001All right, let's see. We're ready to go, Craig. Okay, welcome to everyone who's in the audience. Thanks for getting out tonight and come listen to the outcomes for students. They're excited about this monitoring report. I'll go ahead and have Craig call the meeting to order. Thank you, Madam Chair. It is my honor to go over the meeting protocols. Then I will call the role followed by leading the pledge of allegiance and a moment of silence. 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 you or on your phone, please do so in the lobby. Please note, spontaneous comments from the floor are not permitted. Individuals who exhibit disruptive or distracting behavior will be asked to
002leave. And those who come to the podium to address the board are asked to please introduce yourself by name, title, and organization if external to the board of education. Oklahoma, I'm sorry, Oklahoma City Public Schools. All right. So, with that, we will call the role. Paula Lewis, >> present. >> Carol Thompson. Lori Bowman, >> present. >> Jessica Sephuentes, >> present. Dana Meister >> present. >> Mike Shelton >> Estoy Aki >> Juan Lacona >> and Mehaney. We have a quorum. And if everyone would please stand for the pledge of allegiance and a moment of silence. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Please remain standing for a moment of silence. Thank you.
003You may be seated. Okay, we brings us to public comments and clerk will read the disclaimer, please. >> Thank you, Madam Chair. Public comments are limited to three minutes. When multiple speakers wish to address the same topic, they are encouraged to designate a spokesperson to avoid repetition and ensure all topics may be heard within the allotted time. For those making public comments, please be aware no person will be allowed to speak regarding the following issues subject to collective bargaining. Comments regarding the performance of individual employees or students. Comments disclosing confidential student or persona personnel information protected by law. Student disciplinary matters which may ultimately reach the board. Solicitations for business or services to the district. Campaigning. solicitation of votes or other electioneering activities. Personal attacks, meaning remarks directed at a person's private character or motives
004rather than their official acts or policies. Threats or conduct that disrupts the orderly business of the meeting or specific facts or allegations in any pending grievance, investigation, or litigation involving the district or its employees. However, general comments on policy are permitted. The board chair may interrupt and terminate any presentation that is not in accordance with any of these criteria in the interest of orderly conduct of board meeting. Spontaneous discussion from the floor is not permitted. Finally, please note that board members will not respond to speakers comments during the meeting. >> Thank you. First public cont uh comment is from Miss Shante Alexander on topic agenda item 5.01. Welcome. >> Thank you. >> Good evening. I previously served as the district 5 representative on the citizens oversight committee. During my time serving, I observed structural limit
005limitations that impacted transparency and the overall effectiveness of the committee. In light of that experience, I would like to offer the following recommendations for consideration as this policy is finalized. Automatic public posting of committee reports within a defined time frame. Guaranteed access for committee members, all committee members to all bond related financial documentation upon request. Reopening the application process in light of the revised scope and eligibilility standards. A comprehensive public report covering bond activity during the period in which no committee was active still to date from last summer. A minimum six-month district residency requirement prior to application. clearly defined objective criteria for the addition of any at large seat and clearly defined objective criteria governing the cancellation of meetings. These recommendations are intended to to strengthen independence, continuity, and public trust in the oversight process.
006Additionally, I'd ask the board to consider whether disclosure requirements should apply if a committee member becomes a candidate for an elected office during their term of service. Thank you. >> Thank you. Our second public comment is for incoming district 5 board member Vernona Dismuk. Good evening and thank you. I look forward to hearing the recommendations of the committee uh tonight. I thank you for your work and I also just wanted to reiterize reiterate my concern that all districts are represented by people who reflect the values of that district and also that there is some sort of a public report in terms of what has happened um during the time that the citizen oversight committee has not been active. Thank you. >> Thank you. Okay, that concludes public comments. Brings us to the superintendent report. Dr.
007Pulk, >> thank you. And I believe we have a video on Chair Lewis. >> Good evening, board chair Lewis, Vice Chair Bowman, and the OKCPS board of education. As we continue moving our district forward, I want to take a moment to highlight the great work happening across OKCPS. Starting with great systems, we're continuing important updates to student records to ensure our information is accurate, secure, and supportive of student success. Families, please take a moment to update your students contact information and opt in to district text messages. This ensures we have the best chance to communicate important information to you. We have had a few snow days, but we know that winter still has several weeks to go. Thank you to our scholars who sent in their superintendence challenge essays. I enjoyed reading them. We also
008have studentled parent teacher conferences right around the corner and we know families will want to attend and hear about the goals their scholars are setting. Our college and career centers also continue to play a vital role in helping students plan for life after graduation. Thanks to our partners at the OKC Greater Chamber and the voters who passed the 2022 bond, we are opening six brand new spaces to help our students graduate high school, ready to step into jobs that are highly needed right here in OKC. When it comes to great learning, this is a reminder that the application school's deadline is February 13th. We encourage families to submit applications on time to take advantage of these unique learning opportunities. Enrollment for everyone for the upcoming school year opens March 1st and we look forward to
009welcoming new and returning students. We're also excited for ReadAcross OKCPS on March 6th. This will be our third year to host a district-wide celebration that promotes literacy and a love of reading. It is one of my favorite days of the year. Great culture remains a priority as we recognize Black History Month. Schools across the district are engaging students in meaningful learning experiences that celebrate history, culture, and contributions that continue to shape our community. Most importantly, great people are at the heart of everything we do. We have upcoming teacher recruitment efforts as we continue working to attract and retain highquality educators. I also want to congratulate our nine teacher of the year finalists. Your dedication and impact on students truly represent the best of OKCPS. Thank you for your continued commitment to our scholars, our schools,
010and our community. Take care and let's go to work. >> Thank you very much. That's exciting about the essays. Anyone have any questions, comments? >> Yes. >> First of all, good evening. I just want to uh just take a moment to uh welcome everyone here tonight, but I also just want to thank you for your comments. Uh superintendent, u just didn't say it, but I know that we're grateful that it is Black History Month. Okay. I'm so sorry. I was Juan was talking to me. >> Uh no glass, >> but I I missed it. But I do want to just talk about uh black history because we've had some great Oklahomaans that have sat in this in this body. Uh great Oklahomaans that have uh been leaders uh in this community. Uh, unfortunately the the
011audience does not get to come up the back hall, but there's a there's pictures on the back hall of past presidents and chairs of the Oklahoma City School Board. Those uh pictures uh consist of Frederick Douglas Moon, the Moon Middle School was named after. He was a past chair of this of this committee, past president at that time. Thelma Reese Parks that Thelma that Thelma Parks Elementary is named after. Uh we also have a picture of uh Angela Mson, honorable Angela Mudson, former state senator, her picture because she was a chair. Um we also have a picture of uh Freddy Williams, former state representative, but she was a chair before she was ever a uh member of the Oklahoma House of Representatives. I just want to acknowledge those people uh that uh that have served
012in this body. Uh and let me just say this as chair because I know I'm missing Ruth Vss because she did and Charles Henry and and those great people and uh I'm not sure if uh uh Carol Thompson is joining us from from on video. I don't know. But uh she of course has served with distinction. But I just want to make sure that uh I honor those people in honor of black history and the the contribution uh as uh Lori often tells me uh this is volunteer board and yes this is a volunteer board and there's a lot of people that have volunteered for these roles in the past and uh and they did it out of love for the community and love for the children. Uh, I just want to uh say uh
013thank you to those teachers and students that uh I think it's 30% or so black students that attend. 60% of our Hispan our Latino brethren and sisters that uh attend and and acknowledging uh acknowledging our cultural diversity in Oklahoma City public school is critical and uh and I in honor of uh Bad Bunny uh Cu. Yes, we can. So, uh, and I and two two great historical things that happened this week. The more than that, of course, the president sends out a text, but we had two great historical things that happened. Bad Bunny uh his his presentation at Super Bowl last night, but also Aaron Jackson that was able to carry out the flag at the Olympics. And so, uh, there's a lot to celebrate in a world of of bad. And, uh, please celebrate
014and get to know your brothers and sisters. >> Thank you. Thank you very much. Yes, Jessica. >> Uh, yes. Thank you, Mike, for your comments there. And, uh, something that I have really appreciated about this board is that we do definitely celebrate, um, just our different cultures. And um last month um I got to walk with uh Douglas High School in the MLK parade and got to talk to some of the students and um I I asked them what's their favorite thing about being a Douglas High School student and they all blatantly agreed and said it was the culture of their school and um it was such a beautiful day. So happy Black History Month. Um I hope everybody got to see the Super Bowl halftime show yesterday. It was a beautiful moment for I
015think the entire world and um I hope everybody has a great day today. >> Amen. >> Absolutely. Okay. Right. That concludes a superintendent's report. I would like to um move 6.02 up. Now it is discussion and possible action to name the John Marshall Enterprise High School early childhood facility. >> Second probably >> um you'll make a motion. Do you want to make the motion for that? >> I'll make the motion. >> Okay. Anybody second? >> Second. >> Okay. Is there any further discussion? This is coming in a month after we had the information agenda. >> Okay. Call the vote. >> So, Madam Chair, just to clarify, the motion was from board member Sques. >> Yes. >> The second was from board member Lacona and the motion is as follows. Motion to name the John Marshall
016Enterprise High School Early Childhood Facility the POTS Family Early Learning Center at John Marshall Enterprise High School. Correct. >> Yes. I'm glad to see we're not leaving any letters out. It's a good name. >> All right. And that having been said, I have selected the button that board members should now see a popup voting box. While we're waiting, I want to say once again, thanks to the Potts family for the generous gift that allowed that to be built in our John Marshall campus. I am not >> I'm not seeing a popup. Anyone else having troubles? >> Yeah, I'm having trouble, too. >> Yeah, no pop-ups yet. >> And so, yes, >> I'd also like to say a very uh thank you, special thank you to Mary Malone Tully who ensured this take place. I want
017to say thank you from my heart to yours. Thank you. >> So, Chair Lewis, I apologize. I just told the computer to uh reboot that that uh voting button. And it looks like members are starting to vote now. >> Yes. Thank you. >> Now, go. We just had to give board docs a little kick in the behind. >> Absolutely. Having received seven I votes and zero nay votes, the motion carries as made. >> Thank you. >> Okay, that brings us to reports and presentations. 4.01 is operations committee report. Vice Chair Bowman. >> Yes. Um, in light of the fact that we um do not currently have the bond citizens oversight committee, we pulled the operations committee kind of back in action um and we met after our our break um on February 4th and did
018a virtual meeting and really we reviewed the update that we're going to be getting in 4.03 regarding the college and career centers um and were able to ask some questions about that. We also went over the bond projects, the construction and the status of the the projects. Um, and also discussed the master facilities plan that's getting ready to um take place. Is there anything? Well, I just say the thing what we did go over the construction timelines. There was a little discussion about what was going in the buildings, but we have not heard all of that yet. So, the operations committee really focused on the bond piece of it. >> Correct. Yes. Yes. Um, yeah. Anything to add? >> Okay. Excellent. >> Okay. Anyone have any questions, comments? >> I apologize, but I just want
019to make sure. Is the college and career center, the flex space the same? >> There's the new name. So, they've been trying to move away from flex spaces for a while. Flexible describes the fact that in theory when the jobs change that we need to educate kiddos in that our scholars that they can flex that space. But the real official name is college and career centers I believe. But it also gets a little confusing because then we say uh career pathways. So there's a whole bunch of word careers going around right now. But yes, that's what that is. >> And the board pass that. >> We didn't pass it. >> I didn't know. I >> No, we didn't pass it. It's been It's not a passing thing. It's been that when the bond pushed out,
020they called them flex spaces with the this disclaimer in all the marketing of it that it was going to be for workforce development and high needs, highpaying jobs in those spaces, but they just called them flexible spaces because they weren't sure what was going in them at that time. Anyone else? >> No. Thank you. >> Okay. Policies committee report. Uh board member Squintis is the chair. >> Awesome. Thank you for your time today. Uh my update will be very brief. Um just as chair of this of this committee, I have taken the initial steps to uh prepare for our first official policy committee meeting this Wednesday. Um I held a premeating with our legal team this past January 26th. It was a very productive and helpful conversation to ensure alignment and to position me to
021help lead the committee effectively. We discussed that this first me meeting will be critical in establishing kind of our north star and including a purpose of the committee a regular meeting cadence and a clear timeline. Initially our focus will be on organizing and categorizing our existing policies as a foundation for future work. I am looking forward to our first committee meeting this Wednesday to begin that process and thank you to our legal team for the thoughtful pre-work and support. In the meantime, if there are any questions from any of my fellow board members, I am happy to discuss anyone. All right. Thank you, Jessica. We look forward to report next week because you guys meet. Is it this week? >> Yep. That's all. All right. And then uh recognize Kate Hayden, the executive director, workforce
022development, and Deborah Deck, chief operating officer to make a presentation on the college and career centers. Good evening, Board Chair Lewis, Vice Chair Bowman, Oklahoma City Public School Board members, and Dr. Pulk. My name is Kate Hayden. I'm the executive director of workforce development. I am thrilled to be joined by my colleague, Chief Operations Officer, Deborah Deck. We're here to give you an update on the college and career centers project, the timeline, to give you a progress report um that extends beyond the 2022 that started with the 2022 bond um and also uh prepare for a detailed follow-up that will be happening on February the 23rd. We'll be able to dig in a little bit deeper. So, we can't really start without talking about the vision and the purpose for these college and career centers.
023You know, as Mike Shelton reminded us, we started these as flex spaces with the idea that they will pivot as needed based on workforce development needs. But the term we're using now is called college and career centers. And these are modern college and career aligned learning hubs with the explicit purpose of helping students gain the skills they need for high wage, high demand careers. That we help students connect to industry. That we help them develop a plan so that they can thrive in those chosen career fields and that they graduate ready for whatever their next is to be employed, enlisted or enrolled. When we think about the programming that came into place in the college and career centers, it was multifaceted. It included feedback from families and students to understand what their interests are. But
024we also looked at workforce development needs, our local industry partner support, and what innovations could be put in our public high schools. So, let me start first with Capitol Hill High School, that amazing building that we have going up. And within that center, we have integrated our college and career center differently than what we'll see in some of the other spaces. This is within the entire building. In those spaces, we have agriculture, the brand new pathway of cyber security, computer science, game design and esports, advanced academics, which I note is in every one of our college and career centers. Our culinary arts and hospitality pathway, construction pathway, and film and media. When we look at Douglas High School, this is an extension of existing space. And within that space, you will see students take advantage
025of the opportunities to take advanced academics as we saw in the other building, but also health careers in partnership with Metro Technology Centers. Students will be able to take the CNA pathway as part of their junior year while they're on campus. They won't have to leave for that. They also have an opportunity to take a course or pathway in bio technology and also in the high demand career field of of construction. When we look at the programming that's going in at John Marshall Enterprise High School, you'll see some familiar areas academic uh advanced academics and health careers again in partnership with Metro Techch, but also in other high demand career fields such as aviation and teacher preparation. Moving on to the college and career space at Northwest Classen High School. Students in that high school
026will have an opportunity to take familiar coursework that you've seen from the other pathways, but in addition to those, we'll have advanced AC uh advanced manufacturing going into the college and career center. When we look at Star Spencer High School, students will be able to enroll in pathways of agriculture, computer science, game design and esports, advanced academics, health careers again in partnership with Metro Tech. But then you'll see a new one. This is business and entrepreneurship that will be available to Star Spencer students in addition to the film and media pathway. And then at US Grant, students in that school will be able to take advantage of all of these pathways. Again, health careers in partnership with Metro Techch, cyber security, computer science, game design, esports, advanced academics, JOTC, construction, and film and media. And
027as I mentioned before, on February 23rd, we'll have an opportunity to dig in a little bit deeper into programming, partnerships, and expectations, activities that will be going on in these college and career centers. But now, I'd like to invite Deborah Deck to the podium to talk about the opportunities that we have in the construction space. Thank you Kate for the introduction. Uh Borcher Lewis, Vice Chair Bowman, members of the board, Dr. Pulk. Um we are here today like Kate mentioned to talk a little bit more about the college and career centers. So what I'm going to go ahead and move forward is uh kind of the construction update. She gave you kind of an idea of what is going to be in and I'm going to let you see kind of the spaces where they're
028going to be located. Okay. But before we do that, I want to bring you back to a slide that is pretty uh familiar for all of us. We have been presenting before and give us kind of a project facing uh what we did is we removed all the other projects with the exception of the college career centers. So what you will be seeing here is um on the concrete and framing we had Northwest Classen High School and Star Spencer High School and what that means is that you if you drive by you're able to see all the concrete you're able to see all the framing for those projects. Um after that you will see the envelope so John Marshall Douglas and US Grant so what you will be seeing if you drive by is the
029exterior of a building. You are seeing that those buildings already being enclosed. And then in Capitol Hill is showing interiors because the majority of the exterior of the Capitol Hill building is completed and the spaces that they are working at for college and career centers are also uh being completed. Um before I move in I also want to tell you um you will see the projects on a different order then Kate present them on this order. um it is when we are moving dates or when we are starting to put or items in the building. So the first place in first place we had Joe Marshall Enterprise High School. And just to kind of set you guys up for the rest of the slides on the slides, you will see the construction cost. You will
030be able to see the square footage, the percentage of completion and kind of a tentative moving date. Um, one thing I want you um to take reference is that when you see the percentage, those percentages are based on that project itself. So when you see for example uh John Marshall is 50% of that project but when we move to Capitol Hill the percentage that will show for example will be for the whole school. Okay so canon John Marshall we are seeing a construction cost of 1.6 million 19.4 for your square footage. We're about 50% completed and we are planning to start moving in July. I'm kind of referencing the spaces. The color coding is kind of giving you an idea where of some of those programs that Kate mentioned are located and you guys can
031see you will see work for hops, lecture halls, teacher preparation. You are able to see the healthcare and aviation and this is we try to keep the colors as close as we can as we move through all the projects. That way it's easier for you to envision those spaces and the programs that they are having. Okay, moving forward. That's going to give you a picture of the outside of a building is what you're seeing on the left hand and on the inside you're seeing one of those hops. One thing with this project is they move quick. So if you drive by Joe Marshall right now, none of that green that you see in the exterior is visible because they are already working on that building envelope. Okay. So moving to Capitol Hill. Um like I
032mentioned they are 75 complete uh percent completed. Uh the construction cost is 10.3 and this will be just for the uh college and career area not for the complete building. Um is 22.7 for the square footage and the tenative moving date is also July of 26. Uh this is a three uh story building. So that's the one that you're seeing right now is the first story. Uh one thing I want to uh let you know that big square that you're seeing is the gym. The gym is not being count as part of the college and career areas but it does have the capability that you are able to see what is happening on that business lab in the gym. Okay. And at the bottom you were able to see some of the other areas and
033the greenhouse that you see allocated on the right side of a picture is actually further south on the picture. We just have it there for reference. Okay, this will be the second story. So, we have one problem of what one area on what we call the athletic building and the the academic side. We have one program as well. And then on the third you are seeing kind of a bridge and that is the advanced academics. And just kind of to give you an idea where you see that bridge, the third the second floor is a library. The third floor is where those advanced academic areas are located. Okay. Uh moving on to Douglas High School. We have the construction cost at 14.9 square footage at 22.7 and is 40% completed. And we're moving in August
034of 26. This is a two-story building. Uh so what you are seeing here is the first story and this will be the second story of the building. Okay. And if you're looking at these pictures on the big picture, what you're seeing is from the second floor, you are looking into the first floor of the construction area. Okay. So, moving on to Star Spencer High School. Um, what you're seeing is an 11.7 for construction cost, 19.1 for your square footage, showing at 35% completed, and a tentative moving date of August. Um, very similar with Capitol Hill. The greenhouse is located here for reference. It's a little bit further north than the flex space. Okay. And kind of on this picture on the bigger picture you are seeing the front of the building. Um on the second
035picture you are seeing the existing building. And one thing I want to point out is that that is the if you're looking at the brick area on the smaller picture that is the shelter for the complete school. All six projects has shelter space. Uh on a case of Star Spencer is for the complete enrollment. Um same thing for Norwest class and um on the in Capitol Hill because it because it is with the building itself is for the whole enrollment but John Marshall and Jewish Grant are just addition so the students don't have to go back to the main building they can just shelter in place. Okay. So moving forward we have a GS grant. We have a 10.3 construction cost, 19.9 for the square footage and 40% completed. And this is the first project
036since I mentioned they are in order of moving dates that you are seeing September of 2026. Our design teams and construction teams are very committed of trying to make this day August so they can start all the programs when school first start. uh we won't be able to tell you exactly the date until we'll move closer to so we are hoping that by May we will be able to give you a more solid date of uh when we are be able to move in. Um this building is a three-story building. So what you're seeing here is the first floor and that includes those construction trade areas and the construction courtyard. Okay, we are looking at the second floor. you're seeing film, media and healthcare and on the third floor we have other programs like the
037JOTC advanced academics and computer science. Uh one thing as a reference for US GAN and Norway class is that both of those projects also include a classroom capacity. So that's why you see some areas um they are not colorcoded because those are classrooms. They are just to increase the capacity for the school. So what you're seeing here is kind of that construction courtyard and the front of a building. And then on the smaller picture you are seeing the inside of a building itself. Okay. And the last college and career center that we have is Norwest Classen High School. And the construction cost is 11.5. Square footage is 22.1. It is currently 40% completed. And this is the one that you're seeing that the moving date is January of 2027. Uh so unfortunately we are not
038going to be able uh to open this space for the first day of school. But we have been working on conjunction with workforce development to be sure that that does not affect the programs and the programs can start uh and be ready for the hands-on experience at a partner location or when we come back here in January. Okay, you are seeing the first floor for Norwest Classen. And one thing to take into consideration is that the complete flex space area is a shelter area at Northwest Glassen. Um and then you're seeing the exterior courtyard that they had two areas. They're also being um used. Um one of the reasons you're probably looking at why uh Norwest Class is delayed. It is a combination of items. Um we have issues with beating and permitting at the
039beginning of the project. We also have an extended weather and wet spring and this is a project that if you're familiar with Norway class have a changes and elevations. So the foundation for that one story shelter took longer than was expected and we are also trying to do our best to move the program but we don't want to overpromise. We just want to say January of 27 and if we can do it before then we will. Okay. And that kind of give you um an idea. Like I said, those walls are already up all of them. And what you're seeing is that they were pour in place. So those walls were actually built and then tilt over and you're seeing the interior and the exterior. But if you currently drive a Norwards class and all
040those walls are already up. Okay. And that concludes our report. Thank you very much. Want to open it up for questions? Yes, Jessica. Or one. >> We have some over there. Yeah, we can start over there. >> One. Was it one or Mike? >> I don't I'll be after them. >> Okay. Me. We'll start with Meg. >> Okay. We'll just start down. This is like way back in the day. Um can you remind me how the final um programs were chosen, designed, finalized? Who picked that? I'm going to give you a really quick brief description because we're going to uh further down February 23rd. Uh but the whole uh phasing started with different meetings that we brought all the schools in and they were able to look at the data of what jobs were needed
041in the Oklahoma City public area and they were able to see what the student interest is. It comes back to that graphic that Kate had that shows the four components and the center is how we created those programs. After that, we kind of split into two. One went into the programming of what classes that we're going to be given and the second group went into the design. >> Got it. Um, has there been any I'll just get straight to the point. Um, very early on in this process and and you guys don't have a lot of time left with me to hear me beat this drum. Um, but when we started talking about the pathways, I was very disappointed when in a predominantly Hispanic community in Capitol Hill High School, we put both agriculture and
042hospitality and culinary arts. And the reason I'm disappointed in that is I would love to see data on the average starting salary and long-term job outlook um for all of these paths. I think construction has probably great prospects. Um computer science and game design, I'm very suspect with the age of AI that we have um curriculum that will keep up with that and make sure it's modernized. And I know we're getting deep into this, but that is just something that I want to be put onto the record that we need to be mindful of the communities that these um spaces are going to be inhabiting. And I know this has been a a popular topic since these have started, but putting hospitality and culinary arts of which there are multiple options already in the state
043in the city where they can go if they seek that. um versus something like healthcare which is at US grant where we know that bilingual nurses and nurses aids and techs are needed and in high high demand. Um so less of a question I know we'll get into in a couple of weeks but I didn't want to um miss the opportunity to make sure that that perspective was shared. Thank you. appreciate the question because it'll give us the opportunity to have those answers for you on when we meet on the 23rd and we will be able to bring in as much information as we can in relation to those salaries and the prospects for the area. >> You're welcome. >> Thank you. Me one >> I basically had the same concerns. Um, but I'm also
044looking forward to hearing, you know, uh, the dated, excuse me, the new the new information. Thank you. >> Absolutely, >> Mike. Mike, >> thank you so much. Uh, I appreciate Meg for her thoughtful approach. Um what year was the when did they do the review on what programs? >> We started at kind of at the end of 22 beginning of 23. So I will say at the spring of 2023 is when we had the first information through that way we were able to divide into the programming path and the design path. But they had continue to review this information as they move forward with developing the programs. And I hope that re I recognize it was not a long time ago when we did that, but the world has changed so much, especially with the
045introduction to AI being so involved in our life that we're not starting a program that's already outdated. I uh I have a lot of friends in the computer science area and they're struggling to find jobs and they have AI that can build websites and do all that stuff in a matter of minutes. So, uh I'm just I'm concerned that like Meg that we're may not be keeping up. Uh we're that we start behind before even getting started. Um, two, at one time I thought I heard that a library was supposed to be put in uh the Star Spencer flex space or something. Is >> the business and interpreter the business uh part it is um one of the items that Star Spencer requested. They call it a hub for business development and that is yes
046you are correct. The media center at Star Spencer is going to be part of that flexible space. So that so it's not flex space anymore once the you'll never leave the li the library. I >> the library uh furniture and everything else inside is designed so it can be moved around. They also have kind of a STEM lab within that space. Um because one thing that they asked during that design development when we were working on is they want to be able to prepare the students on the business what they will need what are the tools that they are going to create their own build uh their own businesses but also at the same time if they are prepping for interviews and items like that. So that space is create design in mind that it
047can be flexible. Yes we can move the bookshelves out of that space um because it is created under the flex space. So there's nothing that said that that has to be the Star Spencer library in 10 years. And what I uh I'm I'm going to kind of go back to the first what reporting responsibility of the workforce development office is it to the board to make sure that we're keeping up with the statistical data that we're we're offering the programs that are still valid and high performing. >> Yes, they're going to continue working on that as well with our curriculum team and we are going to be monitoring that just like we are monitoring things like change like AI or how those curriculums need to be updated. Um, so yes, a workforce development and sorry
048Kate, I'm not going to talk for you, but it is going to continue moni monitoring and providing information to the board when needed or when requested about what we are doing to be sure that those purses are being used for what the voters gave us the money for. And like me, I'm a short-timer, but I would I think it's important that the board put together some guard rails to make sure that they're getting up todate data. Not not it put them in a situation where they're answering that you all have to report back every year, but at some point we don't want to be two and three years in the hole on programs that aren't producing quality jobs. and we find out none of these kids are going out and get jobs. So, I think
049that whether it be yearly or or whatever, it it needs to be a a conversation that needs to happen more frequently than than not. And and be very intentional about making sure those flex spaces, career and college career Yeah. Yes, college and career centers. >> College and career centers are doing what they were intended to do. >> Yes. Once again, I'm going to step on someone else's lane. Um, but the postsecondary is part of our go uh goals and guard rails. So, that will be giving us just a plain avenue right there if we need to present more information and we are always available for the board that we can create a schedule to present this information. >> Thank you, Jessica. >> Yes. Uh, thank you. Thank you, chair and Meg. Thank you. And also,
050well done. Uh, yes. So, I really wanted to reiterate um the fact that we need to be mindful of the communities we serve. Meg said it. Thank you for asking those questions. I was thinking about how to ask those questions and you did it really well. Um, and I also wanted to remind everybody um that yes, it is exciting that we have all of these buildings that are being built. Um but what I see every day when I am driving by is I see hardworking people that are ensuring that our buildings are being built on time. Uh so thank you to those construction crews um that are a part of our our process. Um and I would also like to see that that data is presented forth to us on um ensuring that we have
051the appropriate um programs in place. Um I did have a couple questions. Um I know some with the naming it's been a little bit challenging but um will we be using the acronym CTE as well? So career tech education in these college and career centers >> those the college and career tech it's separate from the workforce development. So they are actually two different departments. Uh Dr. Woodter is the one um over CTE and then we had Kate over workforce development. So yes, there may be programs that they can work together. Uh but CTE have normally their spaces within the schools already, but I'm sure that they're going to be able to do some collaboration work within those CTE programs to have some of them included in that career path. >> Awesome. Awesome. And um to
052kind of add another question for future um I want to also know how are we ensuring that the district is following through with the original promises that our stakeholders that we gave to our stakeholders regarding the 2022 bond. Um I would like to make sure that we are staying true to our word as a large district. Um and we have some incredible partnerships. Thank you to our community partners. Thank you to the OKC chamber that let some of this happen and is letting this happen. Um, and so I just wanted to make sure that we are completely uh just being truthful uh to our stakeholders um because this this was a full city thing and um again continuing to be mindful of the communities that we are serving and we're going to be serving everybody.
053So thank you. >> Thank you Dana. >> You're good. Lori, >> um I had a question on the US grant um slide. It has JOTC listed. Is that I well we can and we can get into it more in on the at our work session. First of all, does this this makes me think that that's the only place where JOTC is offered and I feel like that's not the case since um I know that our but but because it's on there I guess I'm trying to understand what does it mean that it's on that slide and not on any other slide and um you know >> the difference with the JOTC at JS grant was elevated during the conversations about what programming they needed within the space. So that's why um JC was put into
054the flex space or the college and career. Now uh they were looking at the path that the military offer um for the students by the time that they enlist uh what credit they can get from JOTC so they can be in a higher rank when they enlist and what opportunities they also give them um for scholarships and to go to college as well. So it developed kind of a workforce development for the three E kind of following with the JOTC possibilities for uh Norway sorry for Jewish grant and yes you are correct we do offer JOTC at other schools and we are hoping that this path that we are taking with us grant can follow and develop at the other locations as well. Well, then just again for for future, you know, it to me
055then this is different than JOTC that's offered in our other campuses. It's something it's what you described as something different at US Grant, a special program that offers kids an opportunity to enter in at a higher rank than at our other campuses. No, >> those possibilities are available for all students at all campuses that have JOTC. >> Um, what we are looking is kind of paying attention to what the request was. They wanted to elevate that program. So, what we are going to be looking is what is the effort that is needed to be put behind those items to bring the JOTC experience. Yes, depending on where they are located, depending on the branch because we have multiple branches during uh across the district is what they normally do on a dayto-day. So the exercise
056that they do at Jo Grant are different from the exercise that they're going to be doing at Capitol Hill for example because they are different branches of the military. So that is and when we were able to design they were designed to serve the program that they currently have because they didn't have the facilities at US grant for JOTC. >> Okay. Well then I think that raises something. So these are the programs that are going in the physical spaces but these aren't the programs the extent of the programs that are offered on each campus related to because I think it kind of ties into Jessica's point which is like we talk about these other you know trades that are offered on our campuses but if we don't see them represented here I don't know it's
057it it's kind of confusing when you think am I the only one like because when I see this I think these are the college and career opportunities on these campuses but now what I'm hearing is that if they're not physically located in the new additions then they're not represented in the college and career bucket >> the college and career centers that we are showing you are the new additions >> yes >> and those are some programs they are the ones that Kate went through the list. >> Yes. >> Um we had for example Douglas High School have other programs that give it the opportunity for workforce development like the film studio like the salon. Those are on the existing building but they still opportunities for the students. These are the spaces and the programs on
058the new additions. So that's why we are not showing on the Douglas floor plan where those spaces are located. >> Okay. I do think it, you know, when turning it public facing and, you know, educating our public and our families, it will be important to distinguish that there are programs that will be in these spaces, the physical location, but it's not the extent of the offerings that are offered at our campuses. Yeah. And so and and if I'm the only one that's having that, like I was just looking through and I thought I thought there are other programs that we offer on these campuses that are related to college and career center items and I think Jessica raised one. JOTC is what jumped out at me just because I I just saw Douglas's JOTC at
059the Thunder Game on Saturday. So I'm like, wait, I know they have a program at Douglas. Um, so I, um, >> see >> if I can speak to that real quick. You're exactly right. There are a multitude of other programs that students have an opportunity to participate in. What we're reporting to you tonight is just what's going into the new college and career centers. >> Yes, >> there are other pathways that students can participate in across all of the campuses. This is not a complete list. What you've seen tonight is not a complete list of all college and career pathways. This is just what we've put into the college and career centers, the new the new spaces. >> So when I'm sorry, when can we have the complete complete list uh showed to us? >>
060So it's it's available on the website so we can definitely share that with you. Um in addition to that information, >> thank you. >> Yes, >> I'm sorry. Me or Mike? One of the M's >> after you. Um, would it be a fair assumption to to make that these programs will have a larger or more robust support curriculum than the others on the lists? >> Um, there's going to be a variety of curriculum and support across the board for all of our pathways. These um, we've got brand new programs that are going into the college and career centers and so those will be starting at the ground floor and building from there. Okay. But we have a lot of programs that have been existing in Oklahoma City schools for a while that are robust already.
061>> So my question and I don't know who probably for the working for definitely for the working session. Um what are we going to do for a student who lives on in one area? Are we going to have just a transfer circus between our schools now? Um what's our plan for that? And can we get into that? Because I just looking at this through a lens of equity. If we've got a kiddo who really wants to go into healthcare and it's only offered at US Grant on the south side and US Grant and Capitol Hill are bursting at the seams, they're very full schools. How are we facilitating to make sure that we can keep kids in our district and encourage our district to continue to grow and not unintentionally minimize opportunities? >> Exactly right.
062We'll be able to address those deeper questions on the 23rd. Mike >> much. Uh, so the programs that First of all, let me back up. Let's talk about JOTC. Does Star Spencer currently have a JOTC program? >> They do. >> They Okay. Last year when I came in this building, they took it. So I need to verify that they have >> okay a JR >> and I will verify with you. I am told they do. >> Okay. Let me make sure this is clear. It was very disappointing >> to get that program taken away. Parents were upset. I recognize I'm a short termer, but I want to make sure it's on the record and and my predecessor sitting right there. We need a JR OTC program back in Star Spencer if it's not there. >>
063Got it. >> Okay. Uh second question, are we on the same page? >> Yes. >> Okay, thank you. Uh second page, second piece of of this is in the new space, we're moving the library that's already in the building uh of Star Spencer. What is your plans for the library? The current library. Is there a plan for the current library? Do you have my answer to that? >> What we're doing is we're opening the flex space and then we're going to be doing the facility master plan and we're going to be assessing what those space can be used for. In the meantime, the principal and the administration are able to use the space >> and that was determined by the school chose to do that >> to move the library was part of the design
064program. Yes. that we're going to go for. >> Was that the architect or was that the school? >> The comm the architect was not in the room when the schools were deciding what programs to have. Uh we had those on a separate site and it was just the principal the principal supervisors about four to five staff members from each principal and the architect and the design teams were not there. So, we don't know what's going to happen to the current library. Correct. >> Correct. The current library is we are not just going to rip everything out. The space will be able to be used for other um services. So, if the principal wants to have a class, have a meeting any or use the space for any other activity. Yes, they can use the space
065as a fit. Um, one of the things that, um, Vice Chair Bulma mentioned during the operations committee, uh, report is that we're going to be doing the facility master plan for the district and we will be taking into consideration those spaces in general. Star Spencer is not the only one um that is having spaces that become available to them. Um, Douglas High School has some spaces that will become available. Uh, uh, Norwest Class and US Grant. My question is is will bond money be able to rehab that the current library once it's cleaned out or will that have to come out of general fund or something. >> We will be able to get the space and condition for they can use them. We cannot say that we're going to get the library and we're going
066to create a brand new space comparable with the flex spaces at this point. Uh but as the bond move forward um through the year since it's a 10-year bond, there may be the possibility that other funds can be used. Okay, be good, Mike. Okay, so >> no, go ahead. I'll wait to refresh >> might be a minute. So, one of the things that I feel like up here that you guys have been saying is something I've been talking about for four years since the bond passed. And I'm the only person who took a tour when we got invited in as much. District chose not to go to see a a workforce place in Fort Smith um about three years ago. And the two things they said don't do. Fort Smith said, "Don't build a space
067unless you know what's going in it, and don't put a pathway in unless you have a community partner to provide the equipment for it." We've done both. And so that's why we're getting a presentation that kind of looks like this is we did not stop. Go ahead. A majority of these that are listed don't match the chamber scaffolding presentation that they gave us to show us what would be high needs where you could scaffold up and go up. Um, we have not done a good job since probably in the last two years of talking about what we do have in this district. So, we should do a history tour of like, yes, we do have film Scissor Tail Studios, which I hope is still operating, but I'm hearing some questions about at Douglas right now.
068Um, there's several things where construction trades already were, where healthcare already was, we have not done a good job of historically saying. So, when they put this up, it does look like that's the only thing that is in those buildings. It's not accurate, but it looks like it. So, I 100% agree. We have done many, many missteps along this way. It's not too late to change it, but it's going to take this whole board to decide it. The restaurant and the uh hospitality, Mark Man, now a senator, said absolutely not. We don't want our kids catering for our district. McG said it 100%. I said in the last operations meeting, I guess this board's going to have to take start taking votes because when we say things, it gets ignored. I asked in 2022 when
069we said principles were going to get to make the decisions. I said we've had a 100% turnover since I've been on this board in our high schools. And I would say in 2026, it's a question I'd like to know on the 2020 on the 23rd work session is how many principles that said what the interests were of the community are still here. I know Kevin Jones is amazing. Um there's a couple who are probably out there, but for the majority, those individuals also don't live in those communities. So, I've argued from day one that we didn't go to the community and ask the right questions and we did not put up what the highest paid jobs were and educate our families on what possibilities were and you have to give them the opportunities of what
070looks good, what you can scaffold up to. Um, JOTC, yes, Star Spencer, there's a many new programs going in that space. I did not know about the media center, so thank you for telling us that. But I'd like to know how much how many students in each program need to be successful because we probably have 60 to 80 kids in each grade level. And I would imagine many of these have minimums on what it needs to have a partner come in and do that. During our tours, we were told there wasn't money for some equipment through the bond. So, we're going to have some spaces that are sitting empty. I just asked an operations committee that's now serving as the oversight to know exactly how how many kids Capitol Hill High School was being built
071for and how many kids could be housed in that flex space because there's four rooms specifically that I know we don't have teachers or equipment for and I'm looking at what Juan Lacona asked earlier um Capitol Hill is up from 1169 to 1288 I believe if my memor is correct that's higher than what we projected in 2022 when we started building these things and I know US grants higher And so I already feel like that we built these schools too small. We said that very loud and clear when they were getting built and we were told they could easily be built onto. But the only way to build have another bond to get a fourth high school on the south side of town or to get the money we need to outfit these flex spaces
072is to do what the district said it would do in 2022 which is high needs highpaying jobs working with the chamber to find business partners who offer these opportunities to our students to take the pressure off of the general fund and bondraising. So, thank you for this great conversation up here because it's exactly what I've been asking for for a long time. So, thank you. >> If I may also, uh, Chair Lewis and board members, I want to pause and just say a very special thank you to, uh, Kate, who is the executive director of workforce. I see Petra back there, the executive director of CTE. I want to also make mention on today um chief strategy officer Galloway, Jason Galloway had a meeting with the chamber and so there's a whole lot of pedling
073going on. You're right. Uh we're trying to do uh what needs to be done for students. When I first came on, one of the very first things the chamber asked for me to do, OKC, greater chamber asked me to do was to do a presentation on the promise. We did that. We've continued that relationship. The thing that was most saving grace is that we did call it flex space. But now the reality of it when you hit and you look and you say, "Well, just how flexible are these spaces?" I've asked the team to even now start looking two years back because the report that that the state chamber puts out comes out every two years. Uh and so we're kind of like right there in the myth. We'll probably for a little while be
074on the hamster wheel trying to catch ourselves. But today's conversation is perhaps the richest I've had in regards of these spaces. And I look forward to February uh 23rd meeting. And I'll ask if you any other questions that we can because we'll be on the tight line for time. If we need to do as we typically do is ask questions in advance so that the team can be ready uh to get that Google drive ready because this is how it will get done and done well. Please know I was not in the seat. Many were not in the seat. We're grateful that uh at least a couple of them were in the room. They weren't in the seats but they were in the rooms when these things were happening. and they've done the best they
075could with the breadcrumbs that they had. So, thank you team for that. But until we align with what the board says, we're going to have these continued misalignments. But tonight is a good night. And so I thank you for standing uh for students so that we can have a healthy and vibrant community. Thank you, chair. >> Yes. Mike. Yes, >> please forgive me for coming behind you because that should have been the end. But I wanted to say hello to my good friend Senator Nikki Nice that has dropped in to visit us. But I also want to ask you a another question. These flex spaces will and I recognize that there are several of them that said, "Oh, we have a partnership with Metro Tech." My question is, will Metro Tech still be picking up
076students in the morning and taking them to class the throughout the day on Metro Tech's campus? Will that continue? >> All that will continue. And I think it's important for those students that qualify to go to Metro Tech that we include that opportunity. make sure that that is pres make sure the board knows that those opportunities are still available. >> Yes, absolutely. And we can go into great detail about what that can look like on the 23rd, but answer is yes. Students will still have the opportunity to get on a bus and go to Metro Tech to take advantage of the programs they offer at both campuses. But the cool thing with the healthc care suite that we're offering in four of our campuses, students don't have to leave to benefit from that programming. Anyone
077else? >> Uh, thank you, Chair Lewis, uh, for your thoughts. Uh, Dr. Poke, thank you. I just want to say one thing, and please forgive my voice. Um, students don't have forever. Neither do we. Um, a singer from Three Doors Down passed away this weekend. He was 47. I'm 47. So the kids or students don't have forever neither do we. So let's get it right. This is not about my personal ego, but this is for the better of her students. So let's do it for the for the students, not for Juan or Meg or Mike or Dr. Poke or Chair Lewis or Miss Bowman. Excuse me. Excuse me. But let's get it right. Thank you. >> Thank you. anyone? >> Yes, Jessica. >> Yes. Uh, thank you guys again for u taking in the questions
078and I hope that we get everything answered that we need to be. Uh, to follow the sentiment of uh, Mr. Lacona. Um, absolutely, we need to get it right and um, students don't have forever. Um, I will share this just because it is kind of heavy on my mind too. Um, but I recently had a family member pass away and um, this past weekend and you're absolutely right, we don't have forever. This person was actually similar age as I was, had two little ones. Um, and so when it comes to doing what's right for kids, um, yes, we're doing what's right for kids now, but their futures and the futures of this city, um, and for many generations to come. what we do now will absolutely impact the city, the state as a whole. Um,
079and I love the fact that we want to be transparent um on this board and um we're going to I'd like to keep holding the district accountable. Thank you so much to everybody who's been a part of this work. Um I wasn't in the room when these original um conversations were happening in 2022. Um, but everybody knows about him and um, I just want to make it very clear that it is important that we follow through with our word. Thank you, Jessica. I'm so sorry for your loss. Family losses are very difficult. All right, that brings us to 5.01. Recognize General Counsel Tony Childers. And this is this is information only and this came out of the BPOC policy committee as a possible draft to uh write some of the issues that were in the
080last one. >> Yes. Thank you, board chair Lewis. Uh again, Tony Childers, general counsel. Uh as you mentioned, these are changes that were suggested by the board citizens oversight committee nominating committee which met on January 14th of this year. Uh there were several recommendations which came out of that meeting and those were reflected in this policy before you. Uh those that are primarily affected those uh there are some minor changes to wording but the three major changes we're including a change that the individuals on the BCOC committee would be required to reside within the district. Uh the prior policy did allow for those that worked in district to be on committee. Uh the changes to this policy would require that they work uh within the boundaries of the district. Uh the second change also option
081>> I'm reside right you said work was it reside I'm sorry >> yes we took out the work option I apologize if I misspoke the second change was also uh giving the possibility for the board as a whole to increase the uh the membership from nine to 10 members. The thinking behind that was primarily even though the policy was written to look for at large positions so that those who are most qualified for the committee to be appointed if there was a need to fill another seat so that there was an appropriate geographic representation of those from all areas of the district it left that option open. Um so if there were more than one member uh from a particular uh geographic area it would allow then the board to consider adding an additional seat.
082It is not automatic. It would be something that the board uh citizens oversight nominating committee would have to make a recommendation. Then the entire board would approve it. Uh that 10th member would still have to meet the same qualifications as any other member of the BCOC, meaning that they must reside within the district. Uh and that they meet those other qualifications that have been listed. Uh the final change is with regard to requiring a voluntary or or a background check. uh we require volunteers in the district already to do background checks. We require all employees by state law to have background checks and even for board members. There's not a background check, but there are requirements that uh in place with regard to um pass charges that may prevent a seated individual from being a
083board member. So reflecting that same uh requirement that we have for everyone else in the district, we included a requirement that those who would come on the committee would go through that same volunteer background check that we require for those who come in to work with our students at our school sites. >> Thank you. Yes, Mike. >> Thank you. Um the committee that was appointed or created to redo this policy was what? It was the board citizens oversight nominating committee. It's the same committee that had already met. Uh so it was not a new committee. This is a committee that was chaired by uh board member Carol Thompson uh to look at applicants for the position. And what was the responsibility of the board's nom the board oversight the bond oversight citizens oversight nominating committee
084uh to make recommendations to the board with regard to those who were applying for positions uh for the BCOC. Um, again based on some of the feedback that we heard from you yourself, uh, board member Shelton and other members on the board, uh, the BCOC just thought it'd be best to bring a recommendation to the board, uh, for your consideration. Again, it is not something the BOC BCOC nomination committee got to decide in terms of changing the policy. These were recommendations that were made and so those are being brought to the entire board for its consideration. >> What were the recommendations? only recommendations everything they recommended is reflected. >> That's correct. The only things that weren't necessarily discussed is there were some minor changes to language. Uh for example, if you will go to the
085last paragraph of that first page, it said applications and appoint members to the committee through a uh through a vote of the full board. That language is redundant as the the board would already be required to take action. Uh committee uh would not be able to take that action. So that was just language that was removed to clarify. Uh there was also a minor change at the bottom of page two uh where it says uh filling vac those who are filling vacancies shall serve only the remainder of the term. I changed it to just say shall serve the remainder of the term as there was could be uh confusion that if someone was appointed into the position they wouldn't be able to go back into the position after. Uh so that was th those were
086some minor changes. The only ones that were discussed in the committee were the three that I discussed prior. The role of the nominating committee was to review the applications that were turned in and make a recommendation to the board. Correct. >> That's correct. The original policy was presented to the board this past summer and we were asked at that moment for the board to review the policy D15 recommendation that you wrote, I believe. Is that correct? >> Yes, sir. I'm trying to figure out who gave the nominating committee that was only supposed to be reviewing the applications that had been turned in to solely have the responsibility to change change the policy. Why wasn't everybody able to make the input into that policy like they did early in December? I mean not December but this
087early this summer. >> Yes sir. And that's the process actually that we're following tonight. So the the recommendation from the committee was not a change to the policy. They were recommendations to bring to the entire board for your consideration. Uh so obviously this would then be the that opportunity for the board members to make those comments but also we have that that period before the next meeting where the entire board will vote. Uh so again those were just recommendations. It did not result in any change to the policy. uh it's for the entire board to make that decision. >> So my question is is I presented an a document last time of recommendations. Uh one of those recommendations in that original presentation were accepted and that was to allow no contractors to be on the
088on the thing. Was was my document considered when making making this making these rules? >> Yes, sir. It was and and whenever you made those recommendations, the part of our process is if we get feedback from board members, we also forward that on to all of the board members to make sure they have that feedback. That way during this process, whenever the board has the opportunity to review it as an information item and then later to approve it, those things can be taken consideration for each board member when they cast their vote. and the 10th member. Will this committee be taking votes? >> No, sir. There's there's there's not necessarily votes. Uh there's discussion about applicants and recommendation of those that would be best. Uh but ultimately the vote and those the decision of who
089is on the committee is up to the entire board to make that decision. I I guess I'm speaking of the 10th member that they the the committee the bond oversight committee citizens oversight committee will not have votes. >> I guess it's I'm unclear as to what you're asking. >> Will they be taking votes to approve or disapprove something? >> They would again be making a recommendation. So based on the committee's general consensus, I don't know if you there's not an official vote or anything like that. It's discussion about what uh would be required for the district and based on that general discussion a recommendation then is presented to the board and only the board would vote and make a determination. >> So what would happen to a five vote off the committee if a 10th
090member was accepted? >> A a five vote would only So there's only would be 10 members on the BCO. Are you referring to the BCOC votes or are you referring to the nominating committee votes? >> No, I apologize. Thank you for the correction. I'm talking about the BCOC that we're looking at right now. If there's 10 members potentially, >> yes, >> what is a five5 vote to make a recommendation? >> If there's not a majority, it would be a failed vote. So, just as the same on this board, if you had six members who happen to be able to make a quorum for the meeting and the vote was 33, uh then the motion would fail. You would have to have a majority of those in order for the motion to pass. And that's important
091if to educate the board that something received a five5 vote and died. That's an important note. Would you agree? >> Yes, I wouldn't disagree. What guard rails are being used to make sure that the board is aware that a 55 vote took place and might have been taken again and passed by 66 64? I mean, is there are there guard rail set up to say that there that the board will be fully informed of the votes that are being taken? Yeah. >> And and the explanation. >> I think that's a good question. And and there is reporting that is done out to the board. There's a report that's put together by the committee. Um and there would be notes included with that. There's not something specifically built into the policy that says, you know, if
092there's a 55 vote, a report would be made to the full board or a 64 vote or anything uh like that. There's nothing specific in the policy that would address that type of situation. C >> can I ask a clarifying on your point? I'm not trying to interrupt. I'm just trying to get a clarification from Tony so I can understand this better. It can the committee actually vote or is it a cons like like >> are you referring to the BCOC? >> Basically the BCOC is making recommendations to the full board. The full board is the voting body. So the BCOC is really a consensus driven organization. What is that or group or can you just explain? It's very similar in terms that they do have reports that are approved and ultimately go to this
093full board. So there's not there's not specific actions. The BCOC is not making decisions about what goes into a building or what a building looks like or what the facility. It's an oversight. Uh so overseeing what's happening within the district and then preparing a report that ultimately goes to this board for your review and acceptance. Yeah, I think that's helpful because it's not a you know it it I think that maybe what you're saying it would be reflected in the report to this board if there was I guess because are you trying to get like basically a divided group there wasn't a consensus driven decision from the BCO you would be think this body would need to know that like it was a contentious conversation or or decision or I'm trying to just >> I
094mean abs I mean absolutely is what >> to answer your question directly yes that's it is my belief that uh if there is a situation that there's not a consensus especially with a 10th potentially a 10th member that would even out most most boards are odd >> for a season uh except us but uh uh just uh who there's no tie tiebreaker or >> we went round and round honestly in the after the BPOC on the so the bond planning there were opinions given and like kind of you know trying to figure out what was going to be given to each district in the oversight piece we went round and round and round trying to figure out like could we do a tick mark like can we just know that six out of 10 agreed
095or didn't agree and we were never able to make headway on that like we tried and tried and tried and it just kept getting pushed back at us so finally I think what we ended up was was if somebody was in disagreement with what the oversight committee at that time thought they could write a letter of disscent and it would be attached with the report is I think where we finally ended um which is extra work for the person dissenting or the people dissenting but we tried a bunch of different ways days and we never were able to make headway with it, Mike. >> But a an accurate reporting of the meeting would ideally reflect that. I mean, basically, if we're getting a report of this oversight group, the reporting on the meeting that would
096be pulled together by staff that would report on the meeting would reflect the dissension among the group. I mean, is that >> I mean, is it a public meeting? It's not a public meeting. >> Committees aren't. Yeah. >> So, I think that that because it's not a public meeting, you don't have to take >> minutes. >> It wouldn't be legally required, but it doesn't mean that wouldn't be the practice. >> Yes, that was the practice during the when it was operating was that we were getting that big report from uh Chris Harrison and Amy Cur Curran and then there'd be anything attached to it that was dissented on it. But I'm agreeable to looking at that because like I said, I I fought that battle a long time and I just never could get any
097headway on it. >> I just don't know how to do it at this at this juncture, you know, to put in those >> Well, this is information and so we can send something in and send it back into um I mean we can send it back to policy now that they're back in action. It's just we didn't have policy committee because we're trying to follow that policy diet. if you don't have a beginning and an end. And so what still existed was the bond citizens oversight committee. So it made more sense for them to take back since it was real specific issues as far as like background checks and um living in an area to be representative. So it went back to them for that reason. But the policy committee does kick back up. Um
098it will just you know so we have the month and then if we need more we can table it and go more. But we could pass that. So my madam chair and Tony my question is is uh the current committee it it when this is passed the current committee as it stands the young lady or the the the lady that was identified as district five >> yes >> she will >> she doesn't live in in the Oklahoma City public schools district. So, she would not be considered. >> She will not be considered. Is there anybody else that's not >> only the I think there was one that we had an issue with the background check that came up later. So, I think we tightened up the language in that to make sure that it wasn't
099just during applications. It was even before it came to the board to appoint. Do you have a preference if it goes back to policy committee to work or stay with the BPOC, BCOC? >> Madam Chair, the policy committee, do you want to practice? >> I mean, she's also on the BCOC, so it's not like a >> Mike, I'll take care of it no matter what. >> Uh, yes, I'm willing to take it, too. Yeah, we may be able to >> because it's just an information, so we just need to go through and look and see best practices. But I do think Mike, you know, the second to last paragraph of the proposed policy does does talk about the meetings like to your point, are they open? The first sentence says although committee meetings are not
100open to the public and not subject you. So basically it seems like if if you might be able to suggest also some language in that paragraph if because it does say it sh the report shall rec include all written feedback submitted by committee members and any responses provided. So basically if they if there was a email that came in after the fact it would be so if there's I mean I do think this is our opportunity to look at it and suggest a tightening or or something added to that paragraph. This is the time to do it if you look at it. >> Do we do it in here or do we do it in policy committee? You can send it to Tony and >> Yeah, I'll >> or to Jessica or to Jessica. >>
101I'll send it to both. If you send, >> you know, I love sending emails, don't you? >> Make sure you CC if you put board members on there. >> BCC >> or BCC. BCC. Yes, BCC. >> All right, we good there. Thank you, Tony. >> Okay, that brings 5.02. Um, it's information only. Brad Herszer, chief talent officer. According to my notes, chief talent offer. That's what my note says. >> Call me whatever. >> I had to laugh about that. I was like, >> "Call me whatever." So, um, thank you, Board Chair Lewis, Vice Chair Bowman, members of the board, uh, Superintendent Poke. Yes, Brad Herser, Chief Talent Officer. Um, we're here tonight to talk a little bit just for information on the uh, student academic calendar. Um just some background on uh the the calendar
102that is proposed is we are making a few revisions based on House Bill 1087 that was passed last year in the legislature um which requires the district to one for this school year um have a minimum number of instructional hours of 186 which was an increase from 1080. Um so this calendar will help us reflect that. Another change in that uh legislation was that it limited the the use of virtual days um to only two days um and the district had to apply. And if you remember a few months ago, we brought a virtual plan to the board that was approved that we submitted to the state department of education, which we did receive notice that that has been approved. But the limitation with House Bill 1087 is that it requires that those two days
103can only be used if the governor declares a state of emergency. So, it really limits the number of days that we can um have a virtual day. This past snowstorm, as you're you may or may not be aware, the governor did not declare a state of emergency. So we would have been forced to use um four snow days uh in this past snowstorm. So what we did in this 2728 calendar is previously there has been day a day after spring break um which has been a professional development day for teachers and so students are not in uh class. And then there was also a day in April that was a teacher work day. And so the recommendation is to make the day after spring break a regular student instructional day. And then the day in
104April, um, and I have the dates if you need those. Um, so the day after spring break would be March 20th of 2028. And then April 14th is designated as if available, we would use that as a snow day. Um but if not, then it would be a student instructional day. What this does is it allows us to have five snow days. Um currently in our current calendar that has been approved, we only have three uh snow days. So, um, we are, um, and I don't know, um, Chair Lewis, if you want me to go ahead and talk about, um, >> you're reading my mind. So, this is information only. So, we'll see that to vote on the 2728 in a month. And then I was going to move 6.05 up since, uh, Brad is
105already at the podium. And it's considered taking action on changes to the uh, 2526 calendar. So, I'll let Brad talk about that. >> Yeah. Thank you. So this past um winter storm we um if you remember we use four snow days. We only have three built into our calendar. So we are requesting that we make a change to the 2526 student academic calendar and remove the professional development day that is on March 23rd of 26 that was scheduled as a professional development day now will be a student instructional day. And then also April 17th, which was a teacher work day, will be a student instructional day. That will give us one additional snow day if needed. Today's February 9th, as you know, we we have potentially more weather, winter weather, and then spring. So, we're
106we're trying to be cautious um and go ahead and bank a day there. Um, so and in your agenda there is a note about the 26 27 but I did notice that there was an omission in that one. So we will not be bringing that forward tonight but we will be bringing it forward next month when we bring it's not the one we need tonight is the approval for the 2526 calendar. >> So information is not ne it's not required for calendar changes. We typically do that before we approve them cuz we approved two years out. But this one, um, we didn't put on an information because we already know we're behind on our days from the snow. And great job, by the way, making decisions about the snow. You guys did a great job
107on that. Um, but that's why this sits on here today the way it does. >> Yeah. Thank you. >> Any questions? >> I'll make a motion and we'll do discussion after. Well, motion first. I'll make a motion to approve the 2526 calendar um changes recommended by OK by OKCPS and is there a second? >> Second. >> Okay, Juan and someone over there. Okay, Juan and then Jessica questions >> or not not a question. Just wanted to make the comment again that I love the fact that you guys put it in English and Spanish. Um and also yes, great job with u just figuring out what to do with the bad weather days here. Yeah. Thank you. >> Any further discussion? >> Call the vote. Having received seven I votes and zero nay votes, the motion
108carries. >> Thank you. Okay. 6.01 is next. Um, it is an action item, but I don't know who I'm calling to the podium. Is it Tony? Okay. And this is a motion. I'll make a motion to approve the charter school application for Stanley Hubel Academy and authorize the school as a district sponsored charter subject to applicable law and board policy. Is there a second? >> Second. >> Okay. And then Tony, any any questions or anything for Tony? Okay. No. Nobody. All right. Call the vote. having received seven I votes and zero nay votes. The motion carries. >> Thank you. All right, Dr. Poke, would you what are your thoughts on moving consent agenda up because I know we got a whole line of coaches out there who work late all the time and work early
109all the time. Is that okay to move the consent in front of you? >> What they may really want to hear my report. >> I bet they would. I can listen on their way home on live stream. They can do that. >> All right. Right. So, I'll move um is there any member who desires to pull any items off for consent off the consent agenda for discussion only or to be voted on separately? I would like to pull the one off and I'm looking. Sorry, I was >> 10:01. Madam Chair, >> 10:01 I was just there. You forgot me. 101 off for uh discussion only, I believe. Yes, ma'am. >> Is that accurate? Where' Brad go? >> Yes, ma'am. Brad, Mr. Herszer, let me know. >> Okay. >> He'd asked you to pull for discussion
110only item 10.01, which is concerning the uh district administration request to the Oklahoma Secondary School Activities Association for five OKCBS high schools to participate independently. >> I don't see Brad to come talk to Shane. Want to come talk because I know someone's coming to talk to us about this. Okay. Welcome to the podium, Athletic Director Sanderson. >> Good afternoon or good evening, I guess, right? >> Well, Chair Lewis, Vice Chair Bowman, sorry about that. Good people. Dr. Pope, I want to thank you guys for the opportunity this evening to kind of discuss or share or answer any questions um about our proposal. But before I do that, I'd like to introduce a a good working group of people. if you don't mind me doing so. Um, good people, would you stand up here? Nick Pettit,
111athletic director at Capitol Hill High School. Chris Vanderipin, athletic director at Northwest Classen. Jeff Meyers, athletic director at John Marshall Enterprise High School. Also, Chris, uh, Chris, um, forgive me, gentlemen. Help me out. I apologize. It's been a late day. Chris German, athletic director at classes high school at Northeast and then also Travis Brandenburgger, athletic director at US Grant. Good people, I apologize. It's been a long day. I'm sorry. So, first of all, um I hope good people, you guys have had the opportunity and thank you for your work, good people. And also Cindy George, please give them a hand for their work with our student athletes inside of our district. It's the first time I've been able to raise the mic up. That's weird. Um, thank you for your work. I do appreciate it.
112Um, you guys go ahead and sit down. But we do appreciate uh this group's work on a daily basis. They're here late at night just like everybody else is. And we do appreciate the stuff that they're doing for our scholar athletes. Um, good people. This evening, uh, we have a a recommendation. Uh we're requesting support of a recommendation to uh file um application status for five of our high schools to be able to participate in an independent schedule. Okay. Uh with the athletic Oklahoma's athletic association. That request is going to allow us to be able to compete uh safely and support our guardrail 4B which consists of us um providing access and opportunities um for athletic participation in Oklahoma City public schools. We have our guardrail 4B which consists of our ability to increase athletic
113participation uh to 50% by 2030 and we're well on our way. This request with the association will allow us to get closer to that and allow our student athletes to compete competitively but also allow them to compete safely. And I just would like to open up any questions that the board might have in regards to our application status. >> Well, Brad, do you want to give some history that we have been an independent football? >> Yeah. So, I wanted to and I apologize for stepping out. I I saw the agenda. I thought here's my chance to uh run to the restroom. So, I apologize to the board. So, yes, we we have been um independent in football and I want to make sure everyone is clear. We're requesting to play independent in football only. Okay.
114Um I want to publicly say that uh Oklahoma City Public Schools is very supportive of the OSSAA. We recognize the value of that organization. I'm a me I'm a board member on the OSSA. Um but we have been independent in the past with uh US Grant and Capitol Hill. um probably six years ago um was when we actually moved back to district play, but we were allowed to play independently in football and we saw our numbers increase. Um and with us moving back into district play, what we have noticed is that our our participation numbers continue to decrease in no schools. Um, you know, I think that we, like Shane mentioned, I I shared this with the association. We're the only district that I'm aware of that has a goal around athletic participation that has
115been driven by the board. And we feel like this is a step u for us to move in a positive direction to increase participation rates because we've had presentations here too with fields and futures about all of the academic outcomes that are increased by students just participating in athletics. Um so you know we've had a history of being independent um and then being in district play. And our goal is not to be independent forever. You know, we want um an opportunity to build our middle school programs, to develop talent there, to have a feeder pattern, really develop those um student athletes as they move forward into high school, and then in two years move back into a district. So, every two years is when this district uh conversation comes up. And I think that just
116conversations that as a board member on the OSSIA we're having is really thinking about how do we classify schools because right now it's based strictly on a number. How many kids you have? And that's not necessarily the maybe not the best way. And so we're we're having conversations as a board about potentially changing that. So, but our request is for um class SAS at Northeast, John Marshall High School, Northwest Class High School, US Grant High School, and Capitol Hill High School to be allowed. Part of their request was a a a pretty extensive list of documents that they requested for, and I want to commend the staff for putting all that together. Um, and for us to get board approve, board support as well. So yeah, we'd we'd be happy to answer any questions that
117anyone has about that. >> Yes, Dana. >> So when you when you say you're going to be independent, who will you play against? You're not going to be in 6A. You're going to be >> So we have obviously those five schools can play independently. We we play a lot of our inner city, you know, uh schools already. Um there's other schools. I will say that there's other schools across the district that are requesting to play independently that um and we would play lower classifications. We would pick up games. So, they will still have a full complement of games. Um Tulsa is also requesting some of their schools to play independently, too. So, um I have no doubt that we'll be able to find plenty of opportunities for our our football players to play. Yes, Mike.
118>> Of course, alumni will hear this. They'll be emotionally attached to history. And what's going to be the fallout from from this this decision? >> Well, most certainly I don't believe there's be much fallout in regards to that. I respect a lot of our um traditions that we have in our school district across the board. Um, our number one goal is student safety and that's going to be our focus in regards to that. But we will support our schools and being able to create messaging to be able to communicate that well. Long answer to your question, sir. We um we most certainly will be lifting that up. Um, but we don't necessarily see that there's going to be a lot of fallback. Our student athletes are going to be able to compete uh in a
119more not necessarily competitive. I'm more focused on player safety and attacking the competitive imbalance um versus um anything else or over anything else. So, but we will be mindful of that, but we most certainly don't see much fallout. We did have a conversation with stakeholders before we um went public with this and and before we uh approached this opportunity to be able to get um the support of the board as well, just so we had a good good um understanding of where our constituents were at as well. So, I respect that and we'll continue to be mindful of that. Um, as we move forward, we most certainly just want to make sure that our student athletes have an opportunity to compete uh safely. >> Can you just describe safely? Can you describe safely? And and
120two is who are your stakeholders? So when I say our stakeholders, our our our school family, um our principles, we spoken to principles that of the five schools, >> coaches, uh head coaches and that um in that that those five schools as well um to get that information to better understand that. I understand that we have a larger group that we need to address um to get more information on moving forward, but we certainly met with those coaches and the uh principles first. um to speak to the imbalance or the competitive imbalance between um roster sizes and the student athletes. Our schools are playing freshman somewhere anywhere between 10 and 14 freshman 14 year olds on the team versus individuals in larger schools that have 60 to 80 players and they're playing 17 and 18
121year olds. Most of our teams are playing, you know, their varsity teams have sophomores, juniors, and seniors. And a lot of our schools, particularly the five ones that we've named, um they they're they're heavy they have heavy freshman rosters. Um that that's a competitive uh imbalance in my opinion in regards to um physical size that of the individuals that we're playing. It's a great question. >> Okay. Do do we keep this on the kids? I thought we needed to pull this >> just for just for discussion. >> Just for discussion. So you but keep it on the consent agenda when we vote. Yeah. >> Okay. All right. Is there any other discussion? >> All right. I'll make a motion to approve the consent agenda. Is there a second? >> Second. >> Call the vote. >>
122Absolutely. while they're voting, I'd like to make the comment. Um, thank you all. Thank you all for our scholar athletes and the things that you are building around them for them to be successful and many of our uh families enjoy beyond the scoreboard. I also but I want to say this is so far the only goal that we have where a community member fields and futures has a commercial that talks about the 50% by 2030 and so our community is all in and I am so grateful that when you talk about stakeholders and getting those other constituents to the table that our community is all in and also supporting uh what we are doing with students. Thank you all for your work. I I see you. >> Thank you. >> And thank you, Madame Chair.
123Having received seven I votes and zero nay votes, the consent agenda has been approved. >> Thank you. Okay, that brings us back to 6.03 03 discussion and possible action on action on interim goal 3A goal monitoring report and Dr. Pulk. >> Thank you, Madame Chair, board members and members of the community. I need to turn the mic on. I had it on all this time. Um, tonight's presentation reflects our continued commitment to student outcome focused governance or SOFG work. This approach gives how we govern, how we monitor, and why we stay focused on student results rather than adult activity. OKCPS formally began implementing SOFG during the 2425 school year following board training, community engagement, and adoption of multi-year student outcome goals align to our strategic plan. This framework developed by the council of great city
124schools has been in use since 2014 and is now considered best practice in urban districts committed to equity, clarity, and accountability. Tonight we are monitoring interim goal 3A 8th grade pre postsecary enrollment. Interim goal 3A measures the percentage of eighth grade students enrolled in at least one pre-post secondary opportunity. an honors course, a course uh for high school credit, or a CTE elective. This goal moves from 57.2% 2% in the 2425 school year to 68% by 2728 measured at the beginning of the second and fourth quarters each year. This is a leading indicator. It tells us whether access to advanced and career connected learning is becoming predictable and equitable before students enter high school. At the beginning of the second quarter, 56.1% of our eighth graders were enrolled in at least one pre postsecary opportunity.
125That represents a 4.7 percentage point increase over the same time last year. Historically, when spring enrollment is added, particularly through second semester CTE courses, we see an additional 5 to 6% point increase. Based on those patterns, we are on track to meet our annual target of 60.8%. The status is marked clearly on this slide on track. On this slide, we're going to talk about what is going well. As there are three overarching strategies have contributed positively to the current results we are seeing in our eighth grade student enrollment. systems for bold change and transformation. Integrated strategies to enable learning focus for every student and a curriculum strategy under the systems for bold change and transformation which is the early awareness and leadership focus. Once the interim goal was adopted in June 2025, middle school principles
126and counselors quickly became aware of the focus on the eighth grade preost enrollment as a priority. District and site leaders began early conversations about how to support more students in accessing these courses under the integrated strategies to enable learning focus for every student. maximizing the existing opportunities. Even with limited flexibility in schedules due to the time of the goal adoption, schools work to maximize enrollment in existing honors CTE and high school credit courses. Schools focused on filling available seats and current CTE sections were capped at 25 students per section. Under the current curriculum strategy for several years, the district has expected all middle schools to offer honors courses and core subjects. This created a baseline level to access to advanced coursework across schools. And then the reality of our truth, what's not going well. Three
127areas have emerged as barriers in advancing the this interim goal and are contributing negatively to the results we are seeing in our eighth grade enrollment. Action planning strategy integrated strategies to enable learning focus for every student. tight, loose, defined principal autonomy under the action planning strategy. The timeline of the interim goal adoption was mid cycle in June 2025. This was after master schedules and staffing decisions for the upcoming school year were largely finalized. Adult systems were not yet structured to translate urgency into executing the plans at the site level within the same planning window. Leaders were aware of the goal, but systems were not yet aligned to support rapid execution. Next, tight loose define principal autonomy. Access to honors, CTE, and high school credit courses varies significantly by campus. is due to the size of
128the middle schools. Schools with larger enrollments have more elective teachers and elective offerings. This has a significant effect on CTE offerings between sites. There's a difference in scheduling practices, counselors capacity and indivi individualized advising practices and then the autonomy existing without clarity to find guard rails tied to our outcome goals. Next, the deepening existing strategies, integrated strategies to enable learning focus for every school, limits on expanded CTE and honors courses. The CTE sections that are capped, they have fixed schedules, staffing availability, and faculty and equipment limitations. While our schools work to maximize enrollment in existing seats, student interest in courses also is a contributing factor. If the students do not want to take a pre-post secondary course in eighth grade, they are not required to do so. So the takeaway for this section is the
129timing of the goal adoption made strategic scheduling difficult. Additional pre-post secondary course offerings could not easily be added to the school master schedules. Not every school can offer the same variety of courses due to principal autonomy and school size variability. And district leadership is developing system level expectations for sites to help support this goal. But that has been a design after the school year began. Which then brings us to the activating the new strategies. Since so much of our current results were due to the awareness of the goal and individual efforts, the true systemwide strategic approach of this interim goal has been in design during the 2526 school year. The following areas are being layered into the existing strategies named after or named above. the action planning strategy, integrated strategies to enable student learning focus
130and the tight loose define principle autonomy under the action planning strategy to strengthen the individualized advising. will leverage the student level data dashboards to identify eighth graders not enrolled in pre-postsecary options and engage conversations around possible courses that might fit their interest. leader trainings in spring 2026 with full implementation by August 2026. We'll support schools in using data to prioritize outreach especially historically under pres represented and advanced coursework. We will maintain shared expectations that every identified excuse me will maintain shared expectations that every identified student receives an intentional advising conversation beyond those that self advocate. So the theory of action if stu if if school staff successfully leverages student data to engage in individualized advising conversations then more students are likely to participate in pre-postsecary options in 8th grade. The next point, integrated strategies to
131enable student learning focus. We have a pilot or phasing program alignment launching the career explorer course at Webster Middle School. This also is in partnership with Metro Tech as a middle school capacity expansion effort. Define metrics of success for the career explorer program during year 1 and we'll use the pilot to determine if a replication at other middle schools is something to pursue. So, if students at Western Middle School participate in the new Career Explorer program with Metro Tech and it is successful, then the district can explore opportunities to expand the concept to other schools. in regards of tight and loose defined principal autonomy. The master schedule alignment, maintaining tight expectations that every middle school offers honors coursework for core courses at excuse me for core classes and at least one CTE offering. site and
132district leaders collaborating around opportunities to expand CTE elective offerings and our courses for high school credit based on staffing and student interest. We will monitor schedules annually in the spring during master schedule creation. If scheduling decisions present opportunities to adjust course offerings or student placement, then principles will consider actions that increase access to pre postsecary courses. That ends the formal report for interim goal 3A. I'll entertain your questions. Thank you for the report and congratulations on being on track. Does anybody have any questions, comments? >> Let's keep up the good work. >> What' you say? One. >> Uh, let's keep up the good work. >> Okay. Excellent. Laura, do you have anything? >> Okay, then I'll make a motion to accept the interim goal 3A monitoring report. Is there a second? >> Second. >> Any
133discussion? I call the vote. >> Having received seven I votes and zero nay votes, the motion carries. >> Thank you. That brings us to discussion and possible action on goal two and interim goal 2C monitoring reports. These were postponed on December 8th, 2025 board meeting. All yours, Dr. P. >> Thank you. And as I begin, uh this section focuses on middle school math progress, specifically uh goal two and interim goal 2C. As stated, the goal was first scheduled for monitoring in December and intentionally revisited tonight so the board could see clearer data data and stronger system evidence. And I have to take ownership in regards of the two differences of the what was presented and what you had in front of you. I am learning through this process also I think we have a pretty
134tight alignment now which you'll also see with this report as we go through I just want to say thank you all for your grace because this has been a a heavy lift in regards of goal two that measures the percentage of eighth grade students scoring proficient or advanced in math on the state test. The the goal moves from 11% in 2024 to 20 20% by 2030. The interim goal 2C measured the percentage of seventh grade students scoring at or above the 60th percentile on the NWA MAP math test. that moves from 19.8 in 2024 and to 28 by 2028. This interim goal matters because seventh grade readiness predicts 8th grade proficiency. And if you can remember, we shared this slide in 2025. 9% of our eighth graders scored proficient or advanced in math. That is
135growth, but it did not meet our annual growth target of 12.5. So this goal is marked off track. One important conext is that state cut scores increased which raised the bar for proficiency. Even with that context, the reality remains the same. We must accelerate improvement. What this data means 21.2% 2% of seventh graders scored at or above the 60th percentile on the NWA MAP math assessment in fall 2025. In fall 2024, that number was 19.8. More students are achieving at higher levels, but not enough of them to place us above our target. And as we follow our format, what's going well? There are four overarching strategic areas that have been the focal point of our systems transformation related to middle level math. By strategically addressing these four areas, it positions OKCPS to have a strong
136instructional infrastructure. That's the assessment strategy, curriculum strategy, and structural monitoring and support strategy and data informed collaboration and planning strategy. Under the assessment strategy, district-wide use of the NWA maps growth provides a reliable standards aligned picture of student readiness and growth across classrooms. Teachers regularly use common formative assessments to check understanding during instructional cycles. data is bringing to is beginning to inform short cycle instructional adjustments particularly around priority learning standards under the curriculum strategy. We do have a new math curriculum fully in place aligned to Oklahoma academic standards and state assessment blueprints. We have updated the K through 12 instructional materials provide coherence across grade levels which support stronger vertical alignment and middle level math instruction. We have clear pacing guides that help teachers focus on instructional time on priority standards as well as priority
137standards across grade levels have been identified under the instructional monitoring support strategy. Our tier one at grade level instructional framework is setting expectations for daily math instruction across classroom. Our instructional leaders are using the data observations and student work to identify where instructional practices are stronger and where support is needed. Targeted professional development is improving practice in classrooms particularly around clarity of learning targets and use of manipulatives under data informed collaboration and planning strategies. Teachers are beginning to use NWA and CFA results to collaboratively plan reteing and enrichment opportunities. The instructional conversations are increasingly centered on what students need next. This is a focus of shifting to prioritizing what is learned over what is taught. Grade level teams are showing evidence of aligning instructional responses to data contributing to pockets of accelerated growth. the takeaway
138of what's going well. When strong curriculum, clear assessment, and data informed instructional practices are strong, our students grow. When instruction varies, growth slows. These instru uh strategic instructional infrastructure systems are backed by effective school research and OKCPS has been laying a strong foundation across this system. We must also focus on what's not going well. We have identified three areas that have merged as presenting barriers to our progress in middle level math. Two of these areas have been highlighted above as areas of promise. They emerge on both lists due to the depth of the implementation and fidelity of the identified systems. Systems to attract, hire and retain teachers and staff. Instructional monitoring and support strategy, data informed collaboration and planning strategy systems to attract, hire and retain teachers and staff. The district continues to face the
139challenge staffing middle level which are classrooms with teachers who are fully certified and deeply prepared in math content. Staffing gaps and reliance on less experienced or out of sububject teachers affect instructional consistency and teacher clarity making it harder for students to clearly understand learning expectations under the instructional monitoring. While NWA math growth is administered districtwide, schools are not yet consistently using the full suite of tools, including the learning continuum and detailed reports to inform instructional adjustments. Reteing and intervention practices follow CFAs are inconsistent. However, modeling and guiding discourse practices will provide opportunities for our teachers to help our students. Takeaway from the this slide before I move away. Middle school math classrooms in OKCPS and across the state are challenging to staff with highly qualified teachers. Deeply training teachers in the most effective instructional practices
140takes a strategic approach over time. Deeply training instructional leaders so that they are able to deliver high quality and high leverage feedback to teachers is an area of focus. Reteing and intervention systems are not fully installed. So our next steps to deepening existing strategies under assessment strategies, our teachers and leaders will use with the use of NWA MAP data beyond overall scores to identify skill gaps aligned to grade level standards. This aligned NWA map and CFA analysis will explicitly identify areas where our teachers can make that alignment which comp which comprises a large part of our OSTPS assessment. For instance, pro proportional relationsships, linear linear equations and geometry. Those are the three areas we really need focus on in regards of the identified from our strategies in curriculum strategy to reinforce consistent use of the
141district pacing guides. We'll continue uh to monitor their usage and lesson plan alignment. And we'll focus support on improving the quality and consistency of tier one, which is on grade level instruction for math, which will recognize at its acceleration for our students. In regards of the takeaway for this slide, the development of a strong instructional infrastructure is a continuous improvement journey. OKCPS has clarity on where implementation needs effective monitoring and support to get the full benefit of the developed strategies. With that being said, I think I'm frozen. I apologize. Can you advance me? >> I know it's battery. It's a bit too >> Uhhuh. Please note this report is a repeat of before. So you all have this information. The significant difference is you have exactly what's there that's here. And I once again apologize
142in regards of the two that you had before. Uh but that does conclude the student outcomes for goal 2C middle school math progress focusing on seventh grade. >> Thank you for bringing that back. And >> Yes, ma'am. Thank you for that. The NWA reports that we got today show that you guys are doing great on that. Too many good schools to shout out to all of them, but great job on them. >> And as well as uh board member Thompson wanted to shout out that she's watching on live stream, too. So, there we go. Got that. >> Get well soon. We miss you. >> Yes. All right. Any discussion on uh goal two and interum goal 2C monitoring reports? >> I had I had one. >> Okay. >> And I asked a technical question regarding
143the focus on the partnership with UVA and because that was mentioned in the talent management connection strategy. Um I just wanted to help us to understand because when I asked the question it looks like it's um directly related to work in the Spencer community. So is there a strategy of So basically when I saw the monitoring report I thought it was districtwide of because of how it was written that then the question um clarified that this is specific to Spencer. So I guess the strategic question is how are you using what you're learning in Spencer to or are you I guess is there a strategy around learning from Spencer in a way that's going to then benefit the district? >> Yes, ma'am. And thank you for that and and thank you for even that question.
144When we received it, we was like that's the magic sauce that we had been missing. If you notice on the top of the PowerPoint, you will see curriculum strategy systems for bold change. Those are the le the conditions that the University of Virginia has given us. On the inside of your packet, your notebook, I believe you have a one pager and there's four levers. And we have embraced the work from the University of Virginia. There was a time when it was that if this work is so good, why are we not spending it out across the district? And we have done that under the instructional infrastructure. It should be right there in the Thank you. under the instructional infrastructure. uh when that cohort went through we uh created our instructional uh frameworks so that our
145our teachers our principles and we have walkth through forms that we use uh that development. So that was that cohort that went through and we remember that was um Martin Luther King Jr. Thmama parks. So after you go through and there's these four levers, you focus on one of the levers to actually do a learning lab with and then press it throughout the district. We also had another cohort go through and we use that framework. We trained the principal supervisors and the principal supervisors actually look at systems and that's a systems and support. We created um information and document. We are doing that districtwide now under um Brad Herser and the talent off what offer is that what we supposed talent management >> offer sir uh he as well as the HR department working with
146the University of Virginia and we're looking at talent management so that we can use those practices throughout out when cabinet got together. We were really looking at the staffing in the Spencer area was hard. However, we had people working. So the consensus was how do we take those who want to be there and build their capacity in order for them to be e effective teachers and leaders. And so with that work uh and um principal supervisor uh Miss Presley um they are going through identifying onboarding to ensure people know what they're getting into once they're there. How do we support them? And so I look forward to that work. Uh they're just getting started and they've had a couple of meetings. Uh, and we're looking forward to what they land on in regards of what
147will we then after them going through the cohort, what will we do districtwide? because many of the things that we're doing with Paul Bambre's work and instructional infrastructure, see it, name it, do it, all of that was based off of learning labs that we actually got collectively built. Uh, and so we're doing that now with uh, H the HR. So the bullets across the top of those boxes of the work that we're doing fall within the University of Virginia work that helps us because when we started in 2019 we took score and out of those 13 um conditions you you score yourself from zero to four and we had a lot of goose eggs. Now, we're excited that we're getting twos and threes and nearly four. When you get the fourth, that's aspirational, that's sustainable,
148but every one of them are researchbased strategies that we do, but we probably don't know why, but it gives us the exact framework that we need. And so um we got excited when we saw that question because that gave us an opportunity to say and please note um we understand we say things and just assume others know it because this is what we do every day. And so I am grateful for doing the technical tactical question and and for you all turning them in so that we can see where your thinking is. Well, thank you. Yes, ma'am. >> Thank you. Anyone else? Okay. Is there a motion me to make the motion? Anybody will make the Anyone want to make the motion to accept the goal to an interim goal 2C monitoring report? >> All
149right. Dana made the motion. Is there a second? >> Second. There's no further discussion. Call for the vote. Having received seven I votes and zero nay votes, the motion carries. >> Thank you. All right, that brings us to executive session. We'll make a motion to enter into executive session. Is there a second? >> Second. >> Call the vote. Mr. Shelton. Having received seven I votes and zero nay votes. The motion carries. Thank you, Madam Chair. Uh, Miss Holmes had me distracted there. What time did you say? >> 9:24. 9:24. Thank you so much. The board entered into executive session at 7:59 p.m. Returned to open session at 9:24 p.m. on February 9, 2026. Individuals present in executive session included all board members present at the meeting, Laura Holmes and Dr. Jamie Pulk. The board discussed
150the evaluation and employment of the superintendent. No actions were taken during executive session. >> Thank you. I'll make a motion to adjurnn. Is there a second? >> Second. >> Call the vote. >> All in favor say I. >> I. >> Any oppose say nay. Hearing none. The motion carries. The board is a journal.