001Hey, Tony. Tony, can I see you up here for a minute real quick? Welcome to everybody who's in attendance tonight. Thank you for being here. Before I call the meeting to order, we need to address topic of um a couple of things, but the main thing is 6.06. I sent you guys a text today that said it would be pulled because we had new information that came to the district today that requires the committee um will reconvene and so we can pull it. The other option is so I'm asking before I recommend it or there can be a motion in 6.06 that basically says we'll postpone it indefinitely and then you vote on it. Doesn't really matter how we do it, but it needs to not be discussed tonight. So, um, head nods. I pull
002it or we vote to >> postpone it forever. >> I think that this breaks. Can we do that in not an open meeting? >> Because I pull it. >> Can we don't we have what I'm asking can we do that when we have not opened the meeting? >> We pull it before the meeting opens. So that's why I'm trying to get the input from the board as would you prefer a pull or a vote to postpone indefinitely? Just >> go ahead and pull it. >> Pull it >> for me. >> Pull it. Okay. >> All right, then. Craig, I'm going to pull 6.06 and I'll call the meeting to order. >> Thank you, Madam Chair. >> If everyone would please take a minute to silence your cell phone, we would appreciate that. And if you
003need to have an extended conversation with the person next to you or on your phone, please do so in the lobby. Please note, spontaneous comments from the floor are not permitted. Individuals who exhibit disruptive or distracting behavior will be asked to leave. 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 OKCPS. With that, I will call the role. Paula Lewis, >> present. >> Carol Thompson, >> present. >> Lori Bowman, >> present. >> Jessica Sephuentes, >> present. >> Dana Meister, >> present. >> Mike Shelton, >> present. >> Juan Lakona, >> present. >> Maganey. And we have a quorum. And if everyone would please stand for the pledge of allegiance. and a moment of silence. >> Hey, and Craig, before we
004get started on the pledge of allegiance, we want to acknowledge the tragic loss of one of our first grade students last week. It's been a very difficult few days. And on behalf of the board of education, we want to extend our deepest consolences to the child's family, his loved ones, our entire OKCPS staff, and the entire Filillmore community during this unimaginable time. We're holding all of them close in our hearts. Um, so when we do our moment of silence, let's do a little bit longer and think about everybody who's been affected within this last week in this horrible tragedy. >> 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
005a moment of silence. and you may be seated. >> Okay. So, that brings us to public comments. I'm going to have uh Craig read um the the uh read us into public comments and kind of give us the ins and outs of that. 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 that no person will be allowed to speak regarding the following issue issues subject to collective bargaining. Comments regarding the performance of individual employees or students. Comments disclosing confidential student or personal information protected by law. Student disciplinary matters which may ultimately reach the board. Solicitations
006for 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 rather 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 meetings, spontaneous discussion from the floor is not permitted. Finally, please know that board members will not respond to speaker's comments during the meeting. >> Thank you. We do have four comments tonight. People individuals signed up for the comments tonight on the
0076.06 6 BCOC bond oversight. We limit that to one person. We often add the two. So if you'll pick two of you who would like to be the representative speakers, we'll go with two tonight on the 6.06. And I will introduce as you st we have whichever the choices are. There's a Verona Dismuk, Anton Bates Bay, Shante Alexander, and Derek Scobby. And for everybody's information, we're doing our timer just a slight bit different tonight. We have a little iPad here in front of the speaker and your timer will be in front of you. And when your 3 minutes expires, you'll see it on the screen there. Thank you. >> My name is Derek Scobby. I'm here tonight to speak regarding the appointment of a representative for district 5. District 5 played a significant role in
008the passage of the $960 million bond. Out of the seven districts our precincts in in Spencer and northeast Oklahoma City represented over 9,400 votes and that's 15.6% 6% of all votes cast. If votes were evenly distributed, it each district would account for about 14.3%. District 5 exceeded that and out of those 9400 voters, approximately 65% voted yes. So uh with that, our community uh showed up. We believed in this bond and we used our voices to make it happen. I want to be very clear. I'm not here to speak disparagingly about the individual being considered for the appointment. Although she does not live uh in Oklahoma City, she lives in Western Heights and she works about two blocks within uh district 5 on the edge. So, uh, with that, uh, she works there, but she
009is certainly not intimately involved, uh, in district 5. Again, not disparagingly speaking against her, but I would believe that she probably would have to, um, put in her GPS, Spencer, Oklahoma, in order to get there. Uh, District 5 is largely made up of northeast Oklahoma City and Spencer, and these communities deserve authentic representation. somebody with deep roots, deep relationships, and deep commitment to the families and students who call District 5 home. I would also remind the board that those of us who have served um district 5, including Miss Shante Alexander, who previously represented district 5 on the citizens uh bond and oversight committee, um and myself, we helped with this bond in a major way. We did the work and [clears throat] now we're at this critical moment. District 5 is without true authentic representation
010and that's a problem. It is my recommendation to this board whenever you do vote that you vote no on this appointment. In closing, um I would like to say that uh you all seem to be a walking quorum. Uh you are not handling business around this horseshoe. You're taking straw polls to know where you are. That's dangerous. You're you're really at the borderline of being uh illegal. I do believe the late Clara Looper, if she knew the things that are going on in here, that she'd want to rip her name off of there. You all should be ashamed of yourself for how you handled it. And finally, uh protocol has been broken and established already, moving from one to two. So, I asked the board to allow all four people to speak. >> That's fine.
011>> Thank you. My name is Shante Alexander, former district representative five representative on the citizens oversight committee and I am urging the board to not go forward with the current selection as a as a group. I was appointed to the COC by Ruth board member Ruth Bills and continue serving under board members Adrien Anderson and now representative Mike Shelton. I don't usually list titles, but in this context, they matter because they speak directly to the depth of my ties to district 5. I am a lifelong resident, a former student and graduate of Star Spencer High School, a former practicum student in OKCPS, employed within the district, and a proud parent of a student now attending our first choice school, Frederick A. Douglas High School. I am a member of Delta Sigma Theta, the founding executive
012director of Oklahoma City Black Alumni Coalition and a member of Fairview Baptist Church under Pastor Derek Walter. And also, my mother raised me well. I don't just live in District 5. I am shaped by it. I am convicted by it. I know the hurt, the trauma, the neglect, and the threats to identity that our families experience. That is why the original ASUS research was expanded to include adverse community environments, acknowledging the trauma that trauma does not stop at the home. It can exist at the systems level, including within our schools. With those community values in mind, I came to the CLC committed to making a positive difference. And I did. I raised concerns about past bond failures, including the foundation issues at Douglas that needed correcting before new structures were built. and Spencer. My in-depth
013advocacy prevented the unnecessary and wrongfully proposed demolition of our two newly renovated elementary schools and I was simply offered a oh we forgot to do the eyeball test. I also advocated for increased building sizes in communities where they were being unnecessarily constrained and I am certain my questions and feedbacks feedback strengthened the committee's process overall. These are clear examples of why citizens oversight committees matter and why local informed invested representation matters. But even with the local oversight, many things did not go right. Meetings at Douglas High School were minimal and my repeated request to speak with project officials or conduct conduct on-site visits were denied. Community input from Spencer, for example, requests for a and trades programming was ignored. Severe overruns in other districts also created the risk of underfunding projects in district 5. On
014the far southsoutheast side in the newly redistricted Shiler Elementary community, predominantly Hispanic families were afraid to speak out against the proposed school closure for fear of retaliation. Most alarming, I learned that a subcommittee of three citizens oversight committee members were given privilege access to financial details, including the ability to weigh in on sub bids without reporting to the full committee. Poor practices went beyond process. Emails were ignored. Communications excluded me. The COC policy was frequent frequently revised, often in response to my questions to seemingly stall or block transparency. Intimidation tactics included group ostracizing and district council president. >> Mrs. Alexander, your time has come to an end. >> I have another paragraph. Am I able to proceed? >> We need to be done on the time. Thank you. >> Good evening. My name is Vernona
015Dismuk and I am a guardian parent of a 11th grader at Douglas High School and I'm the presumptive school board representative for district 5 here to on behalf of our community. I want to add my voice to Shantes, uh, Pastor Derek Scobby, and others in my community as to our concerns over the bond citizens oversight committee. Decisions that affect our community should include voices rooted in our community. That is basic fairness, and basic respect. When the bond proposal was brought forward, the oversight committee was presented as reassurance, a safeguard to help the public feel confident that nearly a billion dollars would be handled responsibly. Many people supported the bond because they believed that commitment. Some of us, myself included, opposed the bond because Oklahoma City Public Schools has a history of not doing right by
016our this community. I question whether there will be enough protections in place to ensure transparency, equity, and accountability. What's happening now validates those concerns. The policy revisions as passed in July does not protect this unique community from being on the tail end of the decision-making process. The oversight committee exists, yes, but it structure leaves entire communities vulnerable to being overlooked or spoken for rather than spoken with. District 5 has a long history with this district. Some of it has been progress and some of it has been painful. That history deserves to be acknowledged through real representation. Placing someone from outside district 5 in a decision-making role tied to oversight and stewardship conveys that firsthand experience and community connection are optional qualifications. If this board wants the community to trust the oversight process, then the process
017must include us consistently and in the room where accountability takes shape. So, I'm asking for this board to re-examine the policy that allows this gap to exist. Districtbased or attendance area representation is not unreasonable. It's how many oversight structures ensure fairness. Our community expects to be seen and heard in decisions involving bond funds, facilities, and the future of our children. Thank you. >> Thank you. How y'all doing today? My name is Anton Dewine Bates Bay. Um I'm a concerned parent in regards to this matter with the bond oversight committee. Um one of my concerns is is will we do right only because of our track record as far as what's happened in the past and what has happened here recently. Um, as we know, you know, uh, we're headed to a destiny and in that
018destiny, our children is a part of that. And so, for one group to be marginalized or kept out of uh, the oversight committee because we all we all know that finances is what uplifts a nation. And so with those things that are being underhanded, the underhanded tactics, I just witnessed that just sitting here in the audience. um these things, this bond oversight committee is is most definitely needed to keep that in check. And so with uh Shante and Derek Scobby, I support them 100% because I know their character. I've watched them uh for a long time. Um, and this is something that is very much so prevalent because of, you know, the history, our history, uh, dealing with with Oklahoma City and the state of Oklahoma and just the United States, period. So, with us
019being, you know, the United States's greatest interior friends, I'm expecting that you all would make the best decision. And so with district five um having that proper representation of someone who grew up amongst these people who can identify uh with them emotionally, spiritually, mentally, you know, that is what we need. We don't need a a a bureaucratic uh thought pattern to say, well, we need to put this person over here because you all have ulterior motives in why you wanting certain people in these positions. So, I would say, you know, this bond oversight committee is most definitely needed and u you know, Shantae is most definitely the proper candidate and someone that I fully trust and as well as those in our community who know her on a personal level, not somebody that lives out
020or is is is only there for a paycheck. We don't need that. We need someone that can identify that, that will put uh our needs before our own personal gains. And that's some that's some that's a character that I can speak of, you know, in that. So, you know, from here on out, I just say, man, y'all do right because you're not only accountable to the people, but you also going to be accountable on that day of judgment whenever you lay your body to rest. And that's something that we all have to uh be conscious of. You know, it may not necessarily affect you. You may be be able to uh enjoy the fruits of your labor right now, but on that other side, it won't be pretty. Peace. >> Thank you. >> Okay, that
021brings us to 3.01 superintendent update. >> Hello, board chair Lewis, board members, and OKCPS family. As we approach the holiday season and the end of the first half of our school year, I want to take a moment to reflect on the incredible things happening across our district and to celebrate the students, staff, and families who make OKCPS [music] a first choice district. First, I want to highlight the great learning taking place in our classrooms every day. Our students are growing, exploring, and reaching new milestones. We are increasing [music] ways for our families to support learning at home opportunities with their students. Your students should have received either a backpack tag or a device sticker with a QR code on it. That code just needs to be scanned with your phone and it will lead you
022directly to additional learning opportunities and activities by grade level. I have also added a superintendent challenge and I'm enjoying [music] receiving the submissions. As we move into the second half of the year, we are especially focused on goal two, our district-wide commitment to improve math outcomes. Thank you to our teachers and students for leaning into this important work. Your effort is making a difference. We know that great learning happens because we have great teachers. This month we celebrated our site teachers of the year and I could not be more proud. These educators represent the heart of OKCPS showing up every day with passion, creativity, and a deep belief in our students. Congratulations to each of you. I also want to share my appreciation for every staff member across the district. Your dedication keeps OKCPS moving
023forward. And of course, we look forward to seeing many of you along with state leaders tomorrow at our state of OKCPS breakfast where we will share progress, challenges, and our big goals for the future. We can't wait to share and reflect on all the great things happening across our district. We continue to strengthen the systems that support our student success. Our application schools are now accepting applications giving families a variety of highquality pathways including the first class of our new bailout enterprise high school set to open August 2027. We're also encouraged by our most recent state report card data where students are showing improvement in course performance across the district. OKCPS has consistently decreased the number of F schools over the last five years [music] and 51 out of 58 of our schools remain stable
024or saw an increase in overall points earned on the state ADAF report card. We recently celebrated the ribbon cutting at the newly renovated auditorium, cafeteria, and outdoor space at Classen SAS Middle School. These beautiful new spaces represent our commitment to modern, safe, and inspiring learning environments for all students. Thank you again to OKC voters for passing our historic bond project 3 years ago, which [music] made this possible. Finally, our culture of celebration and belonging continues to shine. Our family and community engagement team, also known as space, is also offering a series of free family workshops designed to support parents and caregivers with tools and resources to help their students thrive. We encourage you to join us and connect with other families in our district. Check out our website or social media for the next workshop.
025We're also excited to recognize our students who will be walking the stage tomorrow evening at winter graduation. Your hard work and determination have brought you to this moment and we are so proud of you. As we close out this semester, I want to thank you, our students, families, staff, and community partners for your continued [music] support of OKCPS. I hope you all enjoy a safe, restful holiday season filled with joy and connection. We look forward to welcome you back in the new year as we continue building. And as always, take care and let's go to work. >> Thank you, Superintendent P. Do you have anything to add? >> Nothing at all. Okay. Anybody have any questions, comments? >> Yes. >> Thank you, Madam Chair. I was just uh going to uh first of all uh
026uh just talk about how great your staff is and uh there's no greater uh honor of uh when when you have a staff that they are uh they leave and they're promoted to higher callings. And so I just want to take a minute to uh uh because it's a reflection on you you and your leadership, but it's also the kind of people that we have uh backing backing you up. You know, it really speaks to the quality of people that we have supporting our students. So I just want to publicly say uh congratulations to uh Dr. Sean Ross for the becoming the new superintendent of Epic Charter Schools. We congratulate you. >> [applause] >> Uh I I do um you talked about our thanking the voters for uh voting for the almost billion dollar bond
027issue and uh you know we all took great pride in to support to support Oklahoma City where we could can I know that there have been several uh conversations about this bond oversight committee and uh I just ask that uh uh that the policy I know that there's questions about uh somebody that was appointed that something has happened with one of the appointees uh however uh the policy's broken and so I'm just asking And so the policy is correct that we make that policy right where only Oklahoma City reg uh vote uh Oklahoma City public schools uh district citizens can serve on that uh committee and if the policy is not right uh it has the opportunity to do twofold. it. We create a precedent and in precedent in law and creating law and policy
028precedent uh creates a situation where if you did it this time you can do it you can continue to do it. Uh so it's important that we don't set a precedent that uh that we uh can't roll back. So, I'm just pointing that out to you just so since you did bring up the voters of uh the bond and uh because we want to be supportive, but we don't want any long-term implications. The long-term implications of not listening to the voters is we don't support another bond issue with Oklahoma City public schools and uh because they will remember. So, I just feel like I need to say that. >> Anyone else? >> Okay. Thank you. All right. That brings us to reports and presentations. There is only one policy committee update. We talked about it
029last month. Um Jessica Squint has agreed to be the chair of the policy committee and it'll be uh board member Shelton throughout his term here. uh board member Lori Bowman and board member Carol Thompson will serve on that committee and they will work with Tony Childers and they will have a it's it's a lengthy process to go through all of the policies and get them into the correct categories but that will be occurring and from this point forward if there's an update it'll be Jessica providing the policy update policy committee update so thank you guys for choosing to serve you have anything to add Jessica >> uh just I am super excited uh to serve as the chair of the policy committee and excited to refresh uh the policies here at OKCPS. It's going to
030take a lot of hard work, but I know I have the right team behind me. So, thank you guys for doing this work, everybody who's here and who's listening and um looking forward to doing it. >> Thank you. >> Okay. All right. We have no information on this agenda, which is rare. We do have quite a bit of special business. The first one is, let me see where my notes are, who I'm calling up. I need to recogn Nate Ellis with Public Finance Law Group and Chris Scander with BK Financial. Um they'll come up and make some remarks, but um I'll make a motion to consider holding a discussion and taking possible action concerning Am I doing this right? >> Let's Let's let them present first. >> Present first. Okay, got it. >> Thank you
031for being here with us tonight. Here's the B. It's just the A. So, I'm Chris, the bond advisor, and then you got Nate Ellis, which your bond attorney. Uh, we were here last month, and at that time, you authorized us to go out and get bids for the 2006A and 2006B series. So, Nate is handing out those results. We received seven bids on the series 2026A which was the tax exempt series and then we received four bids on the taxable series which is the 2026B. Uh the low bid was PNC capital markets at a net interest cost that says NIC on there of 2.932619%. And then on the B's the low uh rate came from UNMB bank at 4.039. 039762%. So the first two items are awarding the bonds to the low bidder and then
032you have two more items which is where you actually authorize the issuance of the debt. And so we're both here happy to answer any questions you might have. >> Okay. Thank you. So now I'll make a motion to accept the bids for 36 million general obligation bond series 2025A and award the sale thereof to PNC capital markets at net interest cost of 2.932619%. Is there a second? >> Second >> and discussion questions. >> These are all yours. >> Yes, Dana, >> you stated 2025. Should you restate restate that to 2026A? It says I thought it said series. I'm reading off this. Is that not right? >> Supposed to be. Sorry. >> Typo on the board. >> Okay. I was like I'm literally Sorry. You're right. But I'm sorry about that. 2026A. >> Good catch. Madam
033>> I didn't catch it. >> Will that be the same in the next one too, Craig? Is it 2026B then? I'm assuming. Correct. >> Okay. Just making sure. Got it. >> So, you're ready for the vote. Did you call for the vote? >> Uh, no other questions. Okay. Yes. Call for the vote. >> Thank you. Sorry for that typo, members. And I did correct that on the if you look on this well we don't have it up on the screen but uh we do have that corrected in the official minutes. So um having received eight I votes and zero nay votes. The motion carries. >> Thank you. 6.02. Uh again Nate Nellis with uh Public Finance Law Group and Chris Gander with BK Financial Securities are here. If you have any questions, I'll make a
034motion to accept the bids for the $10,845,000 general obligation bonds taxable series 2026B and award the sale thereof to UNMB Bank NA at a net interest cost of 4.039762%. Is there a second? >> Second. >> Is there any discussion? Okay, call the vote. Having received eight I votes and zero nay votes, the motion carries. >> Thank you. 6.03 03 is to consider holding a discussion and taking possible action to adopt a resolution providing for the issuance of combined purpose general obligation bond series 2026A. Uh recognize Craig to read the resol this resolution short title. >> Thank you Madam Chair. A resolution providing for the issuance of combined purpose general obligation bond series 2026A in the sum of $36 million by independent school district number 89 of Oklahoma County, Oklahoma authorized at elections duly called and
035held for such purpose. Prescribing form of bonds providing for registration thereof providing levy of an annual tax for the payment of principle and interest on the same and fixing other details of the issue. approving the forms of a continuing disclosure agreement and an official statement and authorizing executions and actions necessary for the issuance and delivery of the bonds. >> Is there a a motion to approve that resolution? >> So moved. >> Is there a second? >> Second. >> Call for the vote if there's no discussion. Is there discussion? No. Okay. Call the vote. Madam Chair, you voted I correct? >> Yes. Yes. Yes. >> Had a little glitch there in the system. Having received eight I votes and zero nay votes, the motion carries. >> Thank you. 6.04. consider holding a discussion and taking possible
036action to adopt a resolution providing for the issuance of general obligation building bonds taxable series 2026B. Uh Craig, if you'll please read the resolution. Short title. >> It would be my pleasure. A resolution providing for the issuance of general obligation building bonds taxable taxable series 2026B in the sum of $10,845,000 by Independent School District number 89 of Oklahoma County, Oklahoma. Authorized at elections duly called and held for such purpose. describing form of bonds, providing for registration thereof, providing levy of an annual tax for the payment of principle and interest on the same and fixing other details of the issue. Approving the forms of a continuing disclosure agreement and an official statement and authorizing executions and actions necessary for the issuance and delivery of the bonds. >> Thank you. Is there a motion to approve the
037resolution? >> So move. >> Is there a second? >> Second. Okay. I think it was Jessica. Dana. Oh, >> Dana. Who Who made the motion? >> Juan, >> I thought so. Okay. >> And then Dana was >> Thank you. Thank you. Thank you. Motion by member Lacona. Second by member Meister. Okay. Thank you. Call the vote. having received eight I votes and zero nay votes. The motion carries. >> Thank you. Okay, that brings us to 6.05. This is to consider taking action on charter contract renewal with KIP OKC Charter School. this information and presentation um by their uh head head of schools was last meeting. Is there a motion to approve the charter contract renewal? >> So move. >> Is there a second? >> Second. >> Okay. Is there any discussion? And uh Michael Carter,
038the cube kip superintendent is available in the audience if we have any questions. >> I had a motion from Vice Chair Bowman and a second. I had a couple of different folks do the second. >> Can be Jessica. Okay, Miss Member Suentes on the second. >> Any discussion? >> Oh, all right. Call the vote. Having received eight I votes and zero nay votes, the motion carries. >> Thank you. And we pulled 6.06. That brings us to 6.07. Discussion and possible action on future driven 2030 goal monitoring reports and recognize Superintendent Jamie Pulk to provide the information to the board. Thank you, Chair Lewis. And as they pull that up, I will follow suit with you in regards of um acknowledging uh the loss of our students. But I also want to take a moment to
039thank our community near and far for the support they have shown our district during this very difficult time. Your kindness, your prayers, your steadfast encouragement have reached us not only from across Oklahoma City, but from partners and friends as far away as Maine. We are deeply grateful and thankful for them standing with us uh during this time. Their compassion um means a lot to the families uh bus driver as well as student Filmore family. No one has gone untouched in regards of this tragedy and I too want to acknowledge uh the loss of a student. Thank you. So, as I uh begin the presentation, board chair Lewis, Vice Chair uh Bowman, and all, I'd like to even just pause a moment and also acknowledge the leadership of Oklahoma City Public Schools. Uh not only those
040that are not in the room, but especially those that are. And as I look at the leaders that are here, I do see the principal supervisors. Um, and please note, I'm honored to do the presentation. This is not necessarily my work. This is a work of cascading from what you all have asked once you heard from the community. this work is cascading to the classroom. I'm just blessed to be seated here on tonight to be able to share this presentation. With that being said, we're looking tonight at how our middle school students are growing in math. We are studying both our long-term math goal and our early progress measure. Goal two shows how eighth graders do on the state math test. Interim goal 2C tells us how seventh grade students beginning the school year are
041doing on the MAP test. MAP is the acronym for measures of academic progress assessment. This assessment is helpful because it gives us three updates each year that helps teachers change lessons quickly when students need help. Board member Bowman asked if Big Ideals Math is the new curriculum. And yes, Big Ideal Math is our main math resource for all grades in OKCPS. I'd like to pause here and say for uh first time we have new series throughout from preK to 12 with the same series and we were able to purchase all at once and so that is significant when the students have the same resource across grade bands. So this report will answer those three monitoring questions required by the board. Slide two shows our big math goal and that early measurement. Goal two asks us
042to raise 8th grade math proficiency from 11% to 20% by 2030. In interim goal 2C, it asks how many seventh graders score at or above the 60th percentile. This helps us see early if students are on track. Board member Lewis asked how the MAP scores are spread out. So about 15% of our students are very close to the 60th percentile. And board member Centez asked why the gap looks different between the goals. Everyone knows students must be much higher than the 60th percentile to be proficient on OSTP. I have got to say that again. Please note if and when the students hit 60th, it's not a guarantee that they will pass the OSTP, but it's our metric in regards of how we're measuring at this time. That's why the goal to gap looks bigger. Interim
043goal two is an important predictor, not a final measure. So this slide shows how eighth grade scored on OSTP uh math this uh past year. We reached that 9% proficiency which is below our target of 12.5%. The state, as we all know, raised the cut scores, making it harder for all districts. If scored with the new cut score, last year would have been only 6.5%. And the board member asked which schools scored higher. Our application schools had higher proficiency than our nonapplication schools. This shows some schools have stronger instructional systems. Another board member asked why the gap is different from interim goal two and 2C. OSTP proficiency need much higher math MAP scores making that gap appear even bigger. This means our growth is real. but not yet where we need it to be. Here
044for interim goal 2C, this shows how our current seventh graders reach the 60th percentile on that assessment map assessment. We grew from 19.8% to 21.2. 2. Please note our target was 21.9 so we missed it by.7 and according to uh our curriculum team uh that was about 46 47 students. I am so proud of the team of how they're looking at this data and drilling it down to identify students by name and by need. And that's what these reports are doing for us. Now, so this means we grew but not enough yet. It was also asked how close are we to this. So that's about 15% of the students are near the benchmark with strong teaching and reteing cycles. Many could reach this me benchmark by spring. map helps us see early where help is
045needed. Growth is happening but we need faster growth. So understanding our performance what is going well. The big ideal math is helping our students in the midrit band grow. And I want to remind the board in regards of the RIT bands, we had two work sessions on NWA in regards of what and how we're looking at that measurement. I look forward to another work session now that we're deep into this work so we can break it down a little more so. But we did have those two uh work sessions so that we would learn in regards of what a writ band is. It's just another measurement very similar to a ruler and it has inch marks on it. That's very similar to the RIT band. So teachers use the selected big ideal math through which
046was our formal adoption process. They use pacing guides closely uh showing these strong results. Coaching also helps students improve uh student growth. The math growth varies between classrooms showing uneven instructional practices. However, schools using the map class breakdown reports grow faster. And so these strengths show us what to expand across the district. So once we then understand our performances and our barriers to overcome pacing is not consistent from classroom to classroom. Board member Shelton asked how are we how is pacing being monitored? We check pacing through walkthroughs, lesson plans, common formative assessments which we name CFAs and coaching. Reteing is also a challenge. When asked about reteing and how that is done across the district, we do so through whole group where many of the students who missed a skill are taught. We do so
047through small group using only a few students at a time. But most importantly, we look at students with a rich score below 200 so that we know how to target very specifically in regards of what that uh reteing or uh what we call discourse for modeling the reteing. So in regards of deepening these existing strategies, it was asked what tier one should look like. It includes clear learning intentions and success criteria. This requires modeling, pacing, and strong student task. Teachers will use the map learning continuum weekly. We have a monthly ILT or common core um teams that come together and they will look at the instructional priorities every six weeks which in turn will then be used with our PLC groups to use the MAP and our common formative assessments that must be done together.
048That means training the teachers in the exact practices, excuse me, we expect across all classrooms. Here is where I need to reiterate. Nothing I have said is new. This is the work that we have been doing. However, it has not been intentionally aligned. It's happening in some spots, not in others. And when we've pulled 90-day plans, there is a consistency of those that are modeling the work are getting the improvement and the growth we need. This slide I love uh in regards of this is not one. This is all of us doing our part within this system of accountability from the board. you all have um set the goals and you are uh will ensure for me that I do as I should. But as you go through and each person, each department, each aspect
049is aware of what they should be doing and how we measure our time. Time is the commodity that we are continuously striving for. But please note why some schools are getting different results than others. We can pinpoint down to how they're spending their time with the resources that they have been allocated. And so um please note we will continue to look at pacing, clarity, intervention and coaching in order for us to raise the lever in which we need to do so. This slide shows how the map guides our instructional action. You start with the assessment. The ILT or the common core team chooses the priority. The PLC group then will look at students by the skills and plan the future lessons. It was asked how near benchmark students are being supported. These students received targeted
050small groupoup instruction. There could be another arrow with a box that said high dosage tutoring because that is the next tier for support for students who are not on level or they do not have a rich score of 230 or higher. So, our blueprint is listed here in regards of for me as superintended as I continue to monitor the RIT movement and the tier one fidelity. The ILT team will monitor the overall school patterns and our priority groups and how they're progressing. The PLC's will review this data weekly. So when we compare our fall to spring results which will be our most reliable growth because it measures the most learning time that our we have had our students. And so in regards of who takes the CFAs every student in a core class takes CFAs
051to check learning. This is the blueprint and I must reiterate these are the things we have. We must monitor what we expect to change. And so this is the adult behavior. Another question that is asked as we go through this process is in regards of what groups are making it and which one are not. What's most important I want to point out there is positive change happening. What I'm requesting is an accelerated change. Our students need more. It appears that if we keep doing what we're doing, we will fall just short of reaching our goal. We must be intentional in regards of the students we service, how we service, and the next steps for that service. We can do this. Now that we know, we do an activity. You name it, you see it, you
052name it, and you do it. And that's the process that we're doing. Now, please take a a notice of the RIT bands there to the left. And our biggest lever for to change is moving that 55%. Those are students who have scored less than 220. I am only speaking of seventh grade math tonight. We can do this data for every grade, math, reading, and science. But I need to show in regards of tonight's progress monitoring how we are intentionally using the data so that we can show us meeting our target for 8th grade 2030. And that's what this chart shows us. And I please note if we continue just keep doing what we're doing. We will come below our target. We must actually add our tier one clarity. Our that's one of our strategies. Our
053teachers need to know what to teach as well as when students do not what's that intentional intervention find. >> We've been getting that professional development in regards of modeling and discourse. Only two retaching strategies we're going to fold into. When we do those two, we can then expect an increase to the 13.6. But if we roll in and we have the tier one, the intervention as well as the common formative assessment, then we are looking at a 14.5 to uh 15% increase. This will not be easy, but I believe once you put the light on it and everyone understands the target, we will get there. But I need you to see we have this is based off of the strategies that we put in place using our map projection to determine where we will be.
054And I want to um actually I want to even go a little higher than that. But those are the three strategies that we will use. So in regards of what the board should expect in the next monitoring cycle, this also very similar to reading. I'd like to bring back on a abbreviated schedule uh report out how we did in February because we will take the second CFA in January. So we can then see where we are but we are constantly making adjustments as we go along. We do not do major adjustments until after I see a after we've done our uh map assessment that's coming. And I once again um have to thank uh Jere uh who is secondary as well as uh Dr. Cartina McDaniel in regards of they are already plotting out the
055next iteration for the professional development to ensure our staff understands this process. They will as early as depending on uh your vote on today uh regarding our conversation will send out a survey to our math teachers. We need to hear their voice in regards of what our next steps will be that process. I publicly want to thank you all for your due diligence. So with this higher fidelity of CFAs that are aligned with our MAP uh skills and reducing um the number of students in that lower quartile for the RIT I am confident that we will be on the right track. So answering those three fundamental questions, does the reality meet the vision? Is there growth towards the vision? Is there a strategy and a plan sufficient to cause growth towards the vision? Let um
056one of our our students has said and I'm gonna use this as many of the kids say till the wheels fall off. He has asked us to believe in them, teach clearly, help us and be consistent. That is from a student. And so with that, I uh would love to have continued conversation. >> Okay. Thank you. All right. Who wants to start off? >> Well, I I feel like I need to start with a clarifying question because can you bring the presentation back up? Um cuz I feel like we got a presentation on information we have not yet received like this the if you can go back to the slide that's like barriers to progress what's not going well >> what we got on our >> it's just like a lot of new information that
057was not included in our report that we've all done a deep dive on and we asked the technical and tactical questions So, I'm watching this and I'm like, I don't see any of this in our monitoring report. If you can go back to like >> keep going, keep going, back, back. Okay, back, back. Okay, maybe one more. Okay, deepening existing strategies. Like, we have that, >> but we don't have any of this information on our report. We don't I don't see like we have teacher development and retention regarding the um teacher empowerment program. We have using data to inform instruction very very high level and vague. >> Yeah. >> We have strengthen universal map >> but we don't have anything about the learning continuum. Like I I just feel like I almost got a completely
058different presentation tonight and I would have asked different technical and technical questions like I would have asked what is the learning continuum as it relates to lesson planning so that I'd be prepared >> okay >> to then have a strategic conversation. >> So >> am I but but I want to see if I'm off base because if we if everyone else saw this differently but >> no I thought I missed an email. I'm like, I don't know where any of this was. Absolutely. Um, yeah. >> Yeah. So, is that is that >> your spot? No, ma'am. And please note even this afternoon uh looking at there there was that slide change. What I like to do is if you please go ahead and share what because it's for for me it's the words may look
059different but it's the same work. So if whatever your question was please go ahead and and ask. >> Does that help? I mean I'm just now my head is swirling because I I I was prepared. Maybe someone else can go differently, but I I had spent a lot of time on this monitoring report asking the questions, reviewing the technical answers. Y'all got back to me. I had some questions prepared for tonight. Um, but now my head is spinning a little bit because now I've heard like I I didn't even see that you all were using this, you know, the school profile report. Um, you know, there's no mention of PLC's in here or the role of the ILTS in here. So, I'm just I think my head's spinning a little bit if someone else maybe
060wants to kick it off. Um, but I just feel like we have two different monitoring reports. And so, we'll have to decide, I think, and talk about as a board, can we even accept? >> So, maybe someone else can kick it off or >> um I also didn't see Madam Chair, I didn't see um like the RIIT score talk. I didn't see that at all. um in in the emails. And so I Yes. So I also wasn't too sure where where I could find that information. I'm like, man, maybe did I miss an email? I hope not. Um but I do have three questions I would like to ask and they're um they're they're consistent with the original reports that we were sent um the monitoring reports. So it was more about um just goal
061goal two and goal 2C. Okay. I know we did go over briefly on those. Um but the first one is and I think uh quite a few of us asked the same or a similar question about just the consistency or inconsistency fidelity of or universal math instruction. So that question of um I I understand that we are a huge district and we have varying levels of talent coming in. It's kind of a rotating thing and that's what I was able to understand a little bit. Um I mean could you clarify just a little bit of just what what are we going to do about just improving that? Um so the consistency of the math instruction for our students. That's my first question. I have three. >> Okay. Thank you. And um one of the things
062that will be most uh important is teacher clarity. Our teachers are sharing that they're not quite for sure in regards of what needs to be taught. So that's the one. The second then is the common formative uh assessment would be the other thing that we will ensure that it aligns to how the students will be assessed. We are even looking at outside um to have someone a consultant look at our um assessments. they're currently have been generated by teachers and we're grateful for that. Um, however, we need to ensure it is aligning with the work and the pacing guides. And so, in order for us to do that, we will have to uh look at and outside. And so then that third one uh that we will be looking at then is in regards of
063the how to teacher and student engagement that culture in itself. We can do all of these things and if our students don't feel comfortable to be in an environment to ask questions then the learning will not occur. So those are the three things that we will very intentionally measure uh the teacher clarity CFAs and then in regards of the um ability for our students to have discourse and the comfort in the classroom. >> Beautiful. And um I did see I can't remember who asked the question but the difference between a like the chair and the Yes. Uh, so is that the person that's going to be I guess monitoring this or like who's going to be the most accountable for those three things? >> Well, in all honesty, you all have hired me to be
064the one most accountable for those three. But fortunately, we have a very strong team. Uh please note even cabinet members now have uh schools that they are visiting sitting in on PLC's in order to uh have access to someone that they can have the discussion with as well as our department chairs. We have and I I once again I have to share this stuff didn't just start this year didn't start last year. This has been an ongoing process. It just now is to a point where I um need to say thank you all for the opportunity to build this system because as I shared with you these are the different things that are occurring. However, once we get the alignment, then um that cascade of accountability when everyone knows their role will take place then.
065>> Beautiful. I uh I really appreciate that answer, Dr. Pulk, and I I can't wait till those systems are developed. I'm I I'm excited. I'm super excited. Um yes. So, my second big question, um and it's it's one that I asked also. So hopefully yes. So I was asking about um are there any incentives to help uh retain our teachers especially who are performing really well in tier one uh teaching. So I had to do a little bit of a deep dive on uh what is tier one, tier two, tier three uh learning or teaching, sorry, teaching and um I thought that it would be really awesome to see tier three um teaching and that's whenever students are able to teach each other and um I know that that's that's an exciting and hard thing
066to do. Um but I asked this question mostly because I mean it's it's about mastery of the concepts, right? Um but yes and I I mean if you want to briefly summarize what what you answered. >> Yes. And so thank you for um reiterating tier three. Tier three uh for the context of this is a a student who is at least two years behind. And so tier one they're on grade level. And you saw those percents there. Then tier two with a little more intervention they may be a year or so. Tier three for us uh would actually be they need intense uh intervention and so as when it comes to math please note uh then there's an additional time. We do have a new strong read math act that's coming that will now say
067the amount of minutes we must give for each of those tiers. When we pulled the 90-day plans of the schools that are doing well, they have very intense tier three. For instance, our middle schools are using core concept. And so through core concept if a student needs extra help be it enrichment or uh intervention they have that opportunity some of our students need even more than that. what we have discovered um should have known but what we have discovered it's the breakdown on the plans on what should a school do if they have a student in middle school who is at least two years behind and that's the work that the um curriculum uh team the curriculum um assessment and professional learning team will develop with those schools schools. How do you reach those students?
068And I must say, and I'm I'm if we didn't have these checkpoints along the way right now, we would get to the end of year and go, whoa, what happened? But because we are intentionally reporting out then um we it's like let's take a deep dive look at and it is tier three where we will get the biggest bang and those are the students who are scoring less than 200 on that MAP assessment and and that group is large. >> Awesome. Thank you. No, it's it's really exciting to see also the mentorship happening within the district. Um so the incentive uh those selected um to be a part of Oklahoma teacher empowerment program, the OTEP um will receive a significant stipen up to $15,000. So that is incredible. And have the opportunity to serve as
069mentors to other OKCPS teachers. I think that's um incredibly important with an organization as large as ours. And um no, just just great work on that and creating that system. Well, thank you and I must hats off uh to our HR department for that work. Uh please note when it first came out, we were unable to take advantage of because you had to have matching funds. The next year it was not. So, uh and I um am proud of the work that they're doing um with HR, OTAP, and uh utilizing the teachers. Please note those teachers are going through a rigorous process and they must too have student outcomes that are making a difference not only um in regards of their own evaluation but how they are impacting students and um it they that department
070uh gets calls from across the state so often that they have had to create their own email just for OTP. because they have designed a very good uh program and I look forward to the continuation. Side plug, we'll have visitors in on tomorrow. Uh and that would be one that would be uh to let our legislators know that we appreciate them putting those funds up for our teachers because that's where it comes from. Lovely. Um, and my I'm excited for that tomorrow, by the way. And my last question, um, so I did ask kind of is a great little trajectory about aligning our resources to promote foundational numeracy. And I asked just what what that means exactly, and you answered, um, ensuring that people, time, materials, and funds um, are organized. And I would add
071to that, I mean, people, community partners as well. Um so my question is um what what can the board do for you Dr. Pulk so we can ensure that this happens? I appreciate that and please note you are doing it by holding us all accountable to student outcomes. And please note even on today we were so excited to present this information because this is the cusp of the conversation that will make a difference for the student learning. Once the adult behavior changes, you you see nothing there was in regards of the students. This is what we're going to be committed to doing. And so you all are doing it, but please know we have only just begun. There's going to be times where we're going to have to say no and it's going to be
072uncomfortable. For instance, if I have a teacher who is emergency certified and a core concept and my students aren't growing, I may have to say no. And you say as a board, how do I support you knowing that I am going to do my due diligence to ensure that we have the best in front of our students at all times. And so I'm going to ask grace and mercy uh as we go through uh and you all have heard me say this ain't easy but this is the right work and and when you have students and you see these numbers I I believe for the last five years we Oklahoma City public schools has been getting better and Now we that was just by chance. Now it's going to be by design and so um
073when it gets rocky and it will even on the night I'm going to need grace. >> You're a designer pulp. All right. Thank you guys. I >> just had a follow-up question if I if you don't mind. Uh Jessica tapped into something that I had asked and then that you brought up earlier. you know, obviously the the teacher experience is critical because they're the ones that are implementing all of this. And so I asked in my technical question, what do teachers think about the new math curriculum? And the answer I got was strange. It said the curriculum was chosen by the teachers using the state required textbook adoption process. Right. That's not exactly the question I asked, but I heard you say in response to Jessica's um question that teacher clarity in regards to teacher
074clarity, teachers are telling us that they don't know what to teach. So teacher clarity is important. given just my answer to the technical question. You're saying that teachers don't know what they're supposed to teach and yet it's a huge priority. And then I think you mentioned potential survey work. I mean, can you help us to get comfortable with I mean, I just think at the you know, if we're talking about all of this work, it it only any we can't move the needle if our teachers don't feel that they've got the clarity of what they're supposed to do, the resources to do the thing, you know, and and so can you talk about your strategy >> and try to help us get to a point of understanding what your strategy is to get teachers on
075the ground comfortable and clear and to understand where they're going and how they h how this all works for them because they're the key to implementing all of this >> your your spot. Thank you uh Lori and um sorry in regards of the response back if we didn't uh hit it but please note that's the importance of having this conversation when we talk about teacher clarity that in itself um is work that the state department is even asking us to adopt in regards of what is it that students need to know at this grade level. Take that aspect of in for instance in regards of the math numerousy as uh one of the major areas that our teachers need to focus on. What we're finding is that in order for our students to have the
076discourse, the conversations, our teachers have to come to the table with the background knowledge to go deeper. Meaning they cannot be learning it alongside the teach the student that day. Teacher clarity is knowing the standard, knowing the depth of knowledge in regards of what noun is in the standard that tells me what I need to do. And the verb, the verb tells me how deep I need to go. So when we talk about teacher clarity is how does a teacher unpack those standards for the grade level I have in front of me in order for me then to um help a student where they are not where the teacher is. Uh and a lot of that will come through the discourse, the conversations, not to have the answer, but how are we probing our students
077to go deeper? That is the concept of teacher clarity. >> Yes, sir. And I apologize for having my back to you. >> Yes. Uh can you bring up the uh slide uh the demographic slide? >> Uh no, keep keep going. one that Saskin provides ethnic. >> All right. I appreciate it. Um let me um tomorrow we have very important conversation with legislators. Uh some great questions asked here. Uh if someone asked how the community can help, >> I'm asking you what do what do we share with them? What do you share with them? Something substantial that we can tell them how to help. Mhm. Mhm. Thank you um for that and I have wrestled with that also in regards of how can the community help and I expect even on this evening uh for a
078push to go out to families and the community answering that very question. But one of the things this going to sound but I'm gonna ask the community to stop referencing the 50 and if you reference the 50th being 50th in the nation also reference Oklahoma has a plan. I share with many that I'm from Iowa and uh we were told as kids we were number one. We were never number one, but that's what they told us and we believed it. The power of the tongue is real. So if first thing I would ask the community is when they say we're 50, acknowledge it, but say we have a plan. And the plan is to um take each student by name and by need. The other thing I would ask the community is to be patient
079with us as we're learning this process uh that we have to say not yet because for our afterchool programs and things of that nature one of the things we are really deep into John Hadtie's work in regards of effect size if you do this then this will happen and you can uh bank on there are some things you can do, we do that actually puts our students backwards and it comes to vocabulary. So, we have to be mindful of our partners and say, can I have a look at what you're going to be working on with our students so we don't set them back? So the community can then be uh patient and know that we have to be very intentional when we do after school programs with our students because we're finding um even
080when you say carry the one uh it's messing our students uh around. However, the third thing is answer the call. When we call, come. Because we're ready. But it's not it's been teamed too much. We've been taking care of so much where we kind of lost focus on the student. So, those would be the things that what can the community do? Uh, one, I expect something to be pushed out tonight. Even as simplistic for families, when you're making a meal, how do you double it? What does it look like if we cut it in half? Those conversations are priceless. But when it comes to walking along um, OKCPS, I'm going to ask you to ask, where are you in your planning? because I have a 90-day plan. My cabinet has 90-day plans. Teachers have 90-day
081plans. And guess what? They all align to these three goals that you all set. And when we get misaligned because we time is of essence, it sets us back. So be patient with us. Uh but every moment could be a teachable moment. It doesn't have to be in the structure of the buildings. Does that >> you did a great job. But I do I want to kind of just add something and and I'm >> and I'm really gonna I'm trying to push you to give something a little bit more specific >> is that I'm a part of some of the greatest organizations in the world. Alpha Alpha, Masons, Shriners, all those great organizations. Uh I see the Deltas in the audience. I I I I want to tell you that uh if they called >>
082they're not going to talk they're not going to get to talk to you probably, >> but you're you're accessible. I'm not not saying that you're not accessible, but if they called up here say we got a fraternity, I mean our sorority, our fraternity wants to help. >> How do they help? >> And I appreciate that. And please know they have called, we have answered, we've sat at the table with uh but we send those through our communications department because everyone wants to help but everyone may or may not need to be in direct contact with our students. And so we have a process and that process will be to uh get a hold of our communications department if they need. It's all online. you go and you actually put in what it is and they
083have a turnaround window that they're trying to be mindful of getting back to because I'm asking to spread the wealth. Everyone shouldn't be right in one particular spot because it's too much. And so when I have a central spot that I can send our community partners through, it helps as well as I can sit down and say, uh, this is the expectation, uh, of what we're doing and it's working. Um, and so that is how we can go about and ensure one, our students are educated, but two, that they're safe. And I don't want to go back. I want to push and accelerate forward. And we're going to be intentional in regards of who's at the table. Anything else, Mike? >> Jessica, anything? Okay. Any questions, comments? >> I had just a comment, not a
084question. Um, as far as your the teachers and the school personnel that deal with our kids every day. I know there's a scope and sequence. Everybody knows that. There's the pacing guide that everybody has to follow. There's grade level meetings, there's subject level meetings, at least in middle school and high school. And unpacking those standards is essential. um because there are so many standards for each uh subject area, I think that maybe having the students help unpack those standards that are the essential standards, not just all of the 50 standards there are in every um like math or science, whatever, but the essential ones. Maybe have the students help with those. Then also if teachers can get the same lesson plans for each grade level every week, >> I think that is a positive thing
085that might h help from a teacher perspective. Thank you. >> Thank you. And please note um that the curriculum department has done that work and it is um housed now in um a drive that's called the nest nest. Yeah, we we've got the civ tailberg. And so all of that work uh from prek to 12th grade, each lesson plan broken down in regards of what the teacher behavior should be as well as the uh student expectation. It's there. And so now how do we ensure it's being used? That's the next step. So thank you for sharing that uh because it does validate the work that the team has put in. And I'm going to reiterate this has been years in the making. We have these things we're not utilizing. Please note these are the exact
086same strategies I've used in other areas to raise the bar. These are the same strategies we use for elementary to raise the bar. Now, it was once asked in this uh same room, how do you get those same strategies throughout the district? This is it. This is now. And it's going to be it's going to be good. >> Thank you. I have a question before we move on. Um I asked a question in the technical tactical and it was are there certain buildings or student groups that are disproportionately represented in the group that scored proficient? And the answer was yes. Application schools had significant higher rates of proficiency than non-application schools. student groups disproportionately represented in proficiency include Asian, white, multi-racial, non-economically disadvantaged, and gifted and talented student population. So, it's a great answer. I
087bring that up because good when when we were given our report, it was the application schools that you mentioned that um they're exceed, you know, doing well with proficiencies and you drew a line to that teaching was better perhaps in those schools. May not been exactly said that way, but it was really close. But my question is, how many are proficient entering into the fifth grade? Because I really hate to think that it's that big of a teaching difference versus when the kids are coming into middle school. And if we look at that, then it's easy to track that backwards it would feel like to see really where we're needing stronger teaching. >> Very good. Um and that is one of the someone from cabinet has asked that in regards of a cohort and perhaps
088we need to bring principles in by feeder patterns and look at that collectively but that is next level in regards of looking at this data to actually uh trace that down. you're spot on uh in regards of who's receiving the students and did they those that they received did they move? There is a different chart that you can look at diagonally uh that'll kind of give you uh some of that um we can do better. Paula, >> no. I just honestly wanted to ask the question because >> we know that growth is less in our application schools as well that we see bigger growth in our non-application schools. And so that doesn't necessarily mean the strongest teaching is happening in our application schools if you're getting more growth in our non-lication schools. And so I
089I'll reiterate in regards of it's harder to grow when you're at the 50 60 it 80%. It's harder to grow. Uh however, the the bigger gains that you need. It does look like oh my goodness, they're doing but they came so far. Uh the thing that's real important is um off of these reports, please note when asked exactly what are we going to do? We're going to use the resources we have and look at the NWA reports that are given to us and utilize exactly what you're asking. How do we look at that? Take all that rest off. what patterns are we seeing and then um address from there because you're right it there's anomalies there's different things but teacher clarity uh in regards of what we need because even if a student um is
090high do we stretch them that's one of our um guard rails that I I need to ensure all students are being stretched And so, yes, ma'am. Thank you. >> Thank you, Lori. [clears throat] >> Um, I think you mentioned something about February wanting to do I thought we were coming back to talk about the literacy goal in February, but are you also asking us to come back and talk about math? >> Yes, ma'am. We missed that. we're off track. That but so I would like that if please because if not we don't come back again for a year. I would like to be able to show uh what we're doing and because with this being our base year, I think it's real important for us to take advantage of every opportunity to look and see
091what's working, what's not working, and to give me an opportunity to stick with the script. is February just because we have an open month that we're not doing a specific monitoring is is that I'm trying to look at this calendar at the same time. So could we do is it going to be such a change that we couldn't do both of them in the same I guess that's my question. I would like to do both both at the same and the reason I like to do February is because March we will start looking at the budget and so if we're seeing some things where we need to say oh that worked really well this didn't work so well can do can we move the the funds and so that's why I've been very intentional with
092saying February because of the Sydney and I have looked at uh That's our first run at the budget. And so if we're going to be mindful, we we can do it when you all would like, but please note that we will have had that second NWA assessment. We'll have that data to be able to look see and to be able to make sounder decisions, but in preparation for uh the budget. >> So do you see this isn't a business meeting or a special meeting? So it'll just it'll be a little longer or I I'm just asking legitimately. >> Well, if we probably Let me ask if you all may want um from my understanding uh Jereie and Dr. Cartina and Miss Herser are looking at getting the reps from NWA to come and do a
093work session whenever the next work session could be because we want to ensure the board understands the rich scores and when I say we're going to be able to move and get this. So then if you have any questions, so um if you would like to do a a work session, I'd do a work session, but I'll um I I lean to your understanding. >> A work an NWA work session is a whole separate thing in my opinion. But if if I was going to do that, I would wait until after the new board members sit in April because it's doesn't make sense to do it for I mean so I would do that if we're going to do that. I was meaning like if we're going to do four monitoring goals, if you're going
094to go over four of them because we have two tonight and we've been at it for a minute, that's going to be a pretty long business meeting. So that's the only reason I was asking is if we needed to put it into another spot or I mean we can as we get closer to it, they can both get done in February. We just got to figure out how we're going to do it is all I was saying. >> Yeah. And I was trying to get clarity on what you were seeking and then we can kind of come back and figure out what how to handle it >> because it is a lot of information to have to digest and you know with the question asking process and all of that. It it's going to you
095know there's just planning pre-planning that has to happen. Yeah. [snorts] >> Anyone else on this particular goal? All right. Is that it? Well, what >> I mean I I I I know for me I'm going to ask the board and would like everyone to weigh in. I'm going to ask that we table this because I like the monitoring report we received does not ma match the monitoring report that we got verbally um presented and so I don't know which report we're accepting nor I mean my so my we have the option it's comes in the category of continuing the conversation or keeping the conversation going we basically would table it and it would give you time to get us a monitoring report that marries the two so that we understand that you understand >> what
096I mean that's the whole per point of the monitoring report is for us to feel comfortable and understand or feel good that we're all aligned with what is happening related to these goals but I please I would love for other board members to weigh in that's what I'm that's that's where I am right now on I do believe that would be the coaching. I mean I I it would be the coaching to table it but it she did agree you did a great job explaining it to us but it is two different reports. I have to say that >> madam chair I agree. I was a little confused myself. As a matter of fact the board member asked me what report are we looking at and I was I don't have it. >> Mhm. >>
097So same here. Uh, Madam Chair. Yeah. And I and I actually pulled up the SOFG manual because I was like, what? And so I don't know if you guys saw those three questions. Does the reality match the vision? Is there growth towards the vision? Is there a strategy and plan sufficient to cause growth towards the vision? So if the answer to all three is yes, you can accept the monitor monitoring report. Um, and then you can table if the if only one or two of these are yes. And then if the answer is no to all three then not accept vote to not accept. Um but I think with that I mean yeah I think the fact that so the strategy and plan that question for me it's kind of yeah it's different on both
098reports. So following the manual, I would say yes to table it. >> And then so would we just table it until the time we get the married report and then the next meeting it would just come up and we wouldn't necessarily have a big hu wouldn't be a a presentation. It would be more of yes, we got the two the report and somebody would move to accept it. Is that what everybody believes that would look like? >> Yes. I do think we'd have the opportunity to ask questions because obviously there'll be things that um >> could change on it. Yeah. >> But yes, that's what I envision if Please, >> Madam Chair, just a point of order for our rules of order. Instead of table, we use the terminology postpone to a definite date or
099an indefinite date. Just so you know. >> Okay, that's that's fair. Anyone else have any input? Mhm. All >> right. Lori, did you want to make a motion? >> I'm uh make a motion that we postpone the acceptance of this monitoring report um >> till a later date >> till an indefinite amount of time. >> Second. >> Any further? Yes. Yes. >> Why are we doing it to an indefinite amount of time? I just wanted to give the we can absolutely say by March 31st. I was just trying to take into account the holidays and um but yeah, we can absolutely What do you >> I mean we do >> um the the superintendent right here. I don't know. >> Yeah. Do we want to say March 31st in hopes of getting it at January,
100February or March? Then that gives you three meet meeting months. So by the can we what Craig you're telling us what our options are? >> Well I heard March 31st. We do have a work session on March 30th. >> She was just saying by that time. >> Okay. So yeah >> but if we need a date we need a meeting date. Is that our process? >> Mr. Childers I interpret a definite date to be an actual meeting date. Correct sir. Would you agree? I think you're on. >> Okay. All right. Thank you. Uh if it's for a definite time period, then yes, as it's laid out in B5, I think they would have a specific date. But if they want to postpone to an indefinite uh period, I think that's just saying it's sometime in
101the future. But yes, if we're going to do it for a definite time period, then we should have a particular date associated. I appreciate it. >> And the actual verbiage and the policy says the consideration of any question may be postponed to a time fixed. >> Okay. >> Give us our date options. [laughter] >> What what are what and how we do that? Is it has to happen on that date or could Dr. P give it to us sooner? >> Yes. >> By that date is would be my hope. >> I think it would be acceptable to do it by a particular date. Um, it's again this this this isn't something that's set out in law. It's a it's our own policy thing, but as long as it's clear that it's by a particular date,
102I think that would be acceptable. [snorts] >> Okay. >> March 30th. >> Well, that's a work session. So, let's say either say what's the first meeting in April or the last meeting in March. What do we have? >> On a voter. I'm just asking are we saying that it needs to be submitted by or is it need to be brought in front of us by and brought back in I just just for clarity you may want to make sure that that's clear that she has >> it needs to be turned in before then >> correct because we're going to need time to review per our process. Yeah. >> Yes. Which is why I would probably lean toward April because then we can back it up and do our what's our April meeting date? >> April
103the 13th is the business meeting in April. >> I >> and best part of that is Mike Shelton will be off this board. >> Not that's [laughter] that's not intentional but April there. [laughter] U madam chair um yes could we what if we set a time so postpone the when she gives us the result or the report by a certain time and then we will discuss and monitor by that board meeting April 13 is also my birthday Mike [laughter] >> we can do that she h in theory whenever it's ready we have to have the two what we get about a >> three weeks >> two weeks out because of being able to ask the questions and so we do know that. So if we went with April 13th, we'd for sure have it by
104April Fool's Day. No, I'm just kid [laughter] April 1st. >> All right. All right. Perfect. Yeah. Perfect. >> So I revised the motion. It currently reads, "Motion to postpone acceptance on the goal two and interim goal 2C monitoring report to April 13, 2026." >> So move. >> Is there a second? >> Second. If there's no further discussion, we have to we have to vote on this. Correct. Call the vote. >> Yes, ma'am. That is correct. >> Oh. Having received eight I votes and zero nay votes, the motion carries. >> Thank you. That >> Thank you guys. That brings us to consent agenda. Is there any member who desires to pull any item off for discussion only and or to be voted on separately? >> U Madam President. >> Uh yes. Can we do 10.01 01
105for a brief discussion and then voted together. You don't have to pull it out to vote. >> Okay. Anyone else? Okay. Let's start with 10.01 discussion. >> Yes. Um so I I just wanted to point out that um that this um so it is one of the schools in my district is being recognized um to apply to be an ASCA model program. Um, and I wanted I just wanted to point out that this was uh based in on data and how um the counselors are going to be able to help our students. Um, and then and then I I had one question and I sent it which was um how did how did uh the school get recognized to even be able to apply for this program? >> Thank you for asking and if I
106may have uh Dr. Woodard come forward. Good evening, honorable board members. Dr. Pope, uh, board members of Fuentes, the team from Roosevelt has the opportunity to apply for recognition, so they have not been recognized yet. Um it takes a year-long process of data collection um setting goals um using um strategies to implement change. Ironically, this group also chose seventh grade um for their group to impact change. And um so they won't know if they've won until spring, but they um took the opportunity. They were recognized the board um we recognized them for winning the Oscar which is the Oklahoma school accountability uh report award which is based on a similar process and because of their scores on that uh they were recommended to apply for national recognition and so that's what they that's what they've
107done. >> That's wonderful. Thank you so much. Yes I and I found my sentence. I wanted to highlight that this is a datadriven counseling program with the efforts to improve student outcomes. So having that conversation, uh, no, congratulations, Roosevelt, in your application. Um, and I'm super excited to see what this will hold. >> All right. Thank you. >> Thank you. >> Okay. Uh, and there's no other items. I'll make a motion to approve the consent agenda. Second. Yep. >> And call the vote. Having [sighs] [snorts] received eight I votes and zero nay votes. The motion carries. >> Thank you. And there is no new business. Is there a motion to adjurnn? >> So moved. >> Is there a second? >> Second. >> Call the vote. >> All in favor say I. >> I. >> Any
108oppose say nay. Hearing none. The motion carries. The board is adjourned.