. Math act was

073expected to be fully implemented in this next school year. So, we've already identified um a position as posted currently for a math interventionist to help us track that data and be able to respond to those tier 2 and tier three um things that we discussed as well as some of the systems that we've built and then extended time for the math block. So, some of those things we are trying to run ahead of um so that just becomes a part of how we serve our students well um and not behind just responding to to legislation because we have to doing it because it's good for kids. Uh, Vice Chair Bowman, I just wanted to add last month you asked a question about what surprised us about the data and I think we heard it again

074here today. It's in an organization this large, it's really awesome for us to be able to hear from teachers and students the things that we're trying to put in place. So, the translation of communication, I think, is amazing. when we put those surveys out and they're reporting back to us the things that we are really trying very diligently to implement. I think that is a pleasant surprise for our district. >> That's all great. Thank you so much. And I one thing I was thinking as you were just thinking about last month and this month and then just the language you all are using too is I love that you continue to it seems push into existing strategies like you're leaning in to what like what's working let's do it more better instead of I guess

075I always fear like initiative overload like layering on new initiatives instead of like pushing into okay this is working how can we do it >> more >> absolutely >> with you know with more students so I appreciate that it it's coming through I think in these reports that we've been getting so thank you >> all right so I kind of messed up I didn't bring all the students up here that I like to so the other three who have gone if they come back we'll get them next time around but we got a gentleman here who's going to say something to us >> my name is Bobby Hamilton I I thank Miss Sanders and I thank my grandma for coming. >> Thank you for being one of our students. >> I think >> Okay, I

076think >> Yeah. Um, yep. I'm ready if you guys are ready. Perfect. Uh, no, I did want to comment on an excellent report. Uh, Dr. Pulk and everybody involved with creating the reports this month. Um, I mean it makes for an excellent birthday month. Thank you. Nice to meet you. >> Congratulations. >> Uh, yes. And also I was really excited to hear about math manipulatives. Uh, because I used to work at Mathnasium and I would use manipulatives all the time. And um, if you guys don't know what that is exactly, I mean it's it's using different objects to learn math. So you can use like a deck of cards, you can use dice. I mean there's all different kinds of things that you can use in physical manipulatives to learn math and I think it

077makes it really fun. So that's exciting to see in the report and the fact that I knew what that was is exciting. Um and um yeah so my question I did want to point out to all of my colleagues here um when we look at the data I did ask a question about uh what uh if we are whenever we're looking at the data are we comparing between different uh between the school years are we comparing with the within the same cohort tracked over a period of time or a different different cohort and um if you guys are seeing like the data that we have I I don't know if you guys want to put it up on the screen. Um, so between the two the different years, we're looking at different groups of third

078graders. Okay? And so we're actually tracking um almost like if you want to if you really think about it, we're we're comparing apples to oranges to peaches because it's different cohorts and what this is talking about. So this progress that we're seeing is a testament to the systems um that are being put in place despite um maybe teacher turnover in different classes which is really good. Yeah. If you if you show us like the three data points. Yep. That right there. So these bars it's going up. These are three different cohorts of students. And um that's why I asked that question in particular uh because if I mean if at some point I mean maybe we could see um each individual cohort tracked over time but despite having uh uh different teachers coming in and

079out of the system and different groups of students coming in and out of the system we're still seeing a general trend upwards which is a an incredible testament of the system that we are building despite different teachers and despite different students that we're looking at. And so I don't know if uh one of you guys wanted to talk a little bit about that, but I think this was a pretty exciting just a little bit of a specification that I noticed and was wondering because yeah, in in statistics and in math and when you look at this kind of stuff, I mean, I think it's important to notice that we are actually looking at three different cohorts over time. >> I don't think there's anything to add to that. You said it beautifully. I think um

080thank you for pointing that out. Um and it is a testament to the system work that's happening. So thank you for recognizing that. >> Beautiful. >> Anyone else comments down there? >> G Galo, shall we put you on the spot making? No, I'm just kidding. I mean, it all looks really amazing. I'm catching up on comments. I'm catching up on the data. So, thank you so much for sharing this. Um I look forward to making more comments at the next meeting once I'm more caught up. But I mean just thank you for the fantastic uh information. >> Yeah. Yeah. Absolutely. Yes. >> If I may, I want to say a very special thank you to the board. Please note as we are learning this process, I used to give these reports and I asked if

081could I allow others to and not only do they they have reached out and um have teachers and students but that comes from a board hearing the superintendent and I want to publicly say thank you for that because you can say no you just but I could see I I can tell you this work, >> but they actually get to hear your comments. Uh, which is encouraging for us to even do more. Very special. Thank you to the staff that are here. uh says a lot in regards of cuz they're putting in the the time, but this comment is thank you to the board for allowing that flexibility when I asked could I turn this over and you've allowed me to do that. Thank you. >> Absolutely. Anyone else? Any parting comments before you guys

082did a wonderful job, but I mean if there's >> happy birthday. >> All right. >> Okay. So now take us on to do we need discussion? What do we need? >> So now we're supposed to deliberate over the monitoring report and um our coaches have encouraged us to have conversation um and not just accept the report. Um so >> I feel like there's been some pretty good deliberation tonight though more comments talking about it. So, I don't necessarily know it has to be anything extra or above unless somebody has something, but I feel like there's been quite a bit of Yeah. >> conversation. Um, we're at the point now where we'd have to have a motion and you can remind everybody of the motions on what we would have to do. >> Sure. Um, well,

083I I I will just make a comment that I think that um I think the monitor reports are are are getting better and better. I I like the um because I feel like we're getting in such a groove that you all are anticipating some of our questions like we've started to you know you see a pattern I assume I I would imagine you start seeing patterns among board members of like where are you know individual curiosity or or not curiosity but our individual areas of of where we ask you know our um focus areas are I guess or what we're curious about when we read these reports I think it's good. Um I really like the survey data included because I think one thing that has emerged I know among these board members is you

084know how are the teachers doing? How are the people on the ground in the classroom with our kids doing? And I I think it strengthens the monitoring report when you have that data. Um and I know that might not always be the case but I do appreciate it um in this one and in the previous one. >> Madam Chair. >> Yes. Sorry. Yes. Uh I agree with that, Lori. And um I also really like the the last charts after that survey. Those are really good. It kind of breaks us breaks up the data into different subgroups. And um and so I think for this last one, uh all of the groups grew except for homeless. Um and so that's that's okay. That's great. And you guys gave me a really good answer as to why

085that's happening. Um so that's incredible. And um to continue on um there's three questions in the manual that we look over. I mean I don't know if that's what the coaches wanted in terms of like more deliberation of the actual acceptance of the report. I don't know if you guys want to do that. >> Sure. Yeah. >> Yeah. >> I got I mean I do have I have it ready. I have it ready. So the first question is does reality match the vision? I think it's important to remember these are the interim like our goal is five years and so if we're making progress in a majority of our students lives then as an interim we're looking pretty good. >> Yep. I hear I hear no none none nobody's saying no. Is there growth towards

086the vision? That's number two. >> I think there's growth. There's a lot of growth. >> And then the last one is is there a strategy and plan sufficient to cause growth towards the vision? Uh, I believe there is. >> Awesome. And then it says, if the answer to all three is yes, then the board can accept the monitoring report confident that the data is accurate and the superintendent is performing. >> Okay, then I can make I can make it. Uh, I'd like to make a motion to approve this monitoring report for interim goal 2A. >> Probably need to miss move it to accept the monitoring report to accept it. just helping Haley out. You're welcome. Is there a second? >> Second. >> That's Dana Meister. And then you'll call for the vote, but we're very

087patient on when it pops up on our screen. But um Galilea, remember you in order to see it, you'll have to be on your agenda. So if you're on like a PDF that you popped up, you won't see it pop up. Juan, can you show Did you see it? Okay, just making sure. >> Okay, having received seven I votes and zero nay votes, the motion carries. >> Thank you. Okay, so we're going to continue moving this agenda around a little bit for the sake of we still have some district staff that has been here all day and some uh teachers in there. So, we're going to go to 5.02 02 before we address superintendent's update. And I would like to recognize Dr. Woodard, Petra Woodard, and who all that she brings with her. How about

088that? There we go. Bring them on. Good. I'm good. Can you hear me? Yep. >> Can you hear me now? We got you. Well, good evening, honorable board chair Paula Lewis and board members and superintendent Dr. Poke. Um, I bring with me my friends from Roosevelt Middle School and OKCPS has earned its second ramp recognition in just two years. And I will say that RAMP stands for recognized ASKA model program. So this is a national recognition from our national organization. Uh and there have there were only 208 schools across the country to receive that recognition this year. And Roosevelt is the first middle school in Oklahoma to receive this award. Yes. Yes. Thank you. As you may recall, um, Roosevelt earned the Oscar, which is the Oklahoma School Counselor Accountability Report Award last year, which

089is a preliminary step to earning RAMP. It is a years'slong data collection um, comprehensive school counseling initiative that they took on as a team to improve student outcomes for their school. And so they did the work, but the honor is for the school itself. I will say that Roosevelt will be recognized uh for their achievements at the ASKA conference this summer in New Orleans, Louisiana. I will be there as the um incoming president for the Oklahoma School Counselor Association representing Oklahoma City Public Schools. U one of their members, I will introduce them. And so we have their principal. you know, we get to take the honors. We ain't do a thing. We did not do a thing but say yes and advocate for them to be able to do this. but their principal Eric Peterson,

090Kaylee Marshall, Valeria Barrett, and Susan Barnes, and another one of their colleagues, Chelsea Hinkle, was also instrumental in making sure that they this award um and this this recognition. uh ramp requires that yearslong data process and it has to be aligned to the ask a model. Uh it is very goal- driven. They have to use data, provide direct student services and have specific outcomes. It is a five-year designation and the the team will continue their work to monitor and update this data over the five years and then they have the opportunity to reapply to reramp and we've only had one other school in the state to to be reamped and so we know that we will also meet that goal. So I am very proud of this team and at this time I just want

091to they'll get a nice thing get to walk across the stage. You have to go because they have all these stars across in the area of the conference center and you just rush and you just find your school and my first year as director I said we're going to have one of those and in five years we have two. So Wilson Elementary received theirs for the last school year and now we have Roosevelt. Congratulations team. >> Congratulations. All right. Does anybody have any comments or anything while Kylie's coming forward to get pictures? I'm assuming. Yes. There we go. So, we can take questions or comments while Kylie's coming up. Anyone want to say anything? >> I got one. >> Yes. Uh, I had a question about the ramp designation. It was really This is incredible,

092guys. Thank you so much. uh Roosevelt is in my district and so hearing that you guys got it and are working to ensure that we meet all the requirements and this is a fiveyear up to a 5-year designation and um I looked at their website and I saw that there's just there's so many check boxes to mark to ensure that we stay and we keep this uh designation for the school. Uh so my question is uh uh what what is happening to ensure that we can make sure that Roosevelt continues to meet all those check marks marks including uh going to those conferences. >> That that is a great question. The ASCA and the state the Oklahoma school counselor association stays in contact with this team to continue to pro provide them support towards that

093checklist of things that they have to do. And as I said, it is for the school and so no one person does this work. We've already one of their team members is now uh a career adviser at Francis Total. Uh we just grow good people, don't we? >> And people take them from us. And so what what they will do is continue to monitor that checklist, stay in touch with the advisors that they have through the Oklahoma School Counselor Association and through the district to ensure that they continue to improve the practices and the growth that they intend for the outcomes of the students at Roosevelt. >> Awesome. Yes. And I did want to emphasize that having that ramp designation does correlate to higher student outcomes. So I'm pretty excited to see what's to look

094ahead. >> Thank you. Thank you. Principal, counselors, any of y'all have anything you'd like to say? There you go. >> We Hi, I'm Miss Barrett. We love Mr. Peterson, but this could not have been done without Angela Subtles, our principal from last year. So, get up here. >> Well, there we go. >> We could have not done it without her support. >> I told Did did I not say she was like, "No, no, no, no, no." but they were going to take care of it. And that just goes to the extraordinary leadership that we have because without the support of the building principles, this would not be able to happen. They have to allow them time to collaborate, to review data, to provide data that they don't always have access to and to help guide

095them in that process. And so, no wonder she's now principal supervisor. Huh. >> Exactly. >> Miss Subtles. Okay. >> Principal Peterson, we appreciate both of you. Any of you want to have a word? Hi, I'm Kaylee Marshall. I'm one of the school counselors at Roosevelt and I just wanted to add to uh Dr. Woodard's answer to your question um as far as like how are we going to continue this work? One of the great things about this process was learning how to um have a great comprehensive school counseling program. And so that work, that checklist isn't just a checklist really. It's the work that we do every single day. And it's guided what we have to do in our school counseling program throughout the year. Um it leads us to do targeted interventions through small

096groups or classroom lessons or with individual students. And it's just really guided the work that we're doing currently and we're going to continue to do. So, I'm just really excited about it and I hope that we get to go accept this recognition at the national conference and get to represent um Roosevelt and Oklahoma City Public Schools and the state of Oklahoma. So, >> thank you. >> Congratulations, Roosevelt. One more time and we'll move on to the next subject. All right. >> Okay. While they're taking pictures, we are going to move. Um, so Dr. Pulk is going to have the video. Um, we're not going to play the video today. She will talk if you want to go ahead and talk about enrollment while we're >> May I please? And uh, thank you all for your

097patience. From the video though, there is a aspect in regards of enrollment. It's real important that we share with our families. We need them to come and register. Uh many will think be, oh, they know I'm coming back next year. In order for us to plan for next year, get our teachers lined up, I need our families who are planning to return to register. The building principles uh know that we're trying to obtain 40% returning students by April 15th. My understanding is that goal moves and May 1st it will be 60% of the students returning. This is how I can set a budget with finance in order for me to come to the board and say this is what we need for the following year. I need families to please register for next year now.

098Thank you, Chair Lewis. >> Okay, the next item we'll move to. Thank you. Enroll everybody. Pass that along on your social media so we can get all these students enrolled. Um 5.03. Let's go with workforce development presentation. Recognize Dr. Verna Martin, senior executive director of secondary schools and academics and Kate Hayden, executive director of workforce development. Good evening. Good evening, board chair Lewis, Vice Chair Bowman, members of the board, and Superintendent Pulk. My name is Verna Martin. I am the senior executive director for secondary schools and academics. And this evening I'm joined by Kate Hayden, our executive director for workforce development. Thank you for the opportunity to share just a very brief update on our progress as we are preparing to open six college and career centers in the fall of 2026. Tonight, we will

099share the first of our planned monthly updates as we get closer to opening these new learning spaces in August 2026. This evening, we would like to highlight progress in key areas such as district and school teams, hiring staff for our college and career centers, choosing curriculum, student course requests, and work-based learning opportunities. As you can also see, each month we will highlight different parts of the work so that the board and our community will stay informed as we move into this final phase of getting ready. We have brought together district leaders, school leaders, and counselors into a group that we call the workforce development engagement team. This team comes together bi-weekly to carry out school plans with strong support from the district. These meetings give school leaders a chance to share ideas and to provide

100feedback to district leaders to help make sure that our college and career centers open successfully and stay strong over time. In March, the team focused on important areas like hiring staff, putting school plans into action, reviewing student course requests and schedule capacity, and planning how to recruit students and staff now and in the future. At each school, teams are meeting regularly to keep the work moving forward, finalizing staffing, tracking enrollment, and building their master schedules to get ready for the opening. At this time, I would like to invite Kate Hayden to provide an update on our March milestones and work-based learning efforts. Thank you so much, Mrs. Martin. Good evening, board chair Lewis, Vice Chair Bowman, distinguished ADI uh board members, and also to Superintendent Dr. Poke. My name is Kate Hayden. I serve as

101the executive director workforce development serving diligently across departments and with professionals in our community to ensure that our new college and career centers launch seamlessly with eager students enrolled, staff trained and excited to participate in this new chapter for Oklahoma City Public Schools. A great deal of work is underway in preparation for the launch of our college and career centers. We have confirmed staffing for 18 of our 27 positions, bringing us to 67% staffed for our college and career centers with active recruitment underway for the remaining nine positions. Four of these positions are in highly specialized fields, including two in construction, one in advanced manufacturing, and one in biotechnology. and we are working closely with industry colleagues to attract and secure qualified candidates. On the curriculum side, selections have been finalized for 93% of our

102pathway courses. We are continuing to collaborate with our curriculum instruction and professional learning team, our career and technical education team, and our industry and college colleagues to complete the curriculum selection for the biotechnology pathways to bring us to 100% finalized. I wanted to share some updates also regarding our efforts our department has made to engage our industry and postsecary colleagues. This year, the workforce development team organized 34, that's about one a week, industry specific work-based learning activities, including career panels, career journey guest speakers, career fairs, family nights, and work site tours aimed predominantly for our eighth graders to help them learn more about the careers associated with the pathway options in the district. Additionally, we organized activities and events for high school students such as resume workshops, mock interviews, work site tours, the AI boot

103camp provided by the Oklahoma City Thunder, primarily to help our older students connect with employers, develop employability skills, and prepare their plan for postgraduation. This year, 51% of middle and high schools have participated in workforce development, work-based learning geared toward exposing students to either the new pathways or opportunities beyond high school. For example, students at US Grant participated in a work site tour hosted by SSM Health St. Anony's to learn about the careers available in the healthc care field. While students from Southeast worked with mentors from U Health to begin to make professional connections, several colleagues from industry, such as the one pictured here, participated in the family night event at US Grant to help families understand about opportunities in construction and manufacturing. Opportunities are offered to all schools through collective work with workforce development,

104career and technical education, and visual and performing arts. The workforce development activities were targeted at middle and high school students focusing on the college and career pathways launching next year with a particular focus on healthcare, construction, manufacturing, and biotechnology as these are new pathways. This spring, the workforce development team will be meeting with each industry colleague to plan engagements for the 2627 school year, building on the success this year and scaling experiences. For example, we launched a pilot project with U Health that we called the career mentors pilot. It's recently been rebranded to the future forward career success. This is with seniors and U health volunteers that we would like to replicate with other industries. This particular engagement activity will help us address needs from industry for more interpersonal communications and professional skill development. This

105concludes our update. Are there any questions? >> I got some. >> Yes, Jessica. >> Awesome. Yes. No, thank you for for this update. And so this is going to happen every month. Yes, ma'am. >> Are you going to do it every month? >> Yes, ma'am. >> Oh, wonderful. Great. Uh, yes. So, I had a big question. Um, again, this is super super exciting for the district. This is our this is gold. Um, I think this is definitely what elevates our district beyond others around us. Um, just two days ago I was volunteering and I got to talk to a US Grant high school student and I asked him what's his favorite part about going to US Grant and he said all of the extracurriculars that are that we have. Um, he said it was better

106than Santa Fe South. And so I I thought that was good because this is our goal three. And so my question is um I did ask it in advance and I want to modify it just a little bit. How are we ensuring that all families, especially those that are predominantly Spanish- speaking, are receiving this information, but not only receiving, but understanding that we offer all of these opportunities cuz we this is a this is genuinely gold. Great job, OKCPS. >> Thank you. So recently, I'm happy to um let you know that ourformational flyers have been translated and are available to our counselors and schools to share with families. >> Awesome. So, so they'll get the flyer, but how do we know that they're understanding it? You want to take that? >> Sure. So, we are

107sending communication to our families through our district system uh called Talking Points. Uh and we're sending frequent communication to families. Uh we are hosting uh at the individual sites. Uh as Kate mentioned in her presentation, we're hosting career nights. It gives families opportunities to have one-on-one conversations about uh the questions that they have related to um a specific career that uh their student may show an interest in. And so we're really trying to approach it from a variety of uh ways uh more so than just perhaps uh sending flyers home or uh sending out a talking points. We're also doing some in-person events as well. >> Thank you. Thank you for responding to that. Yes. Uh yeah, I just remember learning about communication. You you can have a message, you'll have a sender, you'll have

108a receiver, but you need that feedback. And I think that's pretty important so that all of our families understand that we have a plethora of opportunities here in OKCPS that other districts don't offer. So, may I also add in regards of talking points, um, it is a two-way communication tool. So, when they send it out, the families may send it back and they can select the language and so we are monitoring that two-way. Um, and so, thank you for mentioning the talking points, but we can communicate back and forth. It's just not one way. >> Thank you. Hi, I have a question over here. Um, I was wondering and I'm sure that you are considering um while making these plans is are we providing opportunities to students with any sort of impairments or learning disabilities

109are they also being into take into taken into consideration during these? >> Absolutely. Thank you for the question and we'll be able to provide more information and further reports. So, couldn't we get that answer in writing before the next report for board member Gala? Thank you. Appreciate that. Okay. Anyone else? All right. Thank you. Appreciate it. Thank you for your time. Okay. So, our next on our agenda is our operations and our policies committee report. I'll recognize vice chair Bowman, but this is the first time that there is a summary of that committee meeting attached to the agenda for policies and vice chair and for operations committee. So, you know, make sure and know that you have that information there, too. >> That's what I was going to say. So, good. Thank you, Chair Lewis.

110I was just going to point out that this is the first time that we've had summaries of our committees attached to the agenda um in our effort to increase transparency for um the public and for other board members because we can't all serve on all committees due to our quorum uh requirements. And so um this is an exciting time because both both of us included a summary of our meeting. Um so you can read it and um reach out to us if you have any questions. >> Okay. Anyone have anything on that before we move to policy update? And just as a reminder, we're trying to move majority of our board meetings to discussing student outcomes. So it doesn't mean we can't ask questions. the design is to attach it there so that if we

111don't need to have that conversation, we move on to when we're talking about student outcomes. So, Jessica, >> perfect. Yes. And our goal is to have at least 50% of our time at board meetings spent speaking about student outcomes. But thank you, Chair Lewis. Uh, yes. So, the policy committee report is also attached to today's agenda if anybody would like to see specifics on the committee's report. So, the board of education policy committee, we met on April 1st. It was not a joke. and the committee is prioritizing the completion of revisions to series A and B uh before moving on to the categorization of the remaining policies. Uh this approach is intentional as it establishes a strong foundational framework for the board particularly in light of our new board members. In many ways, this work

112is aimed at defining a clear north star as to guide governance moving forward. Uh during this meeting the committee reviewed series A and developed the following recommendations which will be brought forward at the May meetings for the first reading. So for A-01, 02, 04, 05, 06 and 07 to be removed and for A-3 and 08 to be retained. The committee will continue to work on revising series B followed by proposing new policies that align to the student outcome governance and revising the rest of the policies. Thank you guys for your time and again like Lori said, if you guys have any questions, please feel free to ask us. >> Thank you. If there's I'm looking around. Okay, looks like we're moving on. Okay, so seven is special business. We have nothing in information tonight, which

113I is weird because I feel like we've got nothing but information tonight. Good information, but there's nothing in information. So, um, special business. Uh this is discussion and possible action regarding the renaming of Cesar Chavez Elementary School. So the way this works is in order to have the discussion um there needs to be a motion made. So I'll move to direct district administration to start the process to rename Cesar Chavez Elementary School per district policy D-08 naming facilities. Now I will need a second but after that we discuss it and it doesn't mean that we're directing the district right now. That's just the motion on the table. So, we need a second and then we can have discussion. >> I'll make a second. >> All right. So, I will open it up for discussion. But

114before I do that, I want to recognize our principal of said school, principal Arty Hatfield. Out Hatfield. Did I get that right? Hartfield. Hartfield. Sorry. I knew I'd miss the R. But thank you for being here and thank you for doing the great things you're doing down there. Wasn't missed. That great that track on track was on track for that school, too. So good job on you're well you're doing good job so we'll go with that good job. All right so discussion anyone have this um anyone want to start and Paula just to cl for clarity this basically gets it the process started per our policy. Yes. >> And so the steps that are outlined in the policy if this motion is agreed to will begin to take place. >> Yes. And uh Mr. Childers

115has kind of a brief timeline of what that could look like for us because um it's not a overnight process because it does involve community engagement and bigger conversation here. And then even if we voted to change the name, there's other things that have to happen down that path. So I think when we changed some names of schools about six or seven years ago, it was probably a good seven to eight month process before everything moved through just for historical sake. Yeah, that's correct. So, policy DO8 really reflects the board's desire to make sure that we have community input when we're looking at these types of decisions. So, this would really just be starting that process uh of getting input from the community. Uh so, that would involve a period of about three to four

116weeks of getting community input through a survey process, reaching out to community partners and other stakeholders, as well as uh organizing things like a uh anformational meeting at the school site. So families of those who are most directly affected would be able to come in, get information about the process, give feedback about the process. So really tonight is just to give that opportunity for the board to start having that conversation and then if so desired to have us start moving in that direction to get community feedback to uh further give information to the board uh and making a decision about what would be most appropriate for that school site. Okay, I think this sits directly in the middle of your district. >> Yes. No, definitely. And thank you all for even having this on the

117agenda. I really appreciate it. Um, having grown up as Latina and, you know, looking up to figures like Ceart Chavez, that news was deeply disappointing for me and I look forward to the community's response and seeing what names they suggest as well as having those surveys out. I hope that they can both be in English and Spanish. And then I also hope that whenever we have these conversations that they're also inputed in both languages, but I appreciate it and I appreciate um starting this discussion as well. And thank you. >> Yes. And that that that's already been part of our discussion of making sure that the resources that are made available including the survey and any communication that we send out to our families is available in multiple languages uh for those families. >> I

118would like to ask, I'm glad you brought that up. when we went through Pathway to Greatness, and it's the only time that I've seen us do it on a large scale, but when we met at Capitol Hill and Grant, those of us who did not speak Spanish are the ones that wore the headphones instead of the ones who speak Spanish having to hear it, like have it translated. And I really think that was a a better fit for those discussions um because the majority did speak Spanish there and so it made more sense for those of us who didn't to have those translator headphones on >> and it worked well. >> I'll make a note of that and make sure that's part of the discussion that I have with our communications team. Um, one thing

119I wanted to just throw out and I Tony look to you to see if this is the appropriate time. I know there's been some discussion about whether or not like this process goes I mean assuming the action of the board tonight, but um that in the interim that the district refer to the school and I guess I throw it out for discussion as Chavez Elementary as an interim step. I is that is this the time if that was desired or is that um that we would have that discussion? >> The agenda item would certainly allow for us to have that conversation and for uh if that decision is made for that to be made tonight. Um, I think that's part of an important conversation because one of the things we're trying to be cognizant of

120is during that summer period when a lot of these conversations are going to be happening. We want to be sure we have clear communication with our families because they may not be expecting a name change midsummer come to enroll maybe June or July and there's a different name than what they expected. Uh so you know I I think it would make sense to have a name that is similar um so that we aren't necessarily changing from one name to another and then potentially for another in June, July, August whenever that other if that other name change happens. Uh but that's certainly a conversation that can happen tonight. >> Are there feelings about that? I mean that do we want to make an immediate interim just dropping first name and referring? I mean, do you have

121a feeling on if it's necessary or just like hold the pattern? >> I don't know if it's necessary. I don't want to confuse folks. And one thing um while I was out there talking to our families is that there is a little bit of confusion out there in general and within the communication. So, I think keeping it simple. I but I would be open to discussion from folks as well on this. Um, more than anything, I just look forward to hearing from the community members and seeing what they would like the school to be named and represented as well. Um, yeah. So, if we pass this motion tonight for the district to start the process, I would like my my would desire would be that we bring back the timeline to a public thing too

122and how we're going to get community engagement to the full board so that we're all on the same page with knowing how that's going to occur to see whatever uh Crystal's communication plan is, how principal feels like it's going at her school, like really have some feedback. back and I say this from a place of um I won't name the process but there were some things that we were told that came out of committees that in the hindsight people weren't happy about that we weren't getting all of that information out um it's been multiple years ago but I want to make sure that the board it knows how the community is engaged and how that's being looked at and that it's not solely the parents of that school or the students of that school that

123it's the full community and stakeholders that go through it. >> Yes. Yeah. I think that's a great point and um I did want to also tell everybody this is a problem that's unique to OKCPS here in Oklahoma. Uh we're we have the only school in the state of Oklahoma named Caesar Chavez. And so yeah, it's a it's a big deal to include everybody that we can. >> Mr. Lacona, you have any thoughts? >> Oh, I have a lot of thoughts. I just uh Hey, >> I got to keep it in my lane. Um I do agree with uh board members in Fuentes. That's the only school named Cesar Chavez. And it's um it's heartbreaking to hear what happened, but without the respect, that's only one side of the story in my opinion. I'm not saying

124that it never happened, but Ces Chave is no longer here uh for him to defend himself. So, I just there's a lot of questions for me. Um but I If if it's necessary um to change the name because of what happened, then let's follow policy. But again, I just I mean, it's wrong. Regardless of what happened, it's it's wrong, right? But again, I have so many questions and I uh so this is not a time. I'm just going to go ahead and uh um continue with the policy. >> So, you're okay with initiating the policy, but that still would come back to us before the name was changed. Like nothing would be changed until it came back to the board that we vote. So, it literally is just the process of the engagement of the

125community and then whatever would come out of that comes back to the full board and then the board has another definitely. Yes. Uh let's continue to move forward. Let's get the community involved and like M. Martinez said, let's have it in multiple languages so people have a better understanding of what's going on and also um how much it's going to is it going to cost to change the name? That's >> that's of a that's a question that I have. I'm not saying that it shouldn't we should not change name because of money, >> but if I rather have that money spent and go towards the teachers and students. >> That's important information to have. So when we bring that back to the board with the full timeline and really specifics of how we'll engage the

126community, if we could also have a ballpark of what that cost might look like >> and we do have some uh initial information that I can provide to the board. So generally in terms of timeline we'd be looking and as as you mentioned chair uh this would be a first this would come before the board at least two more times. one more time once there's a recommendation from a committee made up of students, parents, and others from around the district. Uh that would come and then there would be another meeting before there was even a consideration of the name. Uh and then before that we would have another meeting in May for give you an opportunity for an update. Uh it just kind of depends on the timing of uh the the community input that

127we' be getting, the the committee that's meeting, how long it takes them to work through that process, whether they have some additional questions that they may be asking of stakeholders. In terms of cost, we've already been out to the site to get a general idea of what that would be. That would be about 25 to $30,000 in terms of replacing some of the signage, uh some of the uh things that are built into the building itself. Uh and that's just generic uh a round number. Uh and then depending in terms of the length for that to be done could be anywhere from 12 to 18 weeks depending on uh when the name is decided and how long the turnover or turnaround might be to get some of those things like the plaque, the flooring, those

128sorts of things actually processed by the manufacturer. >> Okay. Thank you. And then I did want to raise if there's no further conversation about the cost. There's cost. Okay. No, go ahead. >> Sorry, >> not about the cost. I don't know if this is the section to bring this up, but I do have a question just regarding our students and how we're presenting this information to them. Um I I don't know who's the right person to ask for this, but how are we discussing the changes within our schools to our students? This is an elementary school and so they are younger and this is a really heavy topic to discuss with them. So, I was wondering if there's any sort of support that we give to our students. How are we framing this conversation in

129terms of changing the name if that's what we decide to do? And I'm sure that that's more um you know, leaning with our principal and how we communicate that with our teachers as well. Um and then just lastly, if we are providing any counseling to our students in in terms of this as well. Again, it's a heavy topic. there were children involved in in this story um that was discussed and it's disappointing but I don't think we should bury what happened but we should ensure that our students are understanding why the changes are being made especially when it has such a heavy cultural name attached to it and thank you all for letting me ask this I wasn't sure if this was the appropriate time or not >> certainly and I apologize I I personally

130don't specifically have the information as to the school site response, but that's information we will gather and make sure is available and we get to the entire board. Um, on top of that, there hasn't yet been a discussion to my knowledge with students about a name change because we're just starting that conversation with the board, but the board policy does provide that um students may serve on the committee that has that discussion. Now, that gets a little bit tricky when you're looking at younger levels in the elementary level. So that'll be part of our discussions as we're moving forward. But there would be a student element as well as a parent element of having parent involvement in those discussions. I wanted to go um kind of to that committee you were talking about has student

131involvement for the policy. It is who goes on that committee is the board member for that school site. And as Miss Martinez is the new one of the newest board members, I would make a suggestion to the board that we include uh Mr. Lacona for sure on it since he's been a member a little bit longer on the board and possibly Jessica Fuentes if the board was agreeable since she does speak Spanish. Um we can't have more than four. Um but I I would make a suggestion that we make that change just because it is and just to help like no understand. Would that be anything that everybody would be agreeable to? It feels like that works. >> No. >> Are you okay with that? >> Thank you. >> G because I don't want to

132step on you. >> No, I I welcome the help. Okay. Thank you. Yeah. >> All right. Thank you. Okay. Okay. So, we'll um do we need to vote on that or could that if we vote for the district to do this, we just say that or is that okay that it's >> No, it wouldn't require a vote. The the the policy says who has to be on it, but you can extend beyond that. So, knowing generally that that's the desire of the board, we'll make sure that's part of the process. >> Okay. Madam Chair, >> yes. >> So, um the school will still be named Cesar Chavez or we >> No, no, no. It would nothing on this agenda item changes the name. It says start the process that the policy outlines and then it

133would come back once the committee meets and kind of determines their process. I would like to see that back what the process is with all the questions that have been asked here. And then when all that information was gathered up and names, it would be very similar to how we named Skyline that it would come to the board for the recommended name, but it would be on information first and then a month later it would be for the actual name change. >> Thank you. >> But multiple multiple steps down the path here. >> Thank you. >> Anyone else? Okay, with no further discussion, we'll call the vote. Remember, go to your agenda. See it. >> Having received seven I votes and zero votes, the motion carries. Right. Thank you. That brings us to the consent

134agenda and the is there any member here who desires to pull any item for discussion only or to be voted on separately? And what that looks like is that if we don't if nothing is pulled off to be voted on separately. Somebody would just make a consent a motion to approve the consent agenda and then everything on there would be approved. The options are to pull off for discussion only or to be voted on separately. I do have a note here that board member Carol Thompson would like to pull item 12.01 for discussion only. That's the only one I have here though. Anyone else? >> I I did also have one uh 13.04 and 16.01 for discussion only. >> Okay. All right. So, if there is no one else, we'll start with uh board member

135Thompson. >> Thank you, Chair Lewis. If you guys could go with me on a trip, Austin, if you would put up the slide, please. If I start crying, please just just disregard and and know it's from my heart. In accordance with OKCPS goals and guardrails, guardrail four, which reads, "Fair access to enriching opportunities. The superintendent shall not allow disparities in access to enriching programs such as fine arts, extracurriculars, rigorous course coursework, or instructional support across school communities." Miss Calhoun McLilly, would you please stand? Let me introduce to some and welcome to others. Mrs. Kakuya Calhoun McLilly. Mrs. Calhoun McLilly, master instructor, is a dedicated and accomplished visual arts educator with an incredible 48 years of service in Oklahoma City public schools. I'm going to say that again. 48 years of service in Oklahoma City public

136schools. She spent 10 years at Douglas High School and 30 years at Northeast High School, shaping generations of young artists. Even after retiring in May, her passion for the arts and commitment to students called her back to the classroom in August, where she has continued to inspire young people for the past eight years at Emerson North High School. Mrs. McLilly's impact extends far beyond the classroom. If you all would look at what we have on these slides, that will help a little bit. Alongside a talented team, she was a recipient of the Willa D. Johnson recreation center mural project sponsored by the Arts and Cultural Affairs Department. This powerful mural honors the legacy of Willa D. Johnson, the first black female elected corporation commissioner and a dedicated champion for children. Titled Freedom to Dream, the

137mural spans the entire west wall of the recreation center swimming area, which is about the size of that north wall that we have here. uh and stands as a vibrant symbol of hope, creativity, and community. The project included designing and creating the imagery using clay slabs, installing the mural on the wall, and actively engaging students from Douglas High School, including the hiring of student interns to assist in bringing this vision to life. This remarkable work was completed after approximately two year three years by the PO plunge collective which is her team that you see there. A team consisting of project manager Ebony Iman Dallas co-leader Jericho Walsh and lead educator artist Mrs. Kakuya Calhoun Milly. Please join me in celebrating and acknowledging an extraordinary educator, artist, and community leader, Mrs. Kakuya Calhoun Mey. Not only

138did she do this, but she teaches every summer in a all states in the US. Teachers, she teaches teachers in art. She also helps students study for the AP exam. and she also has an art studio in the PO district. This is one of our excellent teachers in our district that we can call our own. Thank you, Mrs. Mcilly. >> That is awesome. Thank you, Carol. That was great. Okay. 13.04. Oh, that's me. Madam chair, may I go ahead and ask the question? Yeah, perfect discussion. >> So, yes. Uh, so this is the report, the financial report again. And so, um, I was looking at the ADM numbers again, and it said the team will run current ADM numbers on Monday 4:13 and be ready to provide an update when the item is pulled for

139discussion. Do we have that? >> So I think if for you I'm understanding your question was the state you were seeing declining enro the yes >> declining ADM. Okay. So we get initial funding based on last year's ending ADM which is about a 32,412 number I think. The second column is the adjustments that they give us after the October one counts. So our enrollment dropped for October 1 to the 30,692 I believe is what it was. I can't remember exactly. That number will stay the same throughout the end of the year but then that's next year's baseline. So that's what it's going to that if is that your question? >> Yes. Uh yes. Was our ADM even lower than last month? So right now it's going to stay at that 30,600. >> It stays that

140that that'll stay that way through the end of the year based on the October one counts. >> Is uh what is do do we have our own numbers of our enrollment not using the state reporting? >> I think PR tracks our numbers uh by the month. I believe Jason had a report from Derek that showed um where we were monthtomonth for this year. Okay. Thank you. >> Yes. Board member Squentes. Uh the number April 1 number was 30,301. >> Okay. April 1st. That's not a joke, right? >> No, that is the actual number. Yes. >> Just making sure. Okay, great. Okay. Um Okay. Well, that's all I wanted to hear and and wanted the rest of the board to know as well. >> Thank you. Thank you. Okay, that takes us to unless there's any

141further discussion on that 16.01 is the next one and that is Jessica as well. >> Yes. Uh yes, for this one um it was exciting to see that we are giving the district uh or I'm sorry, the district is choosing preferences um to give local companies the type of work to do this work. Um so I just wanted somebody to maybe talk a little bit about that and um how that came to be. I think it's really good for the community that we're choosing to work with community I'm sorry with businesses that are near us. So please >> I'm Deborah Tech. I'm the district COO. Uh thank you for the question. So the preference for local companies align with the bond guideline learning ready facilities. Transformational environments built for the student needs. Local firms are

142well positioned to meet with this standard because they bring firsthand knowledge of our communities and schools. Also, the district recognizes that well-maintained school buildings strength neighborhoods and help sustain property values. So, choosing community rooted companies reflect that broader commitment. >> Thank you so much. >> Any further discussion on that? Oh, okay. Thank you, Deborah. I will make a motion to approve the consent agenda. Is there a second? >> Second. >> Okay. Call the vote. Haley, you're doing a great job tonight. >> Yes, >> I second that. >> Uh, ma'am, uh, Madam Chair. >> Yes. >> Just in case Craig is listening or hearing, I hope he gets well >> and we miss him. >> That's perfect because we're pausing. >> You're doing a great job, by the way. >> We're pausing. So, it's slow. >>

143Okay. Having received seven I votes and zero nay votes, the motion carries. >> All right. Thank you. Okay. There is no new business. And that takes us to 18. Um, is there a motion to enter into executive session? >> So moved. >> Is there a second? >> Second. >> Okay. There are no discussions on this one particular. So, we'll call the vote. Can you guys repeat who made the motion in the second on that? >> Suentes made a motion second. >> Okay. Um Okay. Okay, having received seven I votes and zero nay votes, the motion carries. >> Thank you. Yes. I mean I will get this. I'm Mark. >> Yeah. Well, I think they'll just We don't have to make I've had to prepare for That was so cute. I think a little bit. I

144know. I like Wait. And it probably wasn't good to start. Then why did we keep it? That's nice. you do and I never >> I will say I'm going to say yeah 8:21 I'm getting ready to say that right now put it in I don't know what time left though your system and and hear a voice vote. Hey, hey, you just do a voice vote on the agenda. >> All right, let the record show. We return from executive session at 8:22 and our deputy board clerk is going to read into the record who was um in executive session. Okay. Individuals who were present during the executive session included all board members in attendance. Um that's Carol Thompson, Jessica Suentes, Dana Meister, Lorie Bowman, Paula Lewis, Juan Lacona, and Galileo Martinez. Um additionally, Laura Holmes and

145Jamie Pulk were present. And the board discussed the following topics during executive session. Evaluation of the superintendent and no actions were taken during executive session. >> Thank you. Um, board member Martinez, would you like to make the motion to adjourn your first meeting? >> Of course. Thank you. I motion to adjourn the meeting. >> Is there second? Call the vote. >> Um, all those in favor say I. I. >> I. Opposed. >> Okay. >> Meeting is adjourned.