Feb. 23, 2026 | OKCPS Board Meeting

001All right, I show that I'm running late. We better get this thing going. Well, everybody's finding their seats. Welcome to everybody who's here and anyone who's watching on live stream. Um, as you go, there's not necessarily a place for any questions or comments during this from anyone who's not on the board or in the work session, but you would be able to send in any questions. Um, either email them to Superintendent Pulk, anybody on the board represent you, and I'm sure we can get you those answers back. So, all right, Craig back over there. Let's call the meeting to order. Craig, >> thank you, Madam Chair. If everyone would please take a minute to silence your cell phone, we would appreciate that. If you need to have an extended conversation with the person next to

002you 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. And finally, members, uh you may notice in the center of the square, we have a new uh camera array. So, this is our maiden voyage with our new camera array to uh I don't know if that's the correct terminology, but they are new cameras and it's for live stream to make the the angle that the live stream viewers see of each of you will be better than what we've had in the past. Uh the technology team did want me to share with you that this works a little bit differently uh than before. Previously, the camera would automatically zoom in on the person

003that's talking. This goes for both sound and motion as well. So just if you feel like you don't quite understand why it's doing what it's doing, maybe that'll help a little bit. And we're happy to answer questions afterwards. So with that, I will call the role. Paula Lewis, >> present. >> Carol Thompson. Lori Bowman, >> Jessica Sephuentes, >> present. >> Dana Meister, >> present. Mike Shelton and he he is in the building. He's just away from his seat at the moment. And then Juan Lakona >> present >> and me Melhaney. We do have a quorum with Mike. >> Okay. Thank you. So the way this is set up tonight, board members, as we know, we typically have two hours of a work session. I have a feeling this may be a little bit longer than

004that, but not too much. We'll try to keep it really close. The first 5 to 10 minutes is kind of a review of what the guardrail monitoring process is going to be on the update. And then after that will be the college and career. Last I checked, there's 37 slides. That's a lot to get through. So we'll probably maybe do it a little bit different. Instead of waiting to the end to be able to ask questions, we may do it after slide by slide. That way everybody has enough time because I'm nervous that we'll get to the end and there won't be time with 37. So all right, with that I will recognize doc Mr. Galloway. Well, thank you, Chair Lewis, Vice Chair Bowman, Superintendent Pulk, members of the board. Uh, it's our pleasure to

005be here tonight to uh talk to you a little bit about guardrail monitoring. It's hard to believe that eight months ago uh the board voted uh to approve in the goals and guard rails as part of our student outcomes focused governance model. And so I wanted to uh just talk a little bit because we've had our five-year monitoring calendar and starting in October, we started doing our goal monitoring as part of our monthly board meetings, but guardrail monitoring uh was not named on our 5-year monitoring calendar until January. Uh but you may remember that we had a work session get cancelled due to snow and ice. And so I just wanted to bring an update to the process. Uh so guardrails and interim guardrails. Uh this goes back to our time in October of 2024

006when the board went out and did uh listening tour that we titled voices for the future. And that really inh helped inform the board around the community's values. and the guardrail statements are in place to protect those values while the superintendent and team are in pursuit of achieving the goals that have been set forward. The interim guard rails after the the board uh writes the guardrails. The interim guardrails are written by the superintendent and team and serve as evidence for how the staff and superintendent are honoring uh the language written in the guardrails. And so just a little uh highlight high high level view of what the difference between goal monitoring and guardrail monitoring looks like. So in our guidance uh with our student outcomes focused governance uh implementation guide uh guardrails are to be

007monitored once annually and this is lined out in our uh five-year monitoring calendar. As you know, student outcomes uh goals are monitored monthly in a regular board meeting as a conversation between the superintendent and staff and the board. But guardrail monitoring, the guidance is to have that report put into the consent agenda and to not be monitored um with a long presentation. And so, uh, what you will see coming up on the March 9th board meeting is our first guardrail monitoring report, uh, where we'll be monitoring guardrail number one, which is our life skills guardrail, and three interim guard rails, uh, which are collaborative problem solving and project-based learning, classroom discussion, and our study skills toolkit. So you can expect to see on the draft agenda which will come out this Friday I believe. Uh

008you'll have a guardrail monitoring report and you are welcome to submit any questions that you may have on our technical tactical document and we can uh certainly provide any feedback and should the board want to have any discussion around that you certainly can pull it from consent and we can have conversations around uh guardrail monitoring. There is a format that we're going to follow in the guardrail report and we're going to name the smart goal that the interims are written around. Uh give a little bit of rationale for why the interim guardrail is in place. Label if we're on track or off track. We'll talk a little bit about the measurement process uh going from the smart goal language to what that looks like in reality. We will name the initiative priorities as well as

009the project phases and milestones because most of the guardrails, the interim guardrails are written out for two to three years in length. So this is just a status report and update on how those initiatives are going inside the organization. With that, I'll open it up to any questions. >> Thank you for that, Jason. Just to clarify, so you said we'll get it. It'll be attached when you send out the draft agenda. Craig sends it out. You said tact t tech tactical and tactical, but would be able to ask strategic questions ahead of time, too, since we're not actually doing the monitoring session. >> Absolutely. And please forgive me. I I was using really our goal monitoring language of technical tactical, but any questions that the board has around the guardrail report, we will just load

010it in the same document and we'll um attach the consent agenda item number to that so you'll know that it's uh for guardrail monitoring. Thank you. >> So in the purpose of the board, the real difference is going to be we won't have discussion about approving, disapproving, or tableabling. It will be your vote. So if you vote yes, then you've approved it in the consent agenda unless somebody pulls it off to vote on separately. So the options on that is yes, no, or abstain, just like a typical vote if that makes sense. But that'll be the significant difference. Do you have a question, Jessica? >> Yes, I had a question. So if we do pull it out for discussion, will that count towards the minutes of our 50%. >> It's a great question. We're the

011coaches when we need them. We'll ask that question. We'll find out. I I can answer that. Actually, >> you can answer that. I was like, >> I've talked to coach AJ about this a few different times. So, uh, unfortunately, guardrail monitoring does not count towards our 50% uh >> because it's supposed to be goal. >> It's goal orient. It's student outcomes focused. And since the guardrails are not student outcomes focused like the goals are in the interim goals, uh it doesn't count towards the 50% of the aspirational that we're trying to get to. >> All right? So, they're not measurable. So they are these particular ones are students because they have to do with life skills and we know that that's but it's not a measurable goal. Is that correct? >> That's right. >> Yeah.

012>> Thank you. Anyone else on the board? >> No. No. Mike? No. Okay. All right. Then I think that if we're finished with that, we look forward to seeing that when that comes out this week. Then that brings us to college and career programming update. And I'll recognize Mr. Galloway and Jason again. >> All right. Thank you very much. Uh we're excited to continue the conversation around our college and career centers and more broadly our college and career programming [snorts] uh that that we've been pursuing uh inside of Oklahoma City public schools and and obviously there's a lot of interest around this. We uh are fulfilling our uh commitment to our 2022 bond and there's been a lot of work happening and we're excited to have a conversation today uh specifically around the programming. And

013so just to give a little bit of a purpose for today's conversation, we're going to provide a background on the fleet process. And we'll unpack that here in just a a few minutes. Uh but the fleet process was really um the teams that determined what programs would go into the college and career centers. Um and who was part of those planning teams, how those pathways were identified for each school. Uh we'll discuss the college and career programming in our high schools more broadly. We'll talk a little bit about tracking outcomes uh discussing gaps that we're seeing in our current data and the flexible process for moving forward as an organization. We also want to highlight uh the some of the partner engagement in support of the college and career programming. So, a little background on

014fleet just to level set with everyone in the room so we all kind of have a similar understanding of the process. The 2022 bond was approved in November of 2022. Now, outside of that, once the the bond was passed, uh the superintendent and the cabinet team uh developed a plan to determine what the programming and what these spaces would ultimately look like. And so between November and February of of 2023, this fleet process was designed um with district leadership. And beginning in February of 2023, the fleet team was convened uh to begin the programming process. And so inside of the fleet team, uh just so everybody's kind of aware, fleet uh stands for flexible learning educational environment team. Initially it was made up of 16 district level administrators and the team lead on that was

015Dr. Pete Leenfeld. And the goal was to come together to determine what was going to go into these college and career spaces to meet the needs of the community, to provide college readiness opportunities, and to support workforce development. So the charge of the team was to really find an intersection of these four stakeholder areas. So looking at student and family interests, looking at workforce needs, looking at what type of industry partner support was available, and looking at it through a lens of innovative high school programming to ultimately try to land on programming that would be a best fit for OKCPS. So to walk you through the fleet process, this is a graphic that was taken from uh the original fleet meeting that happened here in the district uh which happened on February 8th of 2023.

016And so you'll see in that initial meeting, it was the 16 fleet members coming together to look at some initial data around workforce needs in the community to talk about those four areas of that vin diagram that was on the previous slide. And this was in a pretty aggressive process because when we came together in February, we knew that there was a hard deadline of March 8th, the goal of the fleet team. And the cadence was set up in such a way that there was a weekly meeting that the fleet team would convene with a filtering process that would take place. And so that's what ultimately this slide represents. And so in week one came together to cast the vision of what is fleet, what is it that we're here to do, where do we

017want to be by the middle of March. At the following meeting, uh, principles from each of the schools that had a flex space, so six principles, uh, as well as their instructional leadership directors, which are now known as principal supervisors in OKCPS joined the team. At that time too, principles were charged with getting site u site leadership teams together. And so when principles came, there was also a uh a site team of anywhere between five and 10 educators that were joining the the fleet committee. So ultimately uh one of our first meetings was in this actual space. There were about 60 70 people in the room um for this fleet programming design. Alongside of that process, the communications team developed feedback forms that went to students, families, staff, and workforce partners. And so the deeper

018we got down into the fleet process, these campus teams were charged with looking at all of these data sets to try to find, okay, what is it that the students are saying they want? What is it that the staff is saying? What is it that the families are saying? What are our industry partners in the workforce saying? as well as looking at the data from um the labor department, looking at what are the emerging industries, what are the industries that have uh the highest need. And so those were all part of those initial conversations. As it got into the later fleet meetings, uh what would ultimately happen is site teams with one or two fleet team members would work in large working groups to start with ideiation of what programming could come into these spaces,

019but ultimately through the weeks drill down to the programming that was finalized, if you will. And in the middle of March, those uh those programming designs were then turned over to the design teams which started to uh work on the architecture side of the flex spaces. So just to unpack that just a little bit, I I referenced earlier uh the different stakeholder data and this is just a snapshot of the district-wide aggregate data. However, when site teams were looking at uh the data that was more raw and broken down, they were looking at data specific to their site, which included for students uh data that or uh feedback from middle schools as well as high school students. So, they had about five years, five grade levels worth of student data that they were looking at

020u as they were pulling this all together to see what emerged. And so this is just a representation of uh the the student data as a whole. And then we have the family data, feedback from the staff, and feedback from our workforce partners. Now, out of this, in an effort to try to make sense of all this for the room today, I I I took these uh these pieces of feedback and I created a slide that basically lifted up the top five from each of the of the stakeholder groups. And so, you'll see uh technology is represented in all four, health sciences is represented in all four, and then many others are represented in three of four. So as the fleet process came to conclusion which initially came to conclusion in the room in March

021but site teams continued to work through it along with uh the the workforce development team here at the central office and by August these were the the highlighted areas that were to make up the college and career centers. I'm going to pause here. Uh Dr. Maloo Smith is next in our conversation, but I wanted to create space for any questions before I pass the clicker over to Dr. Smith. >> Anything? Anyone have a question? >> Yes, Mike. >> I was just curious [clears throat] from the meetings that happened that led up to this list of August 2023. Uh how many principles are still in their spaces that how leading those schools that they answered for? How many of that that school's leadership is still in place in that school? Do you do you know that

022answer? >> Four of six. Yes, sir. And I see Dr. Kllum here. Thank you for joining us today, Dr. Kllum. Um she was uh boots on the ground with all of the fleet process u and can speak about it much more deeply because uh what would end up happening between the weekly fleet meetings here at the district office is the campuses the campus leaders were charged with going and activating a local community feedback team. And so I saw with Dr. Kllum, you had um the friends of Northwest Classen represented. There were other members of of the community in the Northwest Classen community uh as well as staff and other business leaders. Um is that >> accurate? >> Student surveys. I wanted it to be something. >> Yeah. And so principles and their site leadership team

023were feeding back to this greater stakeholder team um their ideas for programming. Uh then that would then come back into the the fleet process as the as the programming got solidified. >> Who is she? She needs to use a back here. >> Then we did a a presentation of of that back here at Clara Looper and presented that to the district and I believe there were some board members in attendance of those as well. Um I have my original one if you guys care to see that and how it's come from inception to where it is now. >> Thank you. Mike, you have any other questions? >> [clears throat] >> I'll come up with something soon. >> I I have a question and it's probably Maloo. What date was the family survey sent out to

024and who was it sent to? >> Um these surveys that he's referring Excuse me. These surveys that he's referring to uh were not done by PR. Um that was part of the fleet process. Um that had uh what forms that they filled out, I believe. >> Yeah, they were Google forms. I went in to look at the raw data today and it looked like feedback started to get received around February 13th, February 15th of 2023. So, uh, what the best I can tell, the first fleet meeting was on February 8th of 2023 and by the following week, uh, surveys were being sent out to the stakeholders. And so by fleet meeting number three, the teams were pulling all the data together. So the the feedback was sent and collected really quickly in the process. >>

025Well, how how many families responded? And I'm asking this from a very specific way as I've combed through all my emails on all accounts. I've asked as many families as I can possibly ask that I know. Lori doesn't remember filling it out. like who did it go to and how did I mean what was the response rate? >> From what I'm able to put together, it looked like it went to the families that were getting a flex space and there were some other there was feedback from other schools. Um Bell Ale had quite a bit of feedback. Um, but class and SAS, for example, only had a very very limited feedback. Um, so I'm not quite sure how um how it got pushed. >> And that doesn't make sense because if you're only sending it

026to flex spaces, why would SAS have any input? >> Right. Well, and I was looking at four different um four different sheets of raw data. And so you had the student groups, the family groups, the uh workforce, obviously workforce partners wouldn't have a school attached to them. Um, and the staff groups. Uh, so I'd have to go in and check to see which schools were represented in which ones. Uh, but to answer your first question, I I would need to go back and look at the data, but there were some somewhere around 1,200 family responses from what I could tell. uh roughly 3,600 student responses. I would need to go back into the staff results to to see those numbers, but I can get those uh exact numbers for you. >> I'm not really trying

027to like be super picky about it, but I'm just seriously like confused and complicated of how we can take a third of a $955 million bond and think in four weeks time we can decide what careers are going into these spaces. And we only survey the families that the flex spaces are going into cuz that was February 2023. So any ninth grader now those families weren't surveyed because they would have been sixth graders. And so we left out a big piece of the pie in my opinion. And as a business owner, we don't make major decisions in a month's worth of time. And to follow up a question that I sent in earlier, if the design teams knew this, and I've been on the board the whole time, why was the first time the board

028heard of it six weeks ago? >> Yeah, >> that that's the real question because that's the community. So, it was hidden from the community until 6 weeks ago and the community is the one who voted to pay the taxes for us to build them. >> Yeah. Yeah, we were looking at earlier today um we have uh an agenda from July of 2023 with the citizens oversight committee. Um but I don't have the answer for the greater board. Uh there have been some board work sessions related to workforce development that touches on some of this but not directly to the specific programming going into each of the sites >> because the sites were being built and designed for what was decided in August of 2023. And I can promise you there's been no meeting or no

029email or no small group that listed out what we saw six weeks ago. The most useful one that we had came from Lee Copeland at the chamber, but I asked him to come in to explain to us scaffolding and what entry level microcredentiing looks like. But that's the closest thing to until 6 weeks ago we've had discussion. And so we weren't even able to raise the concerns of like why were only 1,200 family responses and why was that considered to be significant out of third back then would have been about 33,500 kids. >> So I would I mean I'm not Maloo but I don't think that's statistically significant. >> Maloo would probably concur with you. [laughter] Chair Lewis. >> We can move on if no one else has. Yes, I do. >> Thank you. Uh

030Jason, my my question is is out of the people that were responsible for introducing this bond in 2023, how many are still in the administration? >> Of the 16 original fleet members, um five remain in OKCPS. >> So has there been any discussion? August 2023, we were also coming out of COVID. It's a very different. Nobody could figure, nobody would know that we would be here today about continuing that fleet conversation uh to ensure that we are able to stay on top of each other because I feel like some of these are are very are highly qualified places. But I'd look at film pro production which is could work. However, Prairie Surf was here then. Prairie Surf is not here now. >> Yes, sir. >> Uh the the place in um in green pastures, I

031can't remember the name of that. It it it's done well, but I don't even know if it's doors are open today, >> right? >> Uh I'm just saying I I think that we're about to stick a round hole. What? square peg in a round hole. And so I just as you move forward and it it just seems like we're about to push programs on students because that's what we said in 2023 coming out of COVID, coming out of tough times. Now AI is taking over now uh the world is changing. people were were going to work every day then they're not going to work every day for not for for two different reasons or multiple reasons. One, they're working from home. Number two, uh they've lost their jobs due to AI and other things. So,

032I'm just saying I'm concerned deeply that we're not able to be agile enough to, you know, uh, keep our students ready for >> on the cutting edge. >> Yeah. Yes, sir. Uh, well taken. And and I think to to go back to your original question of does fleet continue um I think a version of it has to uh I think that uh and I don't want to speak for uh Miss Hayden and and you know Dr. Smith and the rest of the team. But this is a obviously a high priority for us. And we're also connecting this work to goal number three, our post-secondary opportunities goal and finding like what this looks like, what this process, how we remain fluid to be responsive to the the needs of the community, um the needs of industry

033and workforce. Obviously, we want to continue to deepen our partnership with our our local chambers um so we can make sure that we are sensitive and proactive in that conversation. Not that as we're launching these programs, we're already looking at what is the data saying, where do we need to potentially move from here? What is [clears throat] the industry work? You you mentioned AI, which I feel like Dr. Smith has a little bit that she's probably going to speak about uh here shortly on that as well. But point well taken and and yes sir, we're going to have to remain um very intentional as we move throughout this process because I think it will remain fluid. >> One more question and I can stop all my questions but the same as like the family surveys

034who so in the presentation it said workforce partners I believe were surveyed. Can we get a list of that? like who those people were and what significance there was in that as far as statistically. >> Yes. Uh well, yes and no. From I I tried to do a little bit of forensic auditing there to try to figure out who those individuals were and the way that the report back came. I don't have individual emails or or who it came from. uh it came from 71 existing partners and I was able to go through and look at the some of the the open-ended questions, the comments and a lot of them were construction heavy >> and so my takeaway from that is was there a I don't want to say a disproportionate but did a did

035a good size of the of the overall all sample group was that represented by construction workforce partners. Uh obviously this is at the birth of construct my future and we obviously have a lot of construction partners that that feed into construct my future. And so from a from a how reliable is that data and how well does it speak to the entire workforce ecosystem in Oklahoma City? I can't say that it does. Um it, as Dr. Smith would say, it it reports out the data that it reports out, but you have to take it in isolation. You can't necessarily make uh declarations of this is what workforce would represent across our city. Dr. Smith, did I capture that? >> Okay, thank you. >> Yes, Jessica. >> Yes. I had a question specifically about kind of

036that diagram that says the programming process because it has the four groups. So, student, family, workforce needs, innovative high school programs, industry partner support. Um, I'm I am just kind of wondering, I mean, how did we like how do we combine all of this data to get the programs that we have? like there's like kind of a jump like I don't know did did one group have a higher I think that's what Paula was asking did one group have a higher um like influence in the programs than the other and actually I think I'm talking so I'm talking about the student versus the the family and then the staff and then the workforce partner >> that's a great question when going back to the funnel image when it kind of got down to the bottom

037uh the process was very heavily influenced by the site teams, site leaders and the influencers, >> I'm sorry, >> staff. >> Yes, >> staff. Yes. Uh and they also staff would also go back and talk to the extended stakeholder group that they had which that varied from sight to sight. So deeper in that process, I can't speak to how did each group weigh the student feedback from the workforce feedback to the family feedback to the staff feedback. I think that they were each group was challenged with taking all of the data that they had and all the information that they had and coming to a conclusion of what's best for their campus. But I can't speak to what it looked like for each individual working group. >> Okay. So, it varied from sight to sight.

038>> It very much varied from sight to sight. >> When you were looking at the survey numbers, how many staff responses did we receive? >> I can also get that information for you. >> Looked at it. Yeah. >> Yeah. It was significant. Um, you know, in the hundreds, but I will get an exact number for you and feedback that uh feed that back to you as well. I if I could I think my first of all I appreciate I know it if if I'm picking up what you're putting down. You're you're putting together some puzzle pieces based on incomplete maybe not the best information. I do question then why it's in this slide deck because this is publicly available now. So basically, we have now put out into the public attached to this work session

039information that it sounds like is not statistically significant that doesn't represent the current families that are being impacted and and you know that are going to be served um nor the students. And so I just I think it's important when we have these publicly available slide decks without context around them. I mean I read this in preparation and I was like well this must be a statistically significant survey. I don't remember getting it. It seems weird. I wouldn't have gotten it as a family member in the district for eight years. But I also caution us when we're putting together presentations that now it's in the public and and it it feels like it should have a caveat if it's not. Um so appreciate so much the context, but that's just my overarching concern with um

040slide decks like this. Well, I'll follow up on that. So I love the transparency of what it is. It begs kind of the question of how are we going to write it? What are we going to do to make it statistically? What is Maloo's team going to do to survey every family >> in the next several months? All staff members. How are we going to get a higher turnout of student? Where are we going to look at the list to get more workforce development? So, we can acknowledge that this happened and we can acknowledge that's the transparency, but in a timeline, how are we going to write it? >> Yeah. Yeah. Thank you. >> Yeah. And I think we'll transition to Dr. Smith. >> Yeah. Let me get her on on the right slide here.

041>> Or is it go to Kate? >> We can come back to me. >> Okay. There we go. >> There we go. >> Okay. Good evening. Well, [clears throat] I think you all have covered my first slide [laughter] in the discussion. Um, as uh Mr. Galloway was talking about, he went over with you um the measurement that was done um initially uh before you called the board ele uh bond election. Um but it's important for us now to think about how do we go further to get information because yes, we've talked about um some concerns about the information that was received earlier, but even had that been perfect, we would want to continue on pulling this information along the way. So, that's really what I'm uh here to talk to you about. As we track

042this, we will be able to track our progress toward um the outcomes that we're seeking. Um we will be able to ensure that we understand what student interests are and what community needs are. Um [snorts] and then we will also be better prepared to to pivot as um needs and opportunities change. So yes, AI, we all know that something's going to happen, right? Uh but we don't know what. We don't know what the impact is going to be on jobs and but we can count on it being disruptive in some way. And so it's important to stay on top of that so that we're we're directing our students in ways that are uh full of opportunities and not deadends for them. Um we know that things change. I mean, even just looking locally, we know

043that lately in the press, we've had a lot of attention for the culinary arts in Oklahoma City with the um semi- finalist eight um James Beard nominees um from Oklahoma, seven of those in Oklahoma City. So, we know that that drives interest sometimes. Aside from the food network that drives a lot of interest for people, uh we know that locally what happens changes and it can change pretty quickly. So as we are tracking progress, um some of the things that we'll be looking at are outputs, right? Those are just the number of completions. So how many industry certifications were completed, how many internships, how many CTE capstones, how many metrotech programs were completed and those give us kind of outputs. But we also want to look farther along um to more of the outcomes, right?

044We want to look at uh what competencies are our students developing in this process and we also want to look importantly at what do they do when they leave us. Now, it's been pretty easy for us to track what they do when they leave us and go to a college or university. The state regions for higher education provides data to us about that. Um, as well as the national student clearing house that provides data on students throughout the country uh in colleges and universities. So, we're able to do that. we have not been able to track well uh our students who go directly into the workforce or who go into the military. We are working on that. We are trying to get more information about that from the military. That's not easy. And uh we

045of course want to know more of what happens to our students when they leave us. So, we want to um get contact information even and begin to uh get back in touch with them to find out what they're doing in uh their careers. Uh so, as I said, we don't uh know what they have done, but the most recent information that I can give you is what our seniors last year planned to do. So, we have been for the past couple of years doing a senior survey. Um, we we hope all seniors will will fill it out each year. It's gotten a little bit better. Last year, 79% still not where we want to be, but it certainly gives us more uh feedback say than uh smaller other surveys with smaller response rates do, for

046example. Although, from my understanding, the surveys that Mr. Galloway was referring to looked at uh students of uh lower grades too whereas this is just surveying our seniors. On this [snorts] survey we asked them a lot of different questions about the support they received through high school for example but we also ask them a lot of questions about what their plans are. those who say, "I'm going to continue my education," we ask them where. What are you thinking you're going to major in? What are your career goals after college or university? Um, and so on. So, these um these numbers, we had a 79% response rate last year. As I said, that's 1560 seniors. Of those, 80% of them said they plan to attend college, university, technical trade, or arts school. now that we weren't

047asking them sometime in the future, what do you plan to do? We were asking them more immediately. What are you planning to do this fall? Um 15% of the respondents said they plan to enter the workforce. That's 234 seniors. So, they don't plan to continue with their education, but go right into the workforce. 9% plan to enter the military. If you are adding in your head and you see that that doesn't sum to a 100, that's because some of those students who said they were going into the military are going through the college route to do that. So, compiling what their top fields were. And again, now we've just pulled out those 234 students, just the ones who were going directly into the workforce. Uh these were the top five fields that they planned to

048go into. Um construction, manufacturing and repair, automotive, a aviation man maintenance, beauty services, retail and food service, uh arts and design. And I know there have been some questions about around food service and and the interest around that. So I did look up what I could quickly before the meeting. Um, we had of those 234, nine students said food service, but through the total survey, we had 23 students who said they were going into to culinary arts because some of those are going through Metro Tech and so on um first to then pursue culinary arts. >> Yeah, please do. Yes, I have questions to you. >> I'm just I'm not great at math, [laughter] so I just want to verify. You said you got 23 students that said that they were interested in culinary arts.

049>> 23 students out of the >> And it's number three on the list. No, no, no, it's not number three. It's number four on the list. >> Mhm. Well, it also included retail and there were many more going into retail than food service. So, those two are combined. >> Uh, can you uh go back to the list of top jobs if you don't mind? >> Which ones? >> The top jobs. >> Yeah. Te tell me about arts and design. >> Yes. >> Yeah. >> Arts and design is a large category. It can be uh include things uh around um advertising all the way to tattoo parlors. It's a huge array. >> So what so what is it? I mean I I get it, but how is it measurable? >> Well, just in that we asked

050them directly, what are you going to do starting this fall? Okay, so these are the students who said I'm going directly into the workforce and we asked what job is that? So those were the answers that they gave us. So we've broken it down into the fields, the groupings and then beyond that we can look at specific jobs if they had one lined up. Some of them, for example, said, "I'm going into construction." Um what? And then they were asked what specific job in construction. and they didn't know exactly what job they would be doing in construction. >> Arts and design just catch all >> well no there there are other fields than just these five but it is a a a category that includes a lot of things that you could could consider to

051be arts and design. Yes, that's a w a wide grouping. >> I had a question if you >> be graphic arts for example. So on the slide, if you go a couple slides up to the one that has um uh a little bit further up. Well, start a couple. Let's go one more slide up because I have a couple of questions on it. One on the importance of measurement. I don't really understand. Clarifies goals initial work to inform the board prior to calling the bond election. I'm confused by that statement. Like are we trying to tell us what we did before we called the last bond election? Is this the next bond election? because I don't know that this clarified >> before we called the bond election. >> Um well, I was referring to the

052data that was collected that was used to inform the bond election and what centers would be placed at these schools. >> Okay. Okay, that makes sense. And then that okay, I didn't get that. So, I appreciate your clarification on that. And then >> I'm a little confused on number four too. prepares us to pivot as needs and opportunities change. Are are you just saying that the district's going to we're going to do more measurement and we're going to use that if we need to change. It's just kind of a confusing slide. It kind of comes out of nowhere from where he finished and it goes to the next thing. So I'm just making sure that we're all >> Well, so many years ago I u did some work with the Department of Labor [snorts] and

053they do a lot of job forecasting. I mean that's where this information comes from, right? Is jobs that are in demand. What are the fastest growing jobs? Um and they do that over a 10-year period. >> That type of forecasting used to be easier >> than it is now. >> Absolutely. If it is a job that can be done, for example, occupational therapy for example, if you have to be directly in front of the person to deliver the service or the product, then it's it's easier to forecast how many of those kinds of jobs you're going to need. But now, and as Mr. Shelton is saying, you know, a lot of working from home or or different kinds of arrangements, we know that if a job can be done somewhere else, it is at risk

054of being done somewhere else. >> Right. And so our students when they come out, they're not just uh competing against other kids from our high schools for jobs or even people in this region, they're competing with kids nationally, they're competing even internationally for some jobs. So, you may have a uh it may come out one year where the Department of Labor says, "Yes, we're going to need a whole bunch of computer support specialists, but that doesn't mean they're going to be here, right?" >> Yeah. >> Could be, but it could be elsewhere, which also then supports how important this work is to make sure our students are prepared um and can compete for those jobs. Um, so that's really I think what this is referring to is as things change and they tend to change

055faster than they did in the past. If it turns out that there is something in a college and career center that just it shows that it's not a growing field um and in fact it they may be projected to lose positions over time then I think we would want to pivot and change that. Yes, Mike. I I just want to watch one question. I was I was really going down a path with this when you mentioned arts. So, we have on here listed art and >> it was like art college where it is plan to attend college, university, technical trade or arts. So, there's art colleges. Where would arts fall in this that they're planning to attend? because we have college and we have university listed which arguably could be similar >> but there's also

056arts like VPA colleges and universities. So, where are we saying those art? And then I'm done. Mike, you can take on after that. >> Right. And those can be art institutes that exist. That's what many of them were referring to. Um, specifically schools that are designated for arts and design. >> Okay. Now, um, in this slide, the arts and design here, remember that these are the ones who were not going for additional training in it. So, we could expect some of those might be lower level types of arts and design jobs. >> Okay. Thank you. All right, Mike. Sorry. >> Okay. Um, just a couple of minutes ago you said that that you'll have to please excuse me. I'm just paraphrasing. Sure. But we'll have to stay engaged and stay t stay in tune with

057what's happening in the market so we can change if we're losing jobs or do you remember that statement? >> I do. >> Okay. My question is and I don't know who to ask this to but what is our guard rail on to make sure I mean how long do you go before we realize that we need to make a change? And so I I recognize that may not be your a question to you, but there needs to be something in place to make sure that we're not trying to double down spending money for 10 years and it's not and we say, "Oops." So I don't know who to share that get a answer for. What's our guard rail on to make sure we don't stick and stay so long that it's a poor investment and

058we you lose another generation of seniors. >> You're exactly right. >> Turn it on. I think you're exactly right. >> Did I'm right. I think you're exactly right. >> Um this is not something that we want to sit on. We want to be able to monitor data. Dr. Poke has said before that we need to be looking at what our current sixth graders are interested in so that we can plan ahead for that because it does change really quickly. And so to your point, yes, we need to stay on top of the data, listen to our workforce development partners and understand how we can pivot when we need to pivot. Did that answer your question? >> You have I have a little bit of a followup on that. He while he's thinking about his next

059question is that [clears throat] like I understand seeing what sixth grade students want, but I've got a ninth grader and in sixth grade he wanted whatever was on YouTube. And so there is a part of me that's like, yes, students are who we're educating, but sometimes we're helping families know what's out there. We're helping students know what's out there. So, if we're only talking to students in sixth grade and we're still not talking to the community, the entire community who's having babies today, the baby boom of 2020, you know, if we're not talking to those people, we're going to miss the mark with changing the economic landscape of Oklahoma City because it is the job as parents and I would argue as educators that we hear you're interested in that. These are things that you

060might also find interesting that are attached to that. Yeah, >> I think that is an excellent segue to the next section if I can move us forward because I think it will address the the statement that you just made in the question within it. You have one more thing. I'm sorry. I will wait. >> Well, I had I had two, but I will try to go quickly. I think this is important for everyone to know because this is something that the first time I saw this on the senior survey, it it it surprised me. Um 72% of those seniors said they were employed during high school and more than half of them were working 20 hours or more per week while they were in high school. Um I just think that's something to keep in

061mind. Our students are already in the workforce. They're already doing things. And I actually had an encounter with one recently in a hospital room where I was visiting someone and this young girl came in. and I'll say girl cuz I think you know she's so young. Um, and she came in and it was it was late at night and the room was dark and she came in and she's trying to turn the patient and and check vitals and so on and she and I began to talk and she is one of our high school students and she works four days a week there at the hospital. Her shift is 3 to 11 and sometimes she picks up some additional ones on the weekends. So these are the realities for many of our students. They they

062are working um and I think the more that we can do or give them to give them a leg up um can help. Okay. So the last thing just is really kind of what we've gone over. Um I want us to continue to collect data to get uh information. We've got the IAP so we can learn about student interests that way. Um, and we can also do the internal surveys that we do. Also staying up to date on the Department of Labor information that they provide and uh doing more community partner feedback and workplace surveys of hiring plans and making sure that we have a representative uh group of people that we're g getting input from. We don't certainly don't want to be skewed one [laughter] uh uh job sector for example in our results.

063We want to have a representative group. So that's all I have for you >> on the Department of Labor. Jessica asked first. Go ahead. Go for it. >> Yes. I had a question about so how we are staying on top of again the workforce changes. So do we have a team that is monitoring these workforce changes whether it's AIdriven or whatever and then do we have a system to implement those changes in place? So the answer to the first question is we are developing that. We have now I'm really happy we have a standing meeting with the chamber and the Oklahoma City Public Schools Foundation that will help continue to inform the work that we're doing and the data that we're looking at. Um the second part of your question, will you remind me again?

064>> Yes. Is there a system in order to implement changes as these uh the workforce uh development happens? >> So not not defined clearly yet. And to Mike's point, there's not a really timestamp that's a part of that, too. But that's definitely something we need to >> Okay. So, we don't currently have a team that is specifically in charge of keeping track of what workforce needs are and the changes are. >> We do. We have a workforce development team that consists of me and our director of workforce development, plus we have our CTE team that is a part of that, too. >> And how many how many people is that? Well, we have a director with two um possible um new people coming on board >> for CTE. You have one person in CTE >>

065for right now. We have one director of CTE, but she's got two positions she's filling. >> So, four people >> total >> for a district, >> five >> or five. Okay. >> So, Department of Labor clearly federal matters. It's not very specific to Oklahoma. So, are we looking at the Oklahoma Chamber or the Greater Oklahoma Chamber or any of the chambers who their sole purpose is economic development and measure and monitoring? >> That's exactly right. >> Because the deal I mean I and I think that I mean when you're looking at community needs, it's important to say Department of Labor, but I also think it's important to indicate because again the community is who voted, the taxpayers of Oklahoma City Public Schools, they're the ones that voted and they live and they work and they

066want their kids to stay here and they want their grandkids to stay here. And so when we say Department of Labor, like are you want my kid to move to where the Department of Labor is, wherever that exists? I mean, just >> Well, there's also the Oklahoma Employment Security Commission, and so they take some of that data and look locally. >> Okay. All right. Thank you. >> All right. >> Anyone else? >> Vice Chairman Bowman had a really good question at the last meeting. Um, we talked about all of the college and career programming that were part of small groupoup conversations. In January, we had um a presentation at the board to look particularly at the college and career centers. Um, and we wanted to take an opportunity to dive into all of the programming

067but in a digestible way. And thanks to some of our friends from the chamber who've made some recommendations about how we can communicate um the college and career programming that's happening across the district, we basically wanted to chunk it out to be able to let you see how all of these different career pathways fall into different categories. And so in your folder, you've got a yellow folder in front of you. in your folder on the right hand side there is a a handout that we're calling the board of education work session. Behind that you will see flyers that our communications team thank you communications team have provided um that show all of the college and career center um program areas within each of our high schools. And on the right on the left hand side,

068you'll see flyers that represent all of the programming in all of our high schools. And so board members, you have an opportunity to pull those that are specific to the schools in your district so that you can take a look at that. But what I want to do first is try to help you chunk this out because it's a lot and we could speak for hours and hours and hours up upon all the different types of programming and um the support that we've got around that. So, if you would please grab a pen and for the sake of time, we're not going to go through the entire exercise, but I would like for you to look at those career pathway programs that are under advanced technology in academics. And if you would please circle biotechnology,

069you should be looking at this document. Oh, >> and you've got an elbow buddy if you need it. Thank you, Porsche. So, would you please circle biotechnology? Would you please circle game design in that first box? These are the new program areas that are going into our college and career centers under the category of advanced technology and advanced academics. Under the career and professional services category, if you would please circle entrepreneurship and cyber security, healthc care, advanced manufacturing, and I want you to go ahead and circle aviation. These are the new program areas that are going into our college and career centers around career and professional services. It's a pretty vast array of college and career programs and I just wanted to focus your attention on the new ones that are going into our college

070and career centers. Under visual and performing arts, every one of the pathways that are there exist. We have film and media going into the college and career center, but all of those pathways are existing career and tech path uh college and career pathways. And then under leadership and public service, those are all existing pathways as well. We do have education that's going into the new John Marshall College and Career Center, but we have an existing education pathway at Northwest Classen already, so it would not be a brand new pathway for us. I want you to take a minute to reflect on what you see just looking at that one handout and what thoughts bubble up as you look at that document. Leadership and public service is really got me my head spinning because public service

071is what we're doing here >> for free and that's not a good career pathway for a kid. It's not, you know, it's not. You can't make a living at your money what you're making here as public service. [laughter] >> It takes I mean, it just doesn't necessarily pay the bills. So, I I struggle with that one. >> And then the leadership piece is like where where is that? And then JOTC, that's really military, right? I mean, that's a class, >> but they have to make a decision to go through that class and then make a decision to enlist. >> The courses that students take as part of JRTC are very leadership driven. So students are exercising those skills in order to be strong leaders. I would also um the the way I see public service,

072yes, thank you for your public service to our board uh of education, but we also see that as other pathways like police and fire and other public safety pathways that are part of our public service. >> So if it's a language issue we need to adjust, we can do that. But that's really what it's about. >> So core services. Mhm. >> So core core services. >> Okay. >> Any other thoughts bubble up as you look at that? >> Yes ma'am. >> Yes. I had the question. So are these like broad terms like there are multiple programs within or is it does it change from each >> title? So, we did group some of them because it become from the feedback we've received over the last couple of of months. There's so many different options that

073our students have to choose from, it's hard to wrap your brain around all of the different options. And so, creative arts for or creative media, for example, will include things like graphic design and interactive media specialists. >> Is there somewhere that has all of the programs available in Oklahoma City public schools? Is there a a flyer that indicates that? Is that what you're asking? >> Yes. I mean, we don't have to have it now, but is there something available to the public? Um, okay. And where could they find that? >> So, again, that's on the website. >> Okay. >> And if you scan the QR code that takes you into the schools, >> these QR codes on these Okay. Are these QR codes all the same or are they all different? >> They're specific to

074the school. And so, but if you scan that QR code, it will take you into your school's document, but as a part of that Google Docs, it lists all of them on one of those pages. >> Okay. Yeah, because healthc care is, I mean, that's a really broad term. Um, there's so many different pathways within healthcare. So, that's the big one that I was thinking about. Well, in healthcare in particular, the pathway that we have there going into four of our college and career centers is the healthcare pathway in partnership with Metro Techch and students will be able to earn their CNA as part of that program at our four high schools. It's the Metro Tech program that you see on their campus brought onto our high school campuses. >> Okay. >> Question, >> Madam

075Chair? >> Yes, Mike. Yes, please. >> Uh, I was just curious. Uh, of course, we may have a student, and I'm not picking on anybody that lives in South Oklahoma City and says, "I I'm not in love with the programs. It's at Capitol Hill." Again, not picking on Capitol Hill. I like the programs at Northwest Class. And with the open enrollment they can they will should be able to you know with some work transfer to that school that they like. Correct. >> That is the option they have. Correct. >> That is the option they have >> assuming the capacity of the school in the program. My question to you is is for the school that may not have junior ROC but is interested in a student that is interested in going to make sure that

076they can get into a junior ROC program. >> That is an option. >> Well, you shouldn't have to. Yeah, you How How does that happen if that's a class? I mean, that's that's a class. And so, I just want to make sure that and I'm going I'm picking on Star Spencer. Star Spencer does not have junior ROC and it was our fault that they don't have it. The But the issue is is there were students that wanted to be in that program and I'm trying to figure out how are we going to make it up. Okay. >> Are they going to without transferring Are they going to be able to get a bus and get to the closest school or whatever? >> So, I don't know if the people up here can answer that question,

077but >> it it's a great question. I rang that bell in 2023. I said at the Star Spencer graduation and we had uh eight out of 80 kids going into the military right out of high school. So, it was 10%. And I fully believe that we should keep ROC in that school, JOTC. And clearly we have not, but we did. We had talk about student interest. We had 10% of a class go to the military in 2023. So, if you would allow, I'll attempt to answer the question um regarding transportation and access to the programs that we're speaking of tonight. First of all, we we do understand that uh transportation is a critical uh piece to our students being able to have equitable access to these programs. Um, one of the things that we are

078currently doing is we are gathering data um, in terms of where students uh, would like to participate in programming and we are looking at that data to be able to determine what the needs across the district would look like from a transportation standpoint. At this time what has been decided is that a student can transfer to access any one of these programs as uh Miss Hayden said where we have not only capacity in the school but also capacity in the program. We will allow students the opportunity to transfer but they would have to transfer. Um once we get uh a better indication of how many students we're talking about um you know is this a large number of students or a small number of students then we will have a better idea about what transportation

079could look like. in the first year. However, we are allowing the transfer without transportation. If once uh we collect this data and students start to uh request transfers and we see that the number is manageable then uh that is where we will have conversations with our transportation department to determine it may not be a bus but is there another means of transporting our students uh to the uh program that they are requesting to transfer to. We've had conversations about is it a suburban or what could that look like? And so we are exploring a variety of um ideas on how we could manage that. The last thing that I will say is we are over the next year working closely with our transportation team to have a plan in place to allow us to transport

080students. uh in subsequent years. And so while the transportation may not necessarily happen for this first year, we are planning for uh what transportation needs to look like for the following years. Um Deborah, you may or may not have anything to add to what I've said. >> We'll concur with Vernon. [laughter] >> Okay. >> Um I do have a quick followup. Mhm. >> Uh so I'm going to put this into the atmosphere. Uh is that there are students that may want to get to their program a program at another school, but every other school has junior ROC. I shouldn't these students should not have to change schools because they want to go to a junior ROC program. I recognize that Star Spencer has lost their Well, let me just say this. Theirs is no longer

081in the pro in the school. I'm saying, can we, and I'm putting it in, it's not for you to answer, but I'm asking for us to be working to ensure that those students that want to be in that program are transferred to the program uh at the closest school until we're able to get that program back. >> Board member Shelton, I want to say thank you for lifting that and we will do our um best to ensure that. I just want to make sure that we all understand so often these are staffing decisions based off of the principal and the building. There's more to it than just we don't have a program because of but I can assure you we will continue to look at it diligently. I promise you that. >> I have a

082question. >> Yes. Uh back to start Spencer about the RTC program. Have they ever had one? >> Yes. >> And if they did, uh what year did it ended? And why? Was it because due to lack of interest or because the number of students that that it required to have that class did not you know we did not meet the number of students >> and I'm grateful that um Miss Presley is in the audience because she oversees uh the junior RLTC for the district and um as a military family she knows the important importance of please note it was a staffing decision. Yes, the year prior they did have. This past year they did not. Uh but I know even for a fact on today that uh the junior ROC members actually had a job

083alike professional development where they're not just looking at one site. They're looking at how to ensure across the district the equity is being taken care of. So yes, sir. Uh one year absence. >> Uh so when I attended Capitol Hill, I also enrolled in ROC. Uh for those that don't know me, I have uh even though I wasn't born in this country, I loved the military. So I decided to sign up for RTC. On my freshman year, I worked so hard that I became color guard commander. By the end of my senior year, I became company commander. I had lots of ribbons and medals and I took pride in that even knowing that at the end of the year when I I was going to graduate school, I I couldn't further my education because at

084the time I was undocumented and it I was so heartbroken, but I have family that served the military. Uh but yes um um I think ROC is very important because it teach your students discipline leadership makes you come out of your little comfort zone and I did so uh I love the RTC program. I have a great friend and it he's also the RTC uh teacher at the Northwest class. him and I go back like 20 plus years. He's he's a great guy. Mr. Jenny Chareno, you're doing a great job, sir. Keep up the good work. >> Thank you. >> Yes, >> I have some questions, but I don't know if it's appropriate to pivot or do we need to ask questions? >> Okay, let's do it. Um, so first of all, is this session

085being translated at all in Spanish? I'll share that. >> No. [laughter] >> Well, um yeah, going back to the question I asked earlier, which was um like is there a list somewhere of all of the programs? Um it took me like four different clicks to get to the same um the same Excel. And um I know Miss Meg Melanie is not here right now, but from a PR standpoint, which again I don't have that much experience in, but um this is our goal three. Um and and this is our goal for the district goal three, right? To increase the number of seniors and uh juniors that have completed a post-secary opportunity. And if I remember that conversation, if you guys remember that conversation, this is supposed to be like the diamond of the district. I

086strongly suggest that we have this at the forefront at okcps.org. Um, and that we show everybody what is available. I mean, of course, um, we can go into the individual uh, co indivi I'm sorry, individual high schools and uh, what programs we have, but there has to be something up in the forefront that's for equitable access to what programs are available in the district and so that families are able to more easily access it. Um, and so that's actually what I was doing over here was doing my own little research. Um, and again, great job on just putting that little flag on the corner of the website. Um, so people understand that they can change the language to a different language. I think that is incredibly important in our district and if we are talking

087about equitable access. Um, we we need to have something at the forefront. Um, it's right now it's quite difficult to find that information. Um, and then I I do have another question. Why? I I know earlier we were talking about the surveys that we asked the seniors. Um why are we just asking the seniors? Um are we planning on asking earlier? >> So the senior survey was not connected to the college and career centers. Um that was a different initiative that we started so that we'd have sort of a senior exit survey. Uh the questions are about their experiences through high school, the help they received about >> so a senior exiting survey. That's what you >> That's what it is. It's at the end of their career. And so now does that mean we

088can't ask students in younger grades similar questions and and their interests in college and career centers? Yes, we absolutely can. But the senior survey is a May survey when you are picking up your cap and gown and on the way out the door. I pulled up I did the QR code and I just went to healthcare just because I'm in healthcare. So I thought, look, every high school we have is going to have healthcare and health sciences with the exception of Capitol Hill and SAS, which SAS has its own programming. But what I was really noticing was that so [sighs] Douglas and Star Spencer have that they're how far are they apart, Mike? I don't know. 15 minutes, maybe 10, 12, and they have a certain number of kids that have to be in those

089programming. So, that feels like I guess I'm struggling with the hardcore you must transfer if you want as opposed to like why do we have the same program? I mean, it's the closest high schools we have besides Grant and Capitol Hill. like those two. I can see you're not transporting someone from Southeast to John Marshall, but it feels like you could have more offerings if we were willing to move kids and they could stay with their teams that they want to play with because we also know that how they feel about community and culture and connectedness to a school matters on their outcomes. As well as to Jessica's point, a family can only ask what they know. And if they don't know that they can ask for a transfer and be given a transfer, that

090that creates a barrier to kids having access to what they want. But I would there's just several like uh I was looking at um what's like US Grant and Capitol Hill have cyber security, but nobody else does. They're 12 minutes apart from each other at most. And so how and so you're expecting a kid if they want cyber security from John Marshall to give up their stomping grounds where they work. You tell us 70% of the kids work and they have to figure out how to get a different job down there when most of them don't have cars. I I I I'm just struggling with some of that. How we're connecting the dots, not to where it looks good on paper, but where it's actually really good for families and students. Anyone have any follow

091any other questions? >> U to follow up on that, Paula. Um yeah, I'm just I'm also thinking yeah, is there a just a better strategic way to figure out which programs go where? Um so to make that m make that happen where um if students do want a program, it's somewhere near and accessible. So again, not having those repeats um nearby and instead spreading it a little bit more um across the district. I'm not sure if that was the point you were trying to get at, but it >> it comes down to partnerships. I mean, we need partners in healthcare to provide equipment for these spaces, whether it be electroofaresis or whatever it is we're putting in biotech or or health labs. But it's harder for Mercy to come in and say they or metrotech

092or U Health Science Center or Integris and we go down the list St. Anony's to say I'm willing to give you equipment for six spaces as opposed to two spaces. >> That makes a lot of sense. And so to me that's the part is like are we ready with Fidelity to get community partners to come in because we can say exactly what we need where and it's not overwhelming to them. That's really more of my point. >> I think that's some that would create some good quality spaces um for sure and maintenance- wise cutting down our maintenance costs. >> Yes. I do want to um just say that I think with your upcoming presentation, I think you're going to show what some of these spaces do have in terms of the equipment that we do

093have coming up um with the healthc care that you will see that they do have the equipment in those spaces. Um, so I think for the presentation, do you want to go ahead and >> if there are no other questions from the board, are you ready for me to move on? >> I think she'll be able to show you or some answers to those questions. >> And and just to be clear, I'm not asking about the initial setup necessarily, but how are we keeping it going? I mean, >> absolutely. >> Yeah. One of the things that I wanted to share um was how we are aligning the pathways that are going into the college and career center with the promise of the bond. And so, um, the promises that were included as part of the

0942022 bond include, um, innovative training space for our students to learn skills to be ready for postsecary. Um, and those marketable skills, particularly those that are transferable, and as some of our partners will tell us, employability skills are top of the list. And so regardless of the training program that students go through, they'll have an opportunity to develop those really important skills to set them up for success. Additionally, part of the promise of the bond was that we've got these technology and lab innovative spaces. Um it was called out in several reports those types of spaces. Um there was also um the idea of having studios for arts and media pathways and then specifically what goes into the college and career prep space and I wanted to spend just a little bit of time talking

095about what that would look like if I can move it. There we go. Oh, I've moved head too far. So, those of you who had an opportunity to tour the college and career centers last month um got an an an inside view of what some of those spaces are going to look like. And if you recall, those um advanced academic spaces are flexible in nature and that students will be able to take a variety of different types of courses, dual credit, AP and the like. But additionally, there's spaces within there for students to have this collaborative space. And I'm sorry I keep saying the word space over and over, but there's so much opportunity for students to work together as you would see on a college campus. And I'm really excited about what that space

096is going to bring for our students. Additionally, within these college and career spaces, we also have space that we call the lecture hall. You may recall seeing that from Deborah's presentation last month, but this is a space where students could could connect with our business partners for workshops, for guest speakers, but also a place for our community to take advantage of for community meetings. And so all of that's going into the college and career prep spaces that we call advanced academics. And as Porsche was alluding to, I wanted to give you a little bit of an insight into what types of equipment you'll see going into those spaces. We have everything from the CNC routers that are used in industry right now to the uh you said it better than me, electrofaresis uh equipment that

097they use in the biotechnology center. um but also the healthcare suite materials that are going in to help students practice anything from work on the mannequins um to other things they use in healthcare. Um and then the trainers that we've got in the advanced manufacturing to help students um understand programming and logic that are part of the advanced manufacturing system. And so those are just an an idea of some of the things that are going in to those pathways. Um and many of these um many of these college and career centers are um are provided. We have a lot of of of partners that are willing to support us um through work-based learning and giving students exposure to the real world of work um which is a really valuable part of our development with them.

098Another thing that I wanted to share as we dig in a little bit deeper of what is going to look like, what this is going to look like in our college and career centers. Um, one of the new courses that is going in is the cyber security. Um, and we have existing curriculum in our CTE department that that our teachers are teaching right now. So, they have access to this curriculum already and they'll be given an opportunity to have training on the new courses um that are offered as part of cyber security. But just so you can see what this looks like, um I pulled up for the most part fundamentals of cyber security so you can see what the courses are within it. But if we look a little bit deeper and I went

099the wrong direction. Um within each of these courses within uh code HS students are given lessons to learn specific skills and then an opportunity to do a project to apply those skills. And so that is the way the entire curriculum is set up so that you can see how students will be learning within those pathways. >> Excuse me. So, >> and I just want to >> and it's 7 o'clock and but I'll be quick. But I I'm I see all those great things and I just know that right now on chat GPT >> Yep. >> you can make it write code for you. And I want to make sure that my cyber security job is not them damn ADT people knocking on my door versus actual work that you that you're you know learning these

100things from. I I was trying to pull up the there are people I've had in cyber security world they're struggling to find jobs. People in uh computer science struggling to find jobs right now. And so I'm very I'm I'm concerned. I'm I'm it it sounds good and that we're already doing it, >> but I'm I'm just concerned that uh that uh our pace is 20 so 2023. >> Understood. >> [clears throat] >> Another curricula that I wanted to make sure you were aware of is the curriculum we offer with the AOPA. Um, and that stands for the Aircraft Owners and Pilots Association. Um, this is curriculum we have already in partnership with um with this organization at John Marshall High School. This is a piloting uh manned and unmanned piloting program that separates it from

101what we already have at Southeast which is a maintenance program. Um the really cool thing about this um is students not only take have the advantage of taking not only have the opportunity to take advantage of this curriculum but they're also um flying clubs and student membership and scholarships that students can take advantage as a part of this. Um our teachers also have a chance to participate in the symposiums that they offer. Um as well as students this fall students will be able to take course uh the 10th grade course um which is new to us as they are in nth grade course right now. Um but in this 10th grade course students will be able to learn more about I did not advance it. They will be able to learn more about pilot and

102aircraft qualifications, flight maneuvers, um, and more related to piloting. Another thing I wanted to share is the biotechnology pathway that is um that we've been working with OSU OKC in order to deliver for our students. This is again at Douglas and at Northwest Classen High School. Um and OSU OKC has identified courses that our students would be able to take as a college level course in biotechnology um for prior learning credit. >> So this would be concurrent. >> This would not be concurrent. This would be something students could get prior learning credit once they complete it and go on to OSU OKC college level courses but not concurrent. >> So it takes it during their day. >> They take it during the school day. >> Okay. And it's not taught by OSU OKC instructors. >>

103It would be taught by OSU OKC instructors or someone that they would train as one of our teachers. >> It's not concurrent because of the enrollment requirements as part of concurrent. This just opens up flexibility for more students to participate. I've mentioned already that we are in partnership with Metroch. They are the ones that are providing the curriculum for the health care pathway. And so students as ninth and tth graders would be able to take the foundations for health care professionals um and essential health care practices before they take that CNA long-term healthcare aid program. >> That's okay. just trying to get the bars. >> Um and then with our advanced manufacturing curriculum just uh to keep this on your radar. Um we've been working with OSU OKC again to ensure that students have curricula

104that set them up for success. They'll start as the foundations course um this mechatronics that's offered by LG create and as they advance through the pathway um they will be able to take advantage of the ignite curriculum that is amateurrol and is um part of the industry industry standard. >> So is that on-site or off-site? >> It's on site. >> Okay. [laughter] Can I stop to ask a few questions? So this actually is for you Dr. bulk like um so on the equipment just the handful of equipments that she showed that's $300,000 right there easy which is what I'm looking at like that bet's probably 20 grand I mean it's a lot of money and you're consistently telling us that we're we're going to have to really be tight on our spending you know we

105know that per people funding is going down um without passing bonds it hits the general fund everything we do equipment I I just feel like perhaps and I don't have a better word for this being a little egoentrical when we want to be able to do everything without asking a partner to help take the load off of the general fund by having an open transparent conversation with some of our healthcare partners our factory I mean our manufacturing and saying if we could get 20 kids in this and we could do this for 5 years like what would you be willing to do because they're doing this they're putting they're outfitting labs and all I see when I hear us say that we've put that in there and we're paying for that and we know some

106of it's not bond money because we've been very clear that we didn't have enough bond money to outfit pre-engineering that we're taking money out of the classroom because we won't have a conversation with a partner >> and that really concerns me that that's the position we're going to take as a district. >> Thank you for the question and I'll um actually allow others to to tap in. However, what you see there, and correct me if I'm wrong, those were already built into the bond, and we are currently working with partners and holding hands, and I have to publicly say thank you to the public because as of yet, we have not received a no. meaning we have brought other partners to the table and they've for the last three years this community has watched OKCPS

107build these and they're ready. I mean it's not like we hadn't done anything. This this is pretty exciting and I'm grateful on today that we're actually having this work session because March one is when we're going to be opening up for the enrollment. uh just had a conversation with Kate and some other partners who are coming to the table. thankful that the chamber is sitting here uh in regards of now I cannot sit and say this is the partners this is the amount because that's not this seat but we do have Deborah Deck and Porsha and um Alicia who has been at the table with Kate and others and which is why we're looking for two additional uh employees to walk along wrong side. Uh please note and and I'll I'll say some more there

108at the end. 2026 August is here. Which is why I'm asking everyone help us get through this. This is this is a heavy lift, but we can do it. 2028 will be better, but 2030 will be phenomenal if we stick with it. Oh, yeah. There have been plenty of missteps, but I'm going say thank you to this team for picking up everyone and running with. So, uh, Chair Lewis, yes, we we want partners. We want to relieve the general fund uh in order for that to uh happen. But what's most important for us to remember the college and career centers are not for us to change Oklahoma or Oklahoma City. It's to build pride in the students so that they will have opportunities that they will be in a safe haven to explore and then

109they'll change Oklahoma City. So, and as I continue to say in regards of the exposure and the experiences that these uh centers will actually be part of, I look forward to it being in every class, not just a section of a building. This should be our new norm. How do we change the mindset in regards of contributing to society in the best way I can? So, um, >> so thank you for that. I will still say even if this was bond money, >> these are out of date in three years max or worn out. They have to be uh calibrated. >> Like there's major costs associated with. Not to mention that we also know that I'll just pick on the trade unions. They're willing to provide some retired tradesmen to be teachers. It also takes

110the pressure off of that. and we're just not seeing that in this like we're it just concerns me but we can leave it there. >> So tell me more though in regards of you're not saying what >> we're not I mean because it's easy to say that this is what's going to be in there but it's not sustainable and I've been in this district long enough to know as a parent and as a board member we do a lot of things that we don't sustain. >> Yeah. >> And that's my concern on this. I've been asking these same questions since 2022 and I'm still not seeing a sustainable plan to offset the cost of workforce development in our career and college readiness spacesh. >> Okay. >> Anyone else? >> Well, I mean just to you

111know further that point I mean I think it's to it's even as specific as you know our major healthc care partners. I mean, I know we have a slide coming later that has them listed, but there's no like they're there that at least we've seen, you know, the there there like what is Mercy, Integris, SSM, U Health, like specifically, how are they coming to the table to help ensure if we're producing graduates that are going into their systems, then how how are they coming to the table to help us both on sustaining the faces with the >> um you know and and >> also you know >> helping think through how to train the students but also the physical space that we there is not an infinite well I mean you know the the spaces

112will be built and you know like Paula said and and and and that's what kind of on the tours and things there was some just yellow flags that that were raised of well, you know, we've got this program, but we don't have the equipment. Well, we can't provide the program, we can't train if we don't have the equipment on which to train. And, you know, I mean, it's just >> um we look forward to seeing some more solid. >> I respect that, Alicia. Do you feel comfortable sharing in regards of the work that you've been doing with our partners? >> Well, and I would just say um it would be premature to bring that to you until we have in hand. Um, so that's why you're not seeing it now. Lots of conversation, lots of

113community partners that have stepped in and say, "We'll provide a teacher, we'll cross-ost this position, um, we'll provide stuff." Um, but I wouldn't want to be in a space where we're presenting something to you without the documentation to back it up. Um, so by July 1, before July 1, um, we can have that for you laid out, signed, sealed, delivered, for you all to look at um, and approve as a part of our process. But I want you to be reassured um that we are having those bigger conversations. We do have industry partners that are raising their hand and said we absolutely want a part of OKCPS. What does that look like um for us? >> Yeah, thank you. >> Thank you. Well, and if I can just add real quickly, a big part of

114the work that we're doing um with partner engagement is getting them involved in the in the student experience and giving them an opportunity to engage with our students and giving our students a chance to engage with them. I'm a firm believer in starting slow to go fast um and making sure that our partners see what our students can do and how we can continue to open students eyes to possibilities. So, starting on the ground floor there. I I I don't know if you've heard the adage, but I'm I'm a fan of of um courting someone before you marry them. And so, I'm working on developing those relationships. I do want to move on to some of the uh economic alignment um that we've identified if that's okay. Um so this comes out of the state

115department's the employment projections and just to bring this to your attention what um the state is telling us are the needs within our community related to workforce development. Um, obviously the big bubbles are what is the highest demand areas in our Oklahoma City metro area. This is uh metro data, not state data at this point. Um, the link is live and so we can go in and look at that more particularly if you would like to. Um but as you are not surprised to hear some of the big areas of need in our community are around um lodging and accommodations and what do we call it food >> food service um but also healthc care um and um something that we are not doing in Oklahoma City schools which is related to oil and gas

116industry. So that may be something to consider as we move along. But those are the big demand areas we see in our community. I wanted to do a side byside entrylevel um what students would make coming right out of high school just so you can see what this looks like assuming no training. I did call out healthcare with no degree versus healthcare with the degree just to give us an idea of where we are. It helpful if I move the slide ahead. Sorry. So, um, you can see that for the most part, this entry level comes right out of high school, somewhere between the $25 and $50,000 range. Um, but then we wanted to share with you also some of the career ladders we've got within the industry. So, you can see obviously that with

117more training, more education students, earning power increases within each of these career fields. I have a question. >> Yes, ma'am. >> Um, yeah, going back to um I guess go back one more slide. One more. Nope, another one. Sorry. The one that has um the entry level like starting wage comparison. So, I have a really big question. Um and I don't know how to put this appropriately. Um but essentially skilled versus unskilled staff. I mean, some of these things you can become without having to have a program for for that. Um, kitchen staff, hotel manager, um, like there there are pathways and I know that you guys were showing us a little bit some of the pathways to that, but what are we doing to ensure that our kids have more options um, for a

118skilled profession? because we have been known for decades to provide unskilled labor. Um, and I think it would be an unjustice to the community and to our district if we continue with that story. Um, and I mean personally, um, we talked about it earlier, right? We talked about how well now jobs are becoming becoming more competitive, especially those jobs that you could stay at home. Well, again, we have the potential to collaborate and elevate our students with our partners to ensure that our students are the best option for those jobs. So, I I really want to stress the point that we do not perpetuate unskilled labor and it would be disgusting if we continue that. >> Thank you, Jessica. Sorry, >> I was just curious uh just your to clarify construction. Uh where would an

119OG Yes. an OG& linesman fall on this list because I know that they're forever trying to do >> I think that would fall under the utilities, electric trades, which I don't have listed on my slides. I don't think It's probably pretty important since we have her uh tornadoes here. Um but omg the linesmen and all of that. Uh something else I don't see. And I I know that I've recognized that this was done far before me. And we are uh not cart before the horse. Horse before the cart. >> Correct. >> Cart before the Yeah. >> It's cart before the horse type. We're asking a bunch of questions uh that should have been asked before we even open the bond now which we need to there'll be another bond and we're going to have to

120account for this. But I will say that I'm I'm interested in in uh make just making sure that those uh uh those jobs are really looked at because oh CDL, >> right? Seedale options. >> So >> I would piggy back on that because we have airplane pilot and drone pilot but and I was surprised to know that it was a maintenance program at South at Southeast. I'm questioning I'm surprised because I saw Dr. Pulp flying a plane which doesn't feel like maintenance or crashing a plane whichever one but I saw her do it. And so [laughter] I I I just we I mean aerrow aerospace feels like that takes all into it. But like I don't want families watching this or anybody going back and looking and thinking like oh mechanics can't be an airplane

121mechanic because we didn't put it on our starting wage comparison. So there some things are lumped like the healthc care and construction and then some things are pulled apart and it just >> it's different. So the the pathways that we had and really this was just my curiosity looking at um sideby-side comparison of all the college and career center pathways. So the aviation program that you spoke of at Southeast is not in one of the college and career centers. So that's not listed here. Um but curiosity between what a drone pilot would make versus what an airline pilot would make. That's just coming out of my curiosity. But we can definitely pull better data for you and looking at all of the pathways so that we can see what those entry level occupational wages are.

122>> Okay. Thank you, >> Jessica. Juan, Mike, and Lori. >> A good time. I'll be asking question. I >> think we're good for Yep. >> Oh, let me turn that. So, we started collecting preliminary data um from eighth graders to get a feel for what the interest areas are. We've got ICAP data obviously to let us know what students might be good at, but we wanted to see what students interest really are and that gives us a feel for what direction they're going on going into right now. And we've identified that students are really interested in cosmetology and really interested in health care. They're also really interested in law and public safety. And so looking at that data is something else that I appreciate Maloo being a part of the table uh being a part

123of this conversation to help us keep looking at student data so we can continue to refine our process as we're providing opportunities for students. >> Curiously, where is law and public safety in our schools currently? >> Right now we have a pathway at Douglas. >> I have a question. What is low interest, high capacity? What does that mean? >> So what that means is we have not as many students indicating that interest and so that's work for us ahead. I I wanted to know that so we know where we need to go work and help students see what the possibilities are >> as we look at this data. We know that students are choosing things that I think they're familiar with and they're less familiar with some areas. And so how can we close that

124gap for them? And it's definitely not their fault. I would say um high capacity. So does that mean we have the capacity to keep training more people in that or is that what that term means? >> There's lots of capacity for that. Yes. >> For these three right here. >> So lots of seats available >> to choose basically. >> So on high interest limited capacity on healthc care >> it's my understanding if it's a metrotech it's 30 per day. So 15 in the morning, 15 in the afternoon that we need to fulfill that and it's at I think I said six of the eight high schools. So we would have whatever that math is all those. So every one of those programs you're saying we're maxed out on capacity for healthcare. >> We're not maxed

125out. We're just getting what I'm trying to indicate there is the students are really interested and so we may have a limited capacity for students to get all of the health care needs. >> So I guess the next strategic question is how are we >> teaching these kids about this sooner? >> Yeah, >> for sure. >> Yeah. >> I'm being a serious question. What's the plan for that? What's the system for that? So, one of the things that we did um this year was try to get in front of students in middle school. Um this is where a lot of our health partners came in as serving as guest speakers and career panels to help students see what the possibilities were within the industry. So, we need to make sure we're getting in front of

126our middle school students earlier and more frequently within all of the different career areas. >> So, I'm going to channel Dr. McDaniel, if you're out there watching, I'm talking about you. So, he said in the steam in the steam when we put STEM in that the only way to get kids interested in STEM was to put it back in elementary school. And so, that's why we have the Cal Ripken STEM. So, if we're waiting till middle school to introduce it, it feels like if we're going with Dr. McDaniel, and he's usually pretty right on about things like that, is that we've got to go back further than middle school. >> Yeah. So, I'll jump in. um career pathways and conversation is already built in our curriculum guides and pacing um in elementary. So they are

127having these exploratory type conversations. One of the classes we brought to middle school uh again courtesy of our partner Metro Tech was the explorer course um that's at Webster um for our kids to actually explore some of the things that are open um to them to be considered. The other thing I would add to this is that although we don't have law and public safety embedded within OKCPS, Douglas is the spot that was named, that is still a pathway that students have access to through uh Metro Tech, OOT trip, OSU, OKC. >> Thank you, Jessica. I think you had a question. I thought you had your hand. >> Not at this moment. Okay, >> Mike, >> you got a last closing question. >> You got three minutes. [laughter] >> Wait, Mike, just take one, please.

128>> I >> Exactly. I have another one, too. >> I just It's not so much a question as a statement. I don't know how we turned back the hands of time to uh to get it right. And I think we got so caught up in just building the buildings and and those people that build buildings uh prime prime the the wood to uh make sure that the communities know that oh we're going to do it with with no plan and that's not not a solid plan. Um, I I just I just ask you is that what I've heard today, what I've heard over the last couple of several weeks about this plan is that you're asking parents to move based on what a ninth grader feels like they want to do uh later on in

129life >> when we should be where they should be able to explore different avenues. And I just feel like, and this is the controversial part, I I don't know. Well, I'm going to leave that away alone. I just will say that uh rely on a lot of people >> to make a bunch of decisions about these black and brown children in our community, and they don't live here. They're making the decisions from up in our suburbs about what's happening in our Oklahoma City public schools. And right now, again, I'm going to end the way I I don't know how we turn back the hands of time. But the fact of it is is that if we don't, I can guarantee you because if over my 20 some odd years of public service, as soon as

130this bond issue finishes, they're going to go, we need another bond issue. >> Mhm. Oh, we need school buses or we need whatever the and I can tell you that they're going to be looking sideways because the plan wasn't well thought out when it got started and now we trying to back up and moonwalk like Michael Jackson like we didn't know all this was happening. And uh I just want to commend the superintendent and administrators for trying to pick up a ball that that's was rolling before you got it. So I I wish you well. >> Jessica, you said you had one. And then Lori. >> Yes. Um first I have a knock-knock joke for Mike. >> Knockk knockock. >> Who's there? >> Mike. [laughter] >> Mike who? Mic drop. >> Mike. >> Okay. Anyways,

131um sorry, I just had to lighten the mood a little bit, but uh no, first of all, I I really have full faith in our district that we can get this right. Um and that we can still keep our promise promises to our community partners and to the families of the city. Um shout out to people in the in the in the audience right now. Um some of our community partners are here. Um thank you for being here. Um but we have to get this right. I know we can provide incredible equitable opportunities to all of our students. Um, we have fantastic people in this room and outside of this room that love Oklahoma City Public Schools, love public education. We really need to follow through on our promises and do whatever we can in

132our power to ensure that our families are um are upheld to to a great >> to a great standard and have a great opportunity. Um, the families in our district, I don't know if any of them are watching right now, but I'm not sure if they quite understand what we're presenting here. Um, I even have a hard time understanding, and that's what they call college education, you know. Um, and several post-secary opportunity um, opportunities that I've had at Metro Tech, you know, and so for me, even though it's kind of hard to see that, uh, maybe we don't have all of the pieces together, I see that a lot of you guys are trying to figure out what has happened in the past. And I know we're asking some hard questions. I really really appreciate

133everybody here um who has tried to answer some of these questions and try to clarify um kind of what has happened in this process. But I I have full faith that we can work together and absolutely provide the best opportunities for all of our students at Oklahoma City Public Schools. >> Thank you, Lori. >> Well, Dana >> Oh, Dana, sorry. Sorry, I didn't see your hand. >> I know. I'm the quiet I'm the quiet one over here. Um this is a herculean task and I want to thank especially the three of you and I know underneath the three of you there's myriad number of people who are working hard as Jessica said we all want the best for our kids and I know that that's on the top of your minds and I want to

134thank you guys for that. The last meeting um I heard the phrase talking about the bond issue well we'll figure that out when we get there. we're there and it's landed on you all's shoulders like everybody has said, you know, from 2022 now it's on your shoulders and we really appreciate all of the hard work that you're doing and totally 100% believe in you. >> Thank you. >> Um I kind of want to associate myself with both some things that Mike said and Jessica said, but starting with Jessica's point, you know, and I and I've said this I think I said this in the small groups. I've said this u multiple times. It is I am finding it very difficult to navigate all of the information. My head I I mean and I reviewed this

135PowerPoint days ago. I reviewed it again today. I'm on the website, the college and career planning guide. It is difficult to navigate and I am steeped in this. I wake up thinking about this district every single day and I >> and and I'm a parent of two students so I know the lingo. I know what IP means. I know I mean and so I still am finding it very difficult to connect all the dots. And I just worry that if a parent like me who's steeped in this is having trouble connecting the dots, what a new family that's coming to our district, someone that's moving from outside our community and they're looking at the website and they're going, I mean, I'm looking, you know, right now vocal music, you know, it's not on any of

136the information that you and I'm thinking, well, it's a path offered apparently according to this at every single one of our sites. It's not on any of the income data. It's not reflected in any of the results of any of the fleet work. Like, isn't that just part of our VPA program that we're offering to all of our kids? Um I, you know, I mean, there are quite a few things on here that I just think, goodness. And I would rather see us scale it way back kind of in, you know, to to follow on what Mike said of like if we could turn back the hands of, you know, time. I know we can't do that, but what we can do is say, okay, what can we do in the fall of 2027 or

13726 >> 26 >> to [snorts] get this right for as many students as we can, but with fidelity? And if that means we can't do everything for everyone across the entire district right now to me we you know the the most important thing is that we um do what we're going to do with fidelity so that it's not you know and I think about the Douglas courtroom that was built all those years ago that was never used. We are lean and we have limited resources and the resources are going to become more constrained as we continue apparently to decline. So, we're looking at future funding, you know, shortfalls. That means we have to be so smart and strategic about what we're doing right now to get our kids set up for the greatest success possible.

138And so I guess I just hope that there'll be some like very critical, you know, that we all that we look at this through a very critical lens to say, okay, what can we deliver on with fidelity as promised? Um, and it doesn't have to be everything to everyone. And and number one, that's my first point. My second point is that looking through all of and I'm I'm looking at the at the website through a lens of that every member of our community should be able to come here and with clarity understand what they're reading and um to me that is paramount um because it becomes an equity issue if every person can't understand what they're reading and learning um to help support their kid. I just worry that they're going to throw their hands

139up and be like, I can't. I'm I'm overwhelmed and I just need to move on to somewhere else where they do have clarity and and and strategic communication ways. So that's that's my closing remark. >> Thank you. I should have closed the loop on sustainability and brought it back to Spencer and JOTC and a staffing issue that that is what creates insustainability as as we if we continue to decline then we have to cut staff positions and the ones we're going to cut our workforce because we can't cut the ones that are required by the state and that's what happened with your ROTC. So, I wanted to close that loop that I'm I'm I'm saying it from a very specific that if we don't have people to support the general fund to help us when

140things get tight, that's what happens first is we don't have JOTC at Spencer. And not questioning the budget of that, just saying that that is the history of that. And then the other thing just really quickly is everything in OKCPS. I mean, we spent TIFF dollars in when do we move into this this seat? maybe two 2019 maybe here 2018 and this is TIFF money and it was branded very specific and we worked through to get the new brand of the cool little bird all the board members then got called into small groups I'm giving this as history to the boards who weren't here so you got called in and that's how we have this beautiful space and the brand and we've been very particular and most all communications to include slideshows have been very

141branded and very unique and so when a parent looks at it you're like yeah that's okay CPS and so one of the things that I've noticed a slight decline in in the last I don't know 8 months 10 months is that not everything is coming out very clean and very branded and very much on font matters tone matters like all the things matter and so I'll go back to probably the last question I asked was what is the communication plan to address what Lory's talking about to make sure that everybody you come across can talk about you know the three buckets that were in the bond like what are what are our talking points for career and college centers. And you know, I'll say it, we've been we've had pathways a lot in this and

142it's career pathways. You know, it's it's a compound word that we're using because we did have pathway to greatness and we can't get those changed around because I mean pathway to greatness did some cool things. It got art in every elementary school and PE in every elementary school and that would maybe lead to why we have so many kids interested in art. But there were very clean talking points. And I feel like that if we're going to turn this around, go back in time like Mike and Lorie said, we've got to start with a comm's plan. Like a very concise this is where we started. This is where we came from. This is where we are. This is when you're going to get surveys. So you could tell us if we're on track, like really

143really specific. And I'm not a comms person, but the 10 years I've been here, that's one of the things that really improved when we had that tiff money and we branded and we moved through that. And I want to make sure that we keep that because that does give pride. I heard you say we want kids to have pride and a brand has pride. And by the way, I did go by Bell Ale, but it wasn't it dark. I was in California at the time, but it's beautiful and I love the OKCPS on the side of the bell aisle gym. So, good job on that. [snorts] But that's really I appreciate all the work, but we do have a lot of catching up to do. And I know it's hard work, but it's going to

144have to be really transparent. And you know, we probably can't write this ship in the same amount of months worth of time that we started the ship in 2023. It's going to take a little bit of time to get that done, but I appreciate all y'all's work. >> Anyone else? Any last minutes? Juan, >> Jason, Kate, Dr. Smith, thank you for your wonderful presentation. Um, I know that the work that we're doing is hard and can be uncomfortable sometimes that the questions that we ask is not that we try to be hard to y'all or by any means, but you know, let's let's get it right. Uh, we don't have forever. Our students don't have forever. None of us have forever. So, and also before I forget, I want to say thank you to the

145Koolage student um elementary. They wrote letters as a thank you and um this is my passion. This is my drive. This is my why. So as an immigrant I am I didn't get lucky. If anything, >> I am I am very humbled for the opportunity to serve, but above all, I am blessed through the grace of God that I have made it this far cuz your state code does not determine your future. >> So, let's let's get it together. >> Let's work hard. >> Let's do this for the students. Thank you. >> Thank you. If there's no one else, I will ask for a motion to adjurnn. >> Second. >> Okay, I'll make the motion. She'll second it. There you go. That works, too. Call the vote, Craig. Please. >> All in favor say I.

146>> I. >> Any oppose, say nay. Hearing none, the motion carries. The board is adjourned.