001night, this first cold snap of the year, and you still got out, got a chance to wear your sweaters and your coat. So, thank you for being here. I'll turn the meeting over to uh Craig. >> Thank you, Madam Chair. If everyone would please take a minute to silence your cell phone, we would appreciate that. If you need to have an extended conversation with the person next to 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 other than OKCPS. With that, I will call the role. >> Paula Lewis,
002>> present. >> Carol Thompson, >> present. >> Lori Bowman, >> present. >> Jessica Seuentes. Dana Meister, >> present. >> Mike Shelton, >> a key. >> Juan Lacona, >> a key. Meg Melhaney. We have a quorum. And if everyone would please stand for a 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. You may be seated. >> Okay, that brings us to public comments. We do have three. However, before I recognize them, I'll recognize the board clerk to read the disclaimers. >> Thank you, Madam Chair. Public comments are limited to three minutes. When multiple speakers wish
003to address the same topic, they are encouraged to designate a spokesperson. And for those making public comments, please be aware that no person will be allowed to speak regarding the following issues subject to collective bargaining. Comments regarding the performance of individual employees or students. Comments disclosing confidential student or personal 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 personal 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
004may interrupt and terminate any presentation not in accordance with these criteria in the interest of orderly conduct. Board meetings, spontaneous discussion from the floor is not permitted. Finally, please know that board members will not respond to speaker comments during the meeting. Thank you, Madam Chair. >> Thank you, Craig. Okay, that brings us to our public comments. I'll recognize um Pastor Derek Scobby. He'll be speaking on the agenda item 6.01 BCOC committee appointments. I stand here for a couple of reasons. One, um, as it relates to discussion on possible future action to appoint members to serve on the bond citizens oversight committee. Um about 5 years ago, I was asked to serve on this committee by our former um superintendent, Dr. Sean McDaniel. Uh to which I said yes, I would do it. We were in
005a meeting right here somewhere, right over in the middle, and we were talking about how much should we ask the citizens of Oklahoma City for with this bond. So, we were discussing it. Dr. McDaniel in his 6'67 frame uh was one of the few times I saw he was timid. I love him. He'll he'll hear this. And so they were talking about maybe $450 to $500 million. Um so I'm sitting and I'm listening to think how much would $450 to $500 million do? It' do a lot for me, but not so much for the district. So, um, I I I stood up and I said, and Dr. McDaniel, he spoke about this at my wife and our 10th anniversary banquet. He said that I stood up when everybody was at 500 million. And I said,
006well, why don't we just ask for 1 billion? Everybody was like, what? Well, Dr. McDaniel said because of what I I'm nobody but sometime you got a fact that because of what I did then it went from 500 million to $960 million. Now I received an email about July 17th after I was used. I don't know some people may know they may know what that know what that means. It said, "Thank you for everything you've done as members of the Citizens Oversight Committee with the Oklahoma City Public School Board." Blah, blah, blah. A as we we we're excited to move on to the next phase, Nick, you fired. So, because of that, where's my time? Where's my time? I don't see it. How much time do I have? >> 34. >> 3 seconds. Okay. So,
007so because of all of that, I stand here to ask why our superintendent's contract is not put in place, is stalled. And I need everybody to understand that in De Mo, Iowa, that the superintendent was detained because of ICE and basically he's out of there. So, you have a superintendent opening and the superintendent's husband is a retired master sergeant. And if it were me, I'd go home and eat fried chicken with my family there. So, we're in danger of losing our superintendent for her to go home cuz she has no contract in place. God bless you and keep you is my prayer. >> Thank you. Okay. Our next public comment comes from Kathy O' Conor. uh 18.03 sale of 900 North Klein. My name is Kathy O' Conor and I'm representing Ruff Rider Holdings this
008evening. Um we have been working with your staff and legal counsel for several weeks and have provided quite a bit of information to them about our offer to purchase 900 North Klein. I hope that you've all received that information um and have had an opportunity to see it. If you haven't, I have a copy of the appraisal summary and a settlement statement that we'd be glad to share with you tonight. Um I appreciate the opportunity to speak with you this evening. I would encourage you to approve the amendment with the redevelopment authority to move this project forward and to um honor our offer to purchase 900 North Klein. Thank you. Thank you. Our third and final public comment comes from Marva Ellard, also 18.03, sale of 900 North Klein. I sent a little bit of
009a late letter that the president of the Metro Park Neighborhood Association sent to us this morning. And I just wanted to make sure you all had gotten a chance to read it. And I have the letter with me if anybody would like to read it that hasn't had a chance to see it. Would anybody want that letter? Craig can take that letter. Thank you. >> Okay, that concludes our public comments. That brings us on to Dr. Jamie Pulk, superintendent report and superintendent's update. >> Thank you, Chair Lewis. I believe at this time we'll have a video. Good evening, board chair Lewis, board members, families, and friends. This evening, I'd like to take an opportunity to share with you some of our family resources that our executive director of SNS, Shauna Hall, is advocating for, not
010only here at the state level, but also at the national level in order for our students to have nutritious meals. All OCPS students receive free breakfast, lunch, and a snack. Onethird of our students receive SNAP benefits. And we know that if students are hungry, they can't learn. Shauna and her team have included snack carts in our schools where students can share their snacks and their fellow students can also save part of their meals to take home. Many of our schools have afterchool programs available for our students. You can find this information on the family engagement page of our website. Our talent management team gave mock interviews to students at John Marshall Enterprise High School, giving them the tools they will need to interview for a job. While students were out today, our staff members were
011busy with a data dig and professional development. I had the pleasure of attending Clar Looper National Plaza Dedication event where Spencer Elementary's choir sang. It was a beautiful day of celebration. We also want to take a moment and also honor Native American Heritage Month. OKCPS will be celebrating all month long with learning and different cultural events. Last month, Classen SAS High School at Northeast student Grayson Yellowfish read to students at Kaiser Elementary. We also held a district-wide pow-wow. Thank you to Kendra Horn and her team for hosting OKCPS at the wall of fame event. It was a beautiful evening welcoming four more OKCPS alumni into the wall of fame. At last month's principal meeting, we were excited to honor our school leaders with gifts provided by departments and decorations created by students. I want to
012thank all of our OKCPS staff and family members who have served our country. Thank you to the Scissor Tail Studios class here at Northwest Classen for helping me produce this video. Let's go to work. Thank you, Dr. Pulk, for sharing the cool things nutrition is doing to help our kids through some kind of rough times federally. Anyone have any comments, questions? [Music] I think it's exciting to see what the students were able to do with your video and I know we spoke about that Friday night and how much they were helpful to you and and getting a beautiful production that was very nice. >> Thank you. Yes, >> statement. Uh, and you may have the answer, but uh, Oklahoma City Public Schools was able to partner with an organization that was able to get out,
013uh, $120 per student uh, to the entire school district. What was the name of the organization? Can you fill everybody in just because it's appropriate at the moment? >> And I want to share thank you to your leadership for ensuring we uh, got to the table. And this was in regards to uh the habitat and and in regards to food. Um there was a lot of paperwork that needed to take place. But let me share when my team said we can do it and they did it. I want to say thank you for bringing that to our attention. It appears that during the summer that if a family needed resources that as a school district it had to be a flowth through and um apparently we haven't done that in the past but the team
014um with SNS and PR and all of the other acronyms knew the importance of our students eating during the summer. But what happened was it got to continue. So where we thought it was a one-time effort, um it was not. And so that was when the SNAP benefits were available an additional $120 per um family. >> And we uh partnered with Chickasaw Nation and what was the school resource or I don't want to call the wrong name. >> Okay. I don't want to call the wrong name, but organization that assisted us getting some $3 million >> 100 three you're right three million but what's most important is for me to have that information so a little later before we adjourn I will ensure they are acknowledged and thank you for bringing that up because people
015don't have to be nice and they stayed with it even when they received nos not one but knows uh and that we knew the importance of getting um food to our students and Mike Shelton. Thank you. >> Thank you. Anyone else? >> Okay. All right. That brings us to reports and presentations. 4.01. I'll recognize uh board member vice chair Lori Bowman. >> All right. This is a operations committee report. Um at the I forgot to write down the date but it was last week um we had a virtual operations committee um meeting and um a few of the items that we discussed. We reviewed um policy D-12 which is the facilities master planning policy um which is a regular process to evaluate the schools for master planning and we discussed that it was the last
016time this was done was in 2022 in preparation for the last bond program and um likely it's time to start that process again. Um and the committee also got to preview uh the presentation that we'll get an executive session regarding real property. Um and then really the final thing was that we talked about that this operations committee as currently structured will will be sunset. There's a sunset after our um committee diet and that was the last kind of standing operations committee that we'll hold and we'll move into the next process which is that um you know the board and you know um we'll talk to the the district about um things that the committees can address um more specific and time bound and kind of along the lines of the um bond oversight process that
017we just went through um chaired by Carol Thompson and we look forward to this next iteration of our committees. Absolutely. Anybody? Okay. All right. Uh I'll recognize uh senior executive director of secondary schools Verna Martin and senior executive director of support and accountability accountability Shawn Ross for 4.02 which is the presentation on 2023 2024 dropout report and college remediation plans or rates not plans rates. Thank you, >> Chairperson Lewis, honorable board, Dr. Pulk, thank you for the opportunity to speak uh in front of you guys this evening. Uh my name is Dr. Shawn Ross. I am oversee support and accountability and I have the pleasure of introducing Mrs. Verna Martin uh as well. We'd like to talk to you this evening about high school dropout and college remediation report. I'm assuming this clicker works for
018me. Uh today we are going to talk a little bit about um the the first part will be around the data. The second part will be led up by Miss Martin. Um this is uh the school dropout report. um students under the age of 19 who have not graduated high school and who have uh who are not currently uh attending a public or a private school. Uh this is the data that showcases where they are at. Um there is a data lag. This information being shared tonight is again from the 2023 and 2024 school year. Um the delay is due to the states processing, validating and uh verifying the information from the various school districts. I apologize. We should have started with this one. Uh, our vision statement, of course, by providing equitable access to
019a world class education. >> Uh, every Oklahoma Oh, I like it. Every Oklahoma City public school student will graduate ready to fulfill their unique purpose in a healthy, vibrant community. I apologize, guys. That's a laser pointer. Here's our trend data. What this shows uh is is our state average is in the dark blue. Uh OKCPS is in the aqua. One of the things that is not up there, excuse me, is our national dropout stat. Uh for 2324, the nation had a 5.3 percentage dropout. Our state was at 7.9 and OKCPS was right at 9.1. Oklahoma City public school students, one out of every three is considered to be uh high mobility. Um obviously that disrupts our learning uh potential and increases uh our our risk of dropout. Um we also have a large portion nearly
02040% of our students that are categorized as EL uh in addition to having 90% of our students that are economically disadvantaged. Uh these things uh really showcase the uh additional challenges that we face that some other school districts don't. Uh in addition to those things, we also have a high chronic absenteeism rate uh which again increases the likelihood of students falling behind academically uh and increases the p the potential for students to drop out. One thing I would like to attract to you ladies and gentlemen too would be the state average from 23 to 24. Uh the state had an increase of 3.7% from the years 22 23 to the years 23 24. Oklahoma City public schools at the same time had a.7 increase. There are a few key factors that I'd like to bring
021to your attention about that. Uh obviously we have implemented at the district level some some some focus plans uh that include attendance advocates uh incentive based programming as well as a an increase in monitoring um in order to increase our attendance. Um to put that in another way that is resulting in more than 1,200 students attending regularly compared to the prior year. So that is a significant um reduction. I know we are still increasing but that is a serious step toward getting levels set. Uh hats off to the many district uh personnel that have worked on that as well as campuses to really make that a concerted effort. Um we are prioritizing student attendance as a KPI. Um and I know that's going away but attendance is still a key indicator in how students do
022academically as well as the growth uh and other major components that either the state or the suhole district uh uses to determine uh their metrics and how we are doing as a school. Um at the same time this same information shows a 6% decrease in our elementary schools uh and a 2% decrease in chronic absenteeism uh for our middle school and high schools. So these are attached closely to dropout rate and something that we continue to work on. Uh in short um we are aggressive uh in our in in our interventions uh to improve academic attendance. Um we are we are partied up with several community organizers. Uh and we are a school district that holds schools accountable uh in order to uh increase attendance and reduce our dropouts. So, uh, this slide I'll I'll
023just brief over. Um, these are the four components, uh, by which the district or excuse me, the state looks at our our dropout reports. Um, in short, uh, in order for us to have a an accurate count, uh, clear communication and verified documentation is put forth by the district to the state, um, withdrawal records, uh, record requests, enrollment verification, uh, that helps to eliminate, uh, any potential gaps or missing students that would appear on a dropout report. Um, that also directly impacts our graduation rate. So again, this is a point of emphasis for our schools. Uh our campuses are working very hard um in order to make sure that we know where every child goes. Uh and our districts uh cysops and pre uh PR teams are doing the same. So we are un unearthing
024that we can turning over every stone that we can so that when do when we do have students that leave us, we know where they're going uh and we can track that accordingly for the state. All right. Uh the next thing we're going to look at here is college going rates and developmental education rates. These are the two components um that go toward the college um portion of this presentation. Obviously, collegegoing rates are how many high school students in the state of Oklahoma enroll in these state colleges. uh and our developmental education rates are how many of those students require additional coursework to meet the college readiness standard. So in short, how many students that we have that are going to a regional accredited school uh and how many of those are having to take
025remedial courses uh in order to pro um advance in their degree work. So other considerations uh for this program or or this um presentation this evening are as follows. um students that um have a GED or students that were considered dropouts or did not graduate uh in a traditional diploma pathway are not counted in these numbers. Um this also excludes those students that are considered to be open door admission uh or students that were admitted to college or programs that did not uh do not require a diploma. um community colleges for instance or adult uh education tracks both of those types of individuals are excluded in this information. Uh this matters because those excluded groups um have higher need for remediation in their coursework and and frankly it would skew the number. Um, so when
026you have uh students uh that that have earned a GED, um over 80% of those students that attend college are requiring remedial coursework uh to enter school. So remediation um is going to be higher for those and that's why they've been pulled from uh consideration with this meeting uh this information. All right, our trend data. Nationally, uh 25 to 30% of students entering college uh take at least one remedial course. Oklahoma City public schools, as you can see on the bottom uh bottom left, excuse me, is at 19.2. Um that is an uptick from the year before, 2223. However, uh the Oklahoma Board of Regents indicates that the statewide number is also at 19.2. two uh which would indicate uh that we are on pace with the state. Our uptick we believe is along the
027same lines as the reason we've had an increase um in dropouts and an increase in everything postco uh as we continue to get through that. Ladies and gentlemen, that is it for me. I would invite uh Miss Martin at this time >> we get to ask question >> take over. >> Thank you Mr. Ross. Thank you, Dr. Ross, board chair Lewis, members of the board, Superintendent Poke, thank you for the opportunity to highlight the systems that we have put in place to support our students being successful in high school. You may recall that last year we introduced a comprehensive system for dropout prevention to strengthen both support and accountability for site leaders. This year marks our second year of implementation and we continue to refine our focus around the five key components of timely accounting,
028early identification, intervention and recovery, student connectedness, and post-secondary opportunities. These components we believe are essential to preventing dropouts and reducing college remediation rates. Timely accounting refers to a structured process that enables site leaders to quickly reach out to families and collect information on students who are absent during the first weeks of each semester. By gathering this data promptly, schools ensure that student enrollment records are accurate, which is critical for dropout reporting. This process also includes collecting required documentation for students who are homeschooled and following up with receiving schools when a student withdraws and documenting all communication attempts with families. Timely accounting helps schools identify potential attendance or enrollment issues early and this allows for interventions to support student retention and success. Another key component of our dropout prevention system focuses on early identification of students
029who are showing signs of being disengaged or at risk of not graduating. These efforts include ongoing graduation readiness checks which begin in the ninth grade, fall and spring graduation progress updates, and the use of our Oklahoma City Public Schools graduation dashboard to monitor each student's progress towards graduation. Our dashboard will flag students who are in danger or at risk of falling behind and also those who are off track, meaning that without intervention, on-time graduation is unlikely. Intervention and recovery focuses on supporting students who have been identified as off track through graduation readiness checks and counselor consultations. This system will ensure that students at risk of falling behind have multiple pathways to get back on course and successfully complete high school. options include daytime credit recovery, flex night school, alternative education programs, and summer school. These
030options are all designed to provide flexible scheduling and personalized support for our students. Through these interventions, students can recover miscredits, strengthen their academic skills, and stay engaged in their education. This reduces the likelihood of students becoming dropouts and increases their chance of graduating on time. Building connectedness is a central focus for Oklahoma City public schools. Students who feel a strong connection to their school are more likely to stay in school and succeed academically and be prepared for post-secary education without the need for remediation. To foster this sense of belonging, we provide a range of programs and experiences that are designed to engage students socially, emotionally, and academically. These include character strong which is a researchbased social emotional learning curriculum that helps our students build strong character, form healthy relationships and make positive choices. Leadership and
031enrichment opportunities that empower our students to develop skills and self-confidence. Student-led conferences that give our students a voice in their learning, extracurricular activities that promote teamwork and personal growth, and consistent mentoring and supportive relationships with caring adults throughout the school community. By creating these positive and meaningful connections, our students feel valued, supported, and motivated to achieve both in school and beyond. Finally, we have developed a comprehensive system to ensure that all students have access to meaningful post-secary opportunities. These opportunities include advanced placement, international baloric courses, dual or concurrent enrollment, trade and vocational and career technical education programs, JOTC and internships allowing students to explore diverse pathways that are aligned to their interests and career goals. Additionally, future career pathway programming will provide increased post-secondary opportunities for our students through flex programs. To prepare students for
032these opportunities and broaden their exposure, Oklahoma City Public Schools offers a wide range of supportive activities that include gearup sponsored events, military recruiter visits, career fairs, work site tours, guest speakers, mock interviews, among others. Together, these systems and experiences will equip our students with the skills, knowledge, and confidence that they need to succeed after high school, whether in college, career, or technical training, while helping them to also make informed decisions about their post-secary paths. Because our students face challenges in many different areas, we rely on collaborative teamwork and targeted support to help ensure that every student stays on track and graduates prepared for success by providing personalized guidance, academic interventions, social and emotional resources, and opportunities for exploration. We help our students develop the skills, confidence, and resilience they need to pursue their individual passions
033and fulfill their unique purpose in life. >> Okay. >> Thank you. All right. Some great report. Appreciate both of you questions, comments, >> question. >> Yes. First of all, I have a question on a the ACT. I do want to before I start, see, I see Sandy Brown fixture in Oklahoma City Public Schools. The Sandy Brown, she's an ameritus. She's forever here. Uh, specifically about the ACT score being at a 19.2, what data are we using to get to that number? I think >> yeah I mean >> are you referring to um our 19.2% that is around >> that's not ACT number that's not the score that's the >> that is our college readiness that is the percentage of students um that that are having to take a remediation course in college. >> Okay. I
034thought when I saw 19.2 I thought that was ACT scores. No sir. >> Okay. >> Um the 19.2 to is is like I said that's that's the number of students that we have that are going to any any college in the state of Oklahoma that is needing any kind of remediation course work um toward their degree plan >> okay yes did you have something n okay sorry I thought he yes >> thank you um I'd like to share we are scheduled in January to do a deep dive uh where we will have a conversation uh and that's on our monitoring sheet and we nearly uh thought we were going to pause to share this information so that we could have given it to you just as we're going to have the deep conversation regarding fourth
035grade literacy go we're going to do the exact same thing for postsecary and we'll actually use that report and go deeper into opposed to waiting till the end of the year and go how'd we do we'll will actually look at it mid year and see if we need any course adjustment. So, I wanted to share it. >> That's great. Thank you for that. Any Yes, Carol. >> I had a question for you, Dr. Ross. >> Um, the attendance advocate, is that someone who was already located in the building or is this a new person? And do you have a job description for that person? >> There is a job description for that person. Yes ma'am. Uh that is an initiative that uh has been several years in place. Um it is ebbed and flowed. I
036think currently there is somewhere between uh nine and 13 schools that that continue to use an advocate. Um that was instituted mainly coming out of COVID uh in order to help front offices support um things as parent communication uh getting parent needs met, students in the building, so on and so forth. um that really goes back toward our our uh our push to improve uh or or minimize chronic absenteeism at the sites. Uh it was a specific impact point that we felt we could make by having a staff on uh having a staff member on site and in the front office uh that could help support those things. Uh getting needs uh getting getting communication, setting up doctor's appointments, so on and so forth. um not setting up doctor appointments, but getting families in uh
037communication with those supports uh that they may need that are so essential for their students to come into the building. Uh it is still uh an option for our schools to utilize uh their Title One monies uh in in order to help support um and it is one of many ways that we offer uh and can utilize those federal dollars to bring personnel into the building uh to help support our families and our students. >> So this person is there every day? >> Yes, ma'am. >> Okay. Is that the parent advocates or did you have a different the attendance? I got a little bit confused. I thought she asked about attendance. What is that left over? >> Attendance advocate. Yes, ma'am. Our front office, >> but parent advocates are different than that, right? >> Yes,
038ma'am. That's a different distinction. Yes, ma'am. >> Okay. Thank you. Anyone else? >> No. Anything? Okay. All right. Thank you very much. Uh, Dr. Ross, I'll try to get that right next time, sir. And Verna Martin. There you go. Uh, 4.03 3 presentation on the award of the gear up for the metro grant and I am recognizing Claudia Riv Taylor the gear up OKC project co-director for a presentation. So >> good evening uh board members and superintendent Pulk. Um yes I am Kieras Taylor. Um today we're excited to present on our newly awarded Gear Up the Metro grant. And to help me with this presentation today, we have our partners from the University of Oklahoma's K20 Center, our director, uh, Dr. Leslie Williams and Dr. Scott Wilson. A little taller. Good evening. This is um,
039super exciting times and um, in perfect alignment, I think, with that last agenda item. Um, I'm Leslie Williams. I'm the director at the K20 Center at the University of Oklahoma. Like Claudia said, we have some of our leadership team here. We are thrilled that we just received notice from the US Department of Education that our Gear Up the Metro grant for the K20 Center is at the University of Oklahoma has been funded for the next seven years. And Oklahoma City Public Schools is a key partner um in that work. We actually have had um this is our seventh gear up grant at the K20 Center, but our third with Oklahoma City Schools. So, we are finishing up the project that Claudia mentioned and um for our new program, we'll be beginning immediately. So, what is
040Gear Up? Gear Up is a US Department of Education program. It's an acronym of course because we love acronyms in education and it stands for gaining early awareness and readiness for undergraduate programs. And the huge overarching goals align perfectly with your latest report where it's about um giving students opportunities through their secondary school so that they have the opportunity to not drop out to graduate from high school and then to move on into post-secary education. So, that's the overarching um story of what Gear Up is. This specific Gear Up for the Metro Partnership um will serve 11 of the Oklahoma City public schools middle schools um beginning with this year's sixth and seventh graders. It is a cohort model that we're going to talk about on a slide in a bit, but basically serving over
0414,000 students over the next seven years. Uh we found out the day before the first day of October that we were funded. So it begins immediately. So we're in the process of working with district partnership with Verna and her team um on hiring and all of the services that go with that. Um the total investment of this grant is just under 40 million. and um with a onetoone one dollar for-dollar match um right over 80 million um metro actually is Oklahoma City, Putnham City, and Aztec. So, we're super excited that several school districts in this area. We've worked with some of the others in different projects before will come together um as we work with the students over the next seven years. These four goals are the big overarching goals for Gear Up. They've been
042on our current Gear Up programs, on all Gear Up programs going forward with US Department of Education. And as you can see, these align perfectly um with the work and the areas of focus that you all talked about. Um engaging students in learning opportunities, giving them those opportunities, and having the opportunity to also work with the families, which is really, really important. Um the overarching goals as you can see here it's about them understanding the options being prepared and understanding the finance options as we look at those and we look directly as we were writing the grant and as you can see the specific four goals of the Gear Up project align perfectly with the goals and guardrails that I know you all are going to be looking at even deeper today. specifically goal two,
043goal three, guardrail one and guardrail two for middle school level and then guardrail three for IAP and that whole postsecary college and career readiness focus with that. So, what does that mean when we get this grant? Um, the graphic at the bottom I really like and you all actually have this two-pager in your packet because this shows this cohort model, how it's working with these groups of students and following them all the way through middle school, high school, and then into their very first year of post-secary education. So this year's students are sixth and seventh graders and we're talking about those graduating classes of 2031 and 2032. So this is beginning now. It will be something over the next seven years. The bullet box areas at the top show how are we going to meet
044those grant goals and what are those services that we provide. And I won't go through each one of those, but as you just kind of glance at all of the different types of services, some of those were mentioned in what the district has already be doing been doing with post-secary and gear up grant funds for those cohort students will help support that. Um, but additionally, I think what's very different about K20 and our gear up model is it's very systemic and sustainable. So the focus is really about providing those opportunities for students, sharing that information with families, but then we work with the whole school. We work with the leaders, we work with teachers and providing professional development. K20 is known as a professional development and research center across the entire state. And so we
045kind of wrap all of those services around that focus of preparing students for postse secondary education and those opportunities. So you can see all of those types of events listed. Family events and nights, FAFSA nights, Dr. Pulk, I know you got to come to one of those that we had, I think, at the science museum with the current gear up grant with Claudia. Um, all sorts of support with ACT prep. Um, having students have those opportunities where they can take the concurrent courses and be prepared as they're moving on into their secondary. Um, school-based mentoring and tutoring is a piece of that. One of the huge deliverables is that cohort of students, those 4,000ish students. Um, they will be on a campus visit every single year and we will take them all over. Um, we've
046done out of state, we've done big universities, the big R1, OU, and OSU. I'm from OU, but I bleed orange, so we do both. Um, also, yay. Also, um we want them to understand the the community colleges, the regional colleges. Um some of them are looking at um some H.B.CU, not just in Oklahoma, but we did some H.B.CU field trips kind of across the southern part of the country on our Gear Up OKC grant. So, it's really about the students going on campus and seeing themselves there and seeing students that look like them that they can be successful and that they can do this. And so that's a huge piece of the program that we will do every year. Um we've also we're really excited with this grant. We've added some, this is new for
047us, some microcredentiing learning and badges. Um so that sometimes teachers are super busy, sometimes we can't get subs when we're doing professional development. And so here are some learning opportunities where teachers, leaders, um family members can do some of that learning in their own time. They receive a badge. Um once they complete that then they get a stipen that the grant can pay. And so there's some learning that's built in where it's not just face toface. Um we have a brand new that we've just developed the past couple of years app that's called Quest K20 Quest that's on the app store that's free that is information specifically for parents and families on what is this FAFSA and how do I maneuver this? And I've been through school. I've had my kids go through school and
048it's still like now what year am I supposed to be putting in my information for fast food and so forth. So all of these kind of wraparound services are very systemic and sustainable and that's a huge focus of the work. So we again are really really excited. We're actually we have our big conference um next Thursday and so we are going to be forwarding an invitation. Um, President Harris is not available at OU, but Provos Wright will be there and we're going to do a big press release and information. So, you'll be receiving that. We would love for you all to come at the end of our conference and it's just a big kickoff celebration for this new great grant and the amazing partnership we have with Oklahoma City Public Schools. >> Thank you so
049much. That's super excited that we got to be in that cohort and that amount of money is going to come through for what is it 11 or 13 middle schools? I wrote it down. All right. Anyone have questions, comments? I have one little something, Dr. Williams. I want to say thank you, but uh to the board, I would like to also say, did you notice her state in regards of how the agenda was clustered? And please note that was very intentional. Thank you for >> We're going to help you do that. >> Yes, ma'am. And through our SOFG work, uh, we are being very intentional in regards of even where we place things on our agenda so that those who are following along, we're not, we would like it actually to be a smooth transition
050for others to follow us. So, thank you for noticing. >> Absolutely. >> Anyone else? No. Okay. Thank you very much. I appreciate it. Thank you for spending your evening here with us. Okay. 4.04 04 is the presentation on the lease revenue bond report. I'd like to recognize executive director of finance Clint. Welcome. >> Good evening, board chair Lewis, board members, superintendent Dr. Poke. Uh I'm Clint Everheart. I'm the executive director of finance and on behalf of the finance team and in collaboration with our capital projects and bond team um just want to take this opportunity to give you what I hope is going to be and I believe will be a pretty quick presentation but I know all of you are getting a lot of information about the lease revenue bond in various ways and
051what we wanted to do is provide a document that we will be providing for hopefully each board meeting. Um that is kind of a one-page top level review of the lease revenue bond as far as as what the dollars show. So what you have in front of you and up on the screens that is that document that we will be be providing and we may do some touch-ups to just uh cosmetic wise to make it look a little prettier than it is right now. But um what we have at first is what the lease revenue bond was on June 26th, which is the date that the um the bond the lease revenue bond was executed and the money went into the escrow account at UNMB bank. The next section there that you have where there's
052a lot of the amounts with the the uh negative amounts there on that that's the payments that have up until October 15th had gone out for the various transformational and signature projects. So you can see there by one that those are in alphabet alphabetical order and then with a total of how much has been uh requested to UNB bank to actually make payments on for those various projects. The next line there then after those is how much interest has been received and then the last line is on October 15th exactly what is left in the escrow account. So, it's basically uh that top part there is a reconciliation to say what we started with in escrow funds from the lease revenue bond and then at that exact date on October 15th, how much is still
053in there and available to be uh have payments requested out of the final part there at the bottom, those five lines there, the top two numbers will never change. That's within the original lease revenue bond. how much the principal and interest was for for that bond, how much would be required to be paid. The next two lines, we make a payment every April. We've made one so far this last year. So that's the the payment that we made for that time. So that is those numbers will stay the same as well until this coming April when we'll make another payment on that. And so the last uh number there is just kind of giving you the high level how much we still have remaining to be that we uh will owe to pay for that
054lease revenue bond. And so like I said, hopefully we can make it a little prettier going forward, but we want to be able to give you guys uh something that you can have top level high level review and then always if you have questions, you can, you know, just find one of us, email me or anything and we'll get that more detailed information for you. >> Oh, thank you so much. I appreciate that. Thank you for uh bringing back the report that we had asked for after about a year from the time we did that. um got them going. I appreciate it. I did kind of have a just a general question comment. So, as we kind of move forward through this 552.2 million in total principal and interest obligations like and we've only had
055a few one payment as you said like how are we ensuring that okay CPS remains financially stable over the life of that bond because if we're only making payments in April it'll take us a while to get there clearly but like for our future facility needs and maintenance like what does that look like as we move into it? So, with as far as the payments go, those it's all part of the uh 2022 bond authorization as we I think we have that a little bit further down on the agenda tonight. Every time we're doing sales from that, there's portions of that. It's all factored in to make sure that we're making the payments going through that and we're working with the capital projects uh and bond team. We're always trying to make sure that, you
056know, the amounts that we have are available to make sure that we're still m doing the regular maintenance and everything that is also needed beyond these signature projects. >> Okay. Thank you. Does anyone else have any comments, questions? No. Okay. All right. Thank you, Clint. Appreciate you. >> Okay. That brings us to special business. Uh the first one is our second monitoring report. I'll recognize Dr. Dr. Jamie Pulk, superintendent of schools to provide information on this agenda item. >> Thank you, Chair Lewis, board members, uh families, and friends. I I do want to take this opportunity to say thank you for being uh here tonight for those that have come out and as chair Lewis has said on a cold night. So that says something. Please note that this will be a conversation in regards
057of literacy with myself and the board members. We have discovered as many of you that it's best to govern yourself as you go along rather than wait to the end and do an autopsy report and say, "Hey, how did we do?" Please note that um with our new work uh that the board voted on in June for our students outcome focused governance. That's exactly what it is. It's an opportunity for me to have a conversation with the board so then they can say tell me about this. go a little deeper with this because what's most important is when we get to the finances and the board then says, "Dr. Poke, if we could do another $10,000, can you get me another 1%." That's our if then theory. I'll pause here just for a moment because
058this will be a conversation. May I stop and ask, do you all have anything before I go? >> I did have one more thing. I forgot to to say um we had a little bit of shorter turnaround on tactical technical questions this time. We recognize that. Um so board member Bowman is the only one that sent those in. So thank you for sending some in. We all got to see that. Um in the future we'll try to get a few more days in there. But uh Lori has actually been working more with the coaches over the last couple weeks about technical te tactical technical versus strategy. So, she's going to kind of help us get through this from her side of it on it like because we can ask technical tactical and technical questions while
059we're here. If Dr. Pulk feels like they take too that they're not easily answered, what will happen is she will answer those in email and those will be attached to the next agenda item is how that will work out. All right. So, that's it. Thank you. >> You're welcome. So if uh board members you have a notebook in front of you and we tried the team try to be able to have things at your fingertips. One of the first things you'll see is uh the board monitoring the report itself. Please note this is new to us where we have to I team gets this information to the board 10 days before we're here today. And so they then in turn get questions to us and we walk through the questions. Please note that's behind the
060first tab there that report then the prepared questions. Once the board gives us those questions, we then make note of they have three days to return. You all will be able to find these questions after tonight's presentation on our Facebook page and so that we'll be as transparent as possible in regards of the work that's going on. Past there, you'll see a data dashboard. This data dashboard is between June and five years from now as we pace ourselves as we actually come up with the initiatives or strategies that we're going to put in place. This is how we will do. So with that also behind there for the IC interim goal which is third grade. We actually are focused on fourth grade tonight. But I can't talk about fourth grade without talking about third grade
061what we're doing and then second and first. All of this work is to get us to 2030. We're watching fourth grade number for 2030. Those are our kindergarteners sitting in the seat today. And so we are actually tracking the data now so that we can see if a student, a school, a district, if they're off track. All of this is based off of being off track, progressing, or on track. Please note on tonight, literacy is off track. We And the reason it's off track is because we set a goal and we just barely missed it. But we'll go to work and through our conversations on tonight, I will be able to on tomorrow turn to our third and fourth grade teachers because we already have the video going. They have questions that they will be
062answering. This is now we are all rowing in the same direction. But I'm be honest, this is hard work. And the reason it's hard work is because it's a major mind shift. This isn't about students being broken. It's about a system that's not working. And so I want to say I have got to get this right in order for and they hear me say it all the time and they say but I don't say it. It shouldn't make a difference who sits here. It should be we're focused on students and that's what this process forces us to do. We are truly looking at ourselves in regards of what do I need to do differently? And you'll hear a lot of that on today. And so as uh Chair Lewis was talking, we've nearly completed our
063training with SOFG. Um, and part of that training was when they're seated here, what questions do they ask of us? And so, as they said, we're we're trying to get there. And um, because the difference between the technical and the technical question and then if it's a actually a strategic has to nearly be smart, but that S is it is a little different. But we've gone through that training. Now when you turn the page again in your handy dandy notebook, there's a time usage log. The big difference in this work is the accountability piece on myself as well as the board. Please note we are just as vulnerable as possible here so that we can make a difference with our students. And so there is a major sense of urgency to do better and that
064is how it comes in the writing and documenting the time we spend in board meetings and we're talking about kids. We know 50% of the time we have to talk about operations, but honestly, I think when we first started, we were at a goose egg how often we were talking uh about logging. And now that we're kind of thinking more and putting it up first and foremost, we're getting better, but it's small. It's small, guys. Uh so there's uh monitoring, there's three points there. I have some additional things, but let me stop so I can truly honor a conversation and talk about the notebook. But uh we do have questions that garner how we do this. And so I want you all to be able to uh take a look at >> questions. Anyone questions?
065No. Yes. Well, about whatever the notebook. The notebook, I think, is what she's >> Yeah. No, no questions about the notebook. >> No questions about the notebook. So, then our very first uh thing, Chair Lewis, is as we go through our conversation as well as vice uh chair is in regards of the data that you see in regards of our numbers are low. They're moving in the right direction, but we did not hit the mark for third grade. And we were very intentional to test assess our third graders coming right into third grade. So we could almost look at it as a end of year second grade. And then that way we would do our uh catch up. Any response there? >> Board members, just speak up if you have something. Yes, I'm looking through
066too. >> I'm doing my best to keep it conversational. As you look through there, I'd like to talk a little bit and being transparent on what's not working. That's that's a hard place to start, but we have to face our truth and our reality. Um, we have 30 and please note, I'm speaking of elementary. the way we've done our uh goals for literacy fourth grade. We'll then look at elementary. As we look at um secondary, it's math numeracy. We'll look at if a student is algebra ready in Oklahoma. If they don't start out well in math, it they will not be ready for graduation because you must stay on track with math. You need four units of math in order to graduate. So that's why we have the focus then on numerousy in middle school.
067And then the high school you look at that um postsecary we produce graduates and graduates that need to be ready for one of the three E enlistment enrollment or employability and please note no disrespect I'm not talking any job I'm talking a high impactful job in order for our students to contribute to society and so I want to let you know there are some bright spots spots and that's happening. Um but yet some challenges that we're looking at and please note on today we have two groups English language learners that we'll focus on and I'll ask the deas to not go as deep in any conversation in regards of our o group and that's our homeless. we'll take care of that. But this data can get so deep that you'd be able to identify a
068student. So as I see us going that direction, I will just ask if we cannot and I share that offline the very specific strategies because I'm going to tell you many just short of a paycheck of being unhoused. And so I want to put that up first and foremost. um what is working. We've got a couple of different programs in place and we are looking at HMH which is our series for reading. There's a version to it that's called version nine. We bought into it because it has um a technological aspect of meaning in order for a teacher to activate the lesson there's some things the teacher must do. I shared with you we're going to start looking at adult behavior. We'll follow and track if a class is not doing so well. how often
069is the teacher checking the lessons and we might can start there and and um so I wanted to share we have some great things going um but once again our students aren't broken our systems are uh you'll see some things in there in regards of letters that is one vendor we're using for science of reading with the strong readers act the science of reading is one as that you must do. As a district, we choose what to use. I'll be working with the team and those uh schools that are doing well, we'll actually uh capsulate what it is that they're doing and relate it. But then those who are not will do that opposed to 31 looks I'll be looking at 10 schools. the top 10 and the top uh the bottom um top five
070bottom five so that I don't wear not only the capacity of my leadership but also the teachers they need an opportunity to actually dig in. I have to share this past Saturday uh room full and of teachers looking and get doing a revamp of the science of a reading workshop. And so our teachers are in. It's not like they're not working. They're working and working hard. It's my job to ensure they're doing the right work and we measure and help them along the way. Um according I'm going to slow down a little bit. I want to have a conversation. Anything you want to >> Oh, are we going to go goal by goal or how the So, where do you want to >> question? Just go off of the question. Yeah. >> Well, I just
071Yeah. >> So, goal 1C is what we'll focus in on. >> The the question while they're they're gathering is well, are we going to look at goal one or goal 1C? Goal one will look at it measures us to 2030. Goal 1C is our annual target that we'll be able to measure to see how we're doing uh towards that 2030. So on tonight, uh let's take a look at 1C, which is the third graders who actually took this assessment. And then um but mind you, it was early in the year where we were trying to capture second grade learning. >> Well, I'll kick it off. >> Come on. Um well, first of all, thank you for getting back to me on my technical and tactical questions. Um I think that getting those in advance of
072tonight helped me be able to think through the the strategic questions that I have. So the getting those technical and tactical questions answered in advance. Um let me kind of take a bit of a higher level look I think at the um monitoring follow-ups about letters. If if the letters professional development training is reinforces that science of reading that we're has been proven and and per the technical answers you know that's being proven to be the best option right now or the best research that we have. Um, so why is letters so limited right now? And and this would be why is letters uh is it trained um certified um why is letters training so limited? I believe you said that less than 10% of our current teachers, instructional that included teachers, principles and instructional
073coaches have completed letters training. So can you talk about why that is so limited? Yes. And once again, thank you for sending the questions in because please know that's when you bring your team in and we literally go to work and look at one of the things and I'm going to say it again in regards of the science of reading is law. How you go about teaching the reading is a vendor and letters is a vendor. Unfortunately, it's a two-year process and so a whole full year. And even on the data that we have now, our first look at the baseline data, the schools that are doing uh a little better, it appears that they've gone through the two-year cycle. Our question then is, do we have two years to have an effective teacher in
074front of our students? Another thing we noticed, um, and I look forward to bringing this back, um, is it's a pretty good recruitment for another district. If they say, "Do you have letters training? We've paid for it. We've done the two years." And they go to another district, we have to figure out a way to stop that gap because we're doing the two-year investment and then they leave. So now I need another two years to get a quality teacher in front of uh the our students. Our question to ourselves as we are looking at the high dosage tutoring it's a different model and it's called the 95% which is 95% of the time you need to actually probably do the letters training. Are we getting the same results? And we are going to run a
075control group and this treatment group alongside each other in order for us to be able to determine just keep doing the two years or do it in six months and see what results we can get. Uh please note um even uh Saturday when I was here with the teachers and they were doing their refresher for the science of reading. The teacher said you know this is my third time through and I think I have it. I think I got it. And I shared with her that's very similar to our students. Very few people get it the first go round. You need to keep repeating, repeating, repeating. But, uh, Vice Chair Bowman, the thing is our turnover once we get them trained up in two years and okay, let's see how you're doing. It appears that's
076the group of teachers that um are being recruited out. We're going to go deeper with that, but that's a first glance. We do know the scores that are higher in your data are correlates to two years. We got to go deeper on that. That's a surface level. But if I have a little more time to look at, I think we can go and at least have uh a strategy in regards of how we'll approach it. >> Okay. So what I think so what I heard one of the limitations in why letters is not being implemented more broadly is that you're afraid that teachers are going to leave once they're letters trained or I'm trying to understand like what's kind of holding us back from implementing a strategy that's like >> intensely implementing letters training I
077mean, >> I appreciate that. I'm going to hold on a minute. Please note I am an elementary teacher. Dana, Miss Chair, uh, board, I apologize, Dana. Uh, will you share what your thoughts are because I see your head going back and forth and I'm trying my best to do a conversation. >> No, you didn't say that we're that it's difficult that we're afraid to do this. We are doing it. And the result of our doing such a great job is these teachers are being recruited by other school systems. Not that we're afraid, we're going forward with it. >> Yeah. So it that's that's it in a in a nutshell. >> So if we hadn't lost teachers to this, how much how much percentage of our workforce would be trained in letters right now? >> I'm
078not for sure yet. >> I'm just cur Yeah, I'm just curious. >> I'm not sure yet. Hadn't gone that deep, but I can. And uh please note how my team is writing. Uh that's exactly what I would want to uh go deeper in with that conversation. >> Well, and I think the coaches would probably say that is a technical question. So that's one that can be noted and included on the next agenda in the Q&A document. >> Very good. >> So >> yes. Yes. Um I did just want to also emphasize um with the you on the questions that we have that was submitted by board member Bowman. Um so this letters training it's a 180 hour highle course on the science of reading and so there's limited space for this training that the state
079provides like is it 400 teachers around there >> across the Yes. And that's not 400 for us. That's >> So there's 400 spaces every year by the state um for teachers to come in and and do this 180 hour course that's not paid. Correct. >> So they have to do it on their own time. >> And um so yes, so teachers who want to get letters trained by the state will have to do this extra course and apply. There's limited space and we're all competing for these teachers to have this training. Um, so it's not just OKCPS, it's other districts across the state. There's only 400 positions available. Um, I know this because I I learned a little bit about letters and the science of reading um, a while ago. And so I know that
080that would also contribute to us not having as many teachers trained because there is literally limited spaces um, as far as spreading it. I I love the fact that we are doing it in the district and um, and Dr. Pulk uh I saw you reading a book about the science of reading and um and letters is just the name of the vendor like you said earlier. Uh so I appreciate the fact that you were leading and also undergoing and trying to understand the science of reading the current science of reading um so we can implement it uh districtwide >> and please note I have gone through the training uh because I think it's important that if I'm asking others I need to see what it looks like. uh and for myself I learn to read
081by sight not phmically and so I have to think about our teachers who are in that same boat so it's not that we won't get it just takes a little more time to get it and so you got to get in the pool to fill the water so thank you but >> but I think Jessica raises a really good point. Thank you. That are and this can be a if you can't answer today, this can be a a question that gets we get back. But if there are limited spots, is the district if this is a strategy that we that you all have identified as being of value in helping to move the needle for kids? And the reality is there are limited spots for our teachers because 400 statewide. That feels very >> limited.
082>> Yes, ma'am. >> What is OKCPS doing or is there an ability to get our teachers trained on this beyond above and beyond what the state offers? Like is this a district initiative that can fill that gap? We're trying to determine that now in regards of is this the thing uh please note we do have other things that we're doing also but for this training aspect it's letters that we have highlighted because we are seeing movement with and perhaps it would be what we call a MTSS model where everyone does not need or get But we would actually be very strategic or intentional on who would get the training. And as our coaches say, sometimes we may have to train a teacher and put them or ask them to be in a school that they
083may not have chosen to be at. And the reason I'm putting it out there is because as a board, you may have to incentivize that. I don't want that to be like, "Oh, wait a minute. I I'm sharing with you. I'm doing this now so when we get to the budget, I can be able to say this is where we need to at least get a return of our instruction and this is what I if we do this then this will happen and but right now I will be making a blind decision on that which is unfair to kids and families as well as yourselves. And so as we get that laser focus in regards of how we are um actually being good stewards of the finances, that's the most important thing in regards of
084our SOFG work. I wouldn't have had this conversation tonight. Wouldn't have happened. We would have just kept trucking along. But right now, we have these goals spelled out for the next five years. And when I spoken uh with the clergy, I asked them, I told them, "Tonight's the night that we're going to be talking about literacy. Guess what we're going to be talking about next month? Numeracy." And it it just that's why I knew for um the graduates and all of that data that's in January. You in order for you all to make these decisions, I need to give you the tools to do so. they have it. And like I said, it's a cascade of decision making and we talk about starting here at the boardroom so it'll end in the classroom and we
085are very specific in regards of each meeting on what is transpiring. So student outcomes will change and that's the work. Okay. So, I think based on what I I just heard you say, I just want to try to understand as we're learning how to do this. >> Um, so I think what I heard you say is letters might not be the thing. >> It may not. that where the district is right now in its processes is you all have not quite potentially not yet identified what the thing is that the assessment of the strategies is not yet basically complete or in order to know what strategies that we're activating ing or I I don't know maybe that maybe letters is a tactic to the strategy of this you know um let's just say strengthening early
086reading foundations. It might be a component of the strategy but may or may not make the list in terms of the tactic to um advance or >> to make that decision. And so please note that for the adult behavior we have right now a couple of things that we have already identified that we're going to be monitoring. So it's not like oh just do this that uh the um curriculum simple team will be looking at the percent of teachers demonstrating explicit instruction or explicit lessons. And remember I shared with you those lesson plans in order for you to know what to do that day. you click on a button and it opens up and it goes through and explains to the teacher. Well, one of our first indicators, if they hadn't gone on there to
087look at it, it's going to be pretty hard to teach it. And so, I want you to know that's one aspect. After this discussion tonight, they'll nail down what it is that they're going to actually be looking at. Another already in place is the number of actionable feedback cycles for teachers. Our instructional coaches have worked with principles. Principles are now in classrooms more than ever, not just twice a year for their eval. It's a cycle that goes along with their PLC's talking about the actual glows and grows that they're noticing in regards of the reading classes themselves. So that's a second indicator, the number of actionable feedback from the principal or the instructional coach to the teacher. And it must be done within 48 hours. You can't go back in two weeks and say this
088is how you do it. Either you do it, pull them in the hall and say I need to go back and do this. There's even right now we're using um the the walkietalkies. So as the teacher is teaching, they can hear in their ear to make on the spot correction. So, as you get those feedbacks, which are all electronic, I can see from my office who's getting the feedback, who's not. Um, as well as the completion versus the enrollment rates for letters by the site and role. Just because you enrolled don't mean you completed. And so I need to know the difference between this is the conversations we're having with the Simple team. And I've got to say h a special thank you to Dr. Gartina McDaniel as well as her supervisor Alicia Sfield as
089chief academic officer. This is the work. I I just I'm just blessed to be right here to to share it. But because of the cadence of conversation, I'm able to do so. Uh we do one-on- ons. Uh I make sure I'm out and about. And please note on today, I get on the elevator. We had three floors, so it's a long flight. Three floors today. uh and the one of the uh instructional coaches has this sheet in her hand. And I said, "Hey, what's what's tell me about that sheet?" And before I got to the third floor, her elevator pitch was this is the work we're going to do in department on today. Dr. Poke, if you have a moment, stop by. I got off the elevator and I was like because that's it. It
090I mean we weren't talking about what you did this weekend. We were It was about the work. And so I I am I'm very very elated. I'm I'm also a little this is this is the work and and as we get there please note tomorrow we turn and burn and go straight to numerousy and get ready for the report for December even as we keep these other things going and so uh please note those things uh that we're going to look at because of the work the team has on. Don't create anything new. Show me what you're already using and let's see. And there may be some adjustments as we go along. >> Yes. Anyone else any thoughts? No. >> Just Yes. >> Real should be a simple question. Uh just curious on uh schools
091that may not be covered right now. Is it are do we have somebody certified in every elementary school? >> We do not have someone certified in letters training in every elementary school. But that means that there's a different program. And what we're doing now is to get laser focused to find the main thing, the one thing. And right now we're looking to and see if it's letters. But even starting out it already has some barriers and the first one is the amount of time that it takes to complete. There is instruction uh in regards of the curriculum. This is the extra layer that goes on to the reading block of time. >> How did we prioritize what schools got what >> before? Now we did not. It was a principal said this is what I
092want to do and we said okay and so we have not been this is causing us to truly ask the question in regards of what do you expect to get from this we're even doing the the work um John Hadtie's research in regards of 04 is one year's worth of growth my team says we don't get out of had for at least must be a six. I need a year and then some. Uh please note we've even discovered some things that we're doing that's counter to and which is why some aspects our schools are not growing but going backwards. Reading must be taught. And if you have two or three different schools of thoughts, it actually crosses the wires and your brain freezes. And that's where everyone think they have good intentions, you actually may
093be hindering. For instance, I'm asking our afterchool programs to please align with our curriculum um so that our students are not hearing different vocabulary uh or different methods of reading as they go along. So until this process, it was a get in to fit in. But now we want to be very intentional on the seat that you're sitting in. uh just making sure that uh how we're supporting those students with dyslexia during this not that they don't get lost or confused. Uh you want to speak to that >> 100% and please note we have screeners for that and I would be happy if we have an opportunity to bring this back to you for an off cycle monitoring. I would love to bring you that information in regards of what are we doing for our
094students with dyslexia. >> Madam Chair. >> Yes. Um I have another comment too that could also kind of clarify for some of my colleagues. Um so the letters vendor is based off of the science of reading which is not a specific um method. It's what is the latest research on how to teach somebody how to read? And um based off of that, the latest research um what they say is and and I saw that that there are a lot of if and then statements in your in your booklet, which is really nice. By the way, great job on putting this together, whoever did that incredible work. Um I think it's very clear. But um 95% of all students who learn from the science of reading should be able to know how to read after receiving
095the instruction. But that's if they receive the quality instruction. So in in the booklet I saw a lot of if then statements Dr. pulk. Um, so if the students were to receive the science of reading curriculum, 95% of it, 95% of all students, regardless of social economic status, regardless if they have dyslexia, board member Mike Shelton, um, regardless of the backgrounds, they should be able to read. But again, it's it's how do we how do we get all of that across the district when the resources are limited? That wasn't that wasn't a question but for rhetorical. >> Thank you. Anyone else? Anything else on that one? >> Anybody? >> I I just one thing that um that in both monitoring reports that there is a bullet when it in the in the section that says
096barriers to progress. What's not going well? >> I did notice that teacher recruitment and retention, you've mentioned it. it's in the report as being a barrier to progress. And I I was curious why isn't their explicit um mention of teacher recruitment and retention in the strategy section? Like I I'm trying to find like a link from the barriers that you all have identified to the strategies that you are currently that you're currently in and planning to activate. And I'm curious why I can't I don't see any kind of connection I guess or so how are you all looking at that or why >> one of the main reasons why is our work with the University of Virginia please note that is the catalyst for myself in regards of how to transform a a district uh
097and there's a document called the DTCR the district conditions transformational rubric under uh Brad Herszer, the HR department will be walking alongside our next cohort group and they will go through and identify the aspirational tenant of not only what it a good teacher looks like, but how do you train and you rece the the people that you do have and I would love I'd like to share that when I first came that was the group um MLK and parks and the second cohort we took through was our um principal leadership team in regards of how do you help leadership and others. This cohort is actually um looking and helping the leadership capacity of the educators in the Spencer area. That's a hard area to recruit for because of the location. And so we are doing
098a major wraparound service for the Spencer area. Many may or may not know under the guise of Miss Presley um that um she is the principal supervisor for Spencer. That's new. Before they would have had four different principal supervisors. Now they have one because it's the same families in the preK and the elementary. uh as well as a big shout out to the PTA who has decided to be one opposed to four different entities which is causing us to not force a community to be in a urban district allow them to be themselves but still in yet going through this process. what is the OKCPS way when we talk about talent management and what we're recruiting for. And so they have a upcoming um event where they'll be going to Indianapolis. We've done training with
099them. Uh just even uh year before last uh two of the cabinet members went there to present in regards to their cabinet on how we actually create that leadership um for us to replicate out. And so that's the intent. You're right. We don't have but we're building now. >> Thank you. All right. Anyone else? Yes, Carol. After reading about um let's just say letters is what we decide is the best way for our students to learn. Um and it takes two years to complete this course. had and and I know your team probably has thought of this, but I just wanted to bring it up. Could we go to the state department and ask them, could you train just our teachers? >> I mean, I know that sounds like >> Yeah. >> a a a
100large feat. >> Yeah. >> But it could possibly happen if we ask. >> It could. And I do I would be remiss if I did not acknowledge Tanya Layman if you'll raise your hand. She uh has been doing this work for quite a while and and on uh here recently I had to share you know for leaders sometimes you have to follow and sometimes you you lead and I'm going to actually follow her lead. She is a certified trainer. So as you said, how could we get with the state department and do something different? That's exactly we'll see how we can tap into that with this latest high dosage tutoring. Uh she has a component where she's doing some offline uh training with teachers that they can uh go back and do. I have just
101gotta reiterate how exciting it is to have this conversation now in November opposed to well, how'd we do on the test? Not so well. That's not what it's about. It's in regards of building the capacity not only in students but in our educators so they have what we call this teacher efficacy. I believe my kids can because I'm going to ensure they have it. That's a whole different mindset than these kids can't read. No, what are you going to do differently? And so for Dr. Poke, I am going to be held accountable, guys. This is hard to sit here and go, "Oh boy, yeah." But I want to in order for us to see how to do better. I I have a superintendent council and and I share with them that's when you learn and
102grow the most is when it's uncomfortable. That's it. Being in the gym and you feel that you walk out, there's a change coming. And so I I just ask for grace as we go through uh and we'll we'll we will make a difference. I've done this in a classroom. I've done it for a district. I've done it for the elementary side of this district. So, please note um the biggest difference in all other components is the board is walking alongside as we do it. Then I can turn and say this works and I bring you a policy so it's locked in. Uh Jessica, board member, you have always said, how do we ensure this stays? And that's how even if it doesn't stay, you got to stop a minute and think about it because you'll
103be changing a policy. And so if we determine what works for Oklahoma City public schools, it would be before you all to deem that a policy. >> Okay. Thank you very much. >> Yes, ma'am. >> All right. So, we finished on discussions on that. >> I think we accept the report. >> Yes. I was say So, you want to tell the next steps? >> Um, and I think that we do both since they're both We've talked about both. It's not like we >> Yeah. You're not So, we're done with the both reports, right? Okay. >> Unless anyone has another >> Do you >> I do I do um if that's all right. >> Yes, absolutely. >> Um Yes. So I I know you explained a little bit in the report about the cut score changing.
104>> Can you just enlighten us about that? >> Yeah. >> Um so you'll notice on your report when we first got our preliminary well it's all been preliminary and they still aren't locked in yet. Uh and so we were at one number. the number went uh from and you can put it up if you will please so that they have uh it's one in uh goal one and so we had to do some adjustments in regards of thought we were at 25 um and it looks like that number was significantly lower the why this is important and while I'll ask for an off cycle monitoring to come back in February as because the trajectory line is different and so if you start with a lower number, your end number is lower. However, let us don't
105don't change here because it could change again. It's still preliminary, but I will tell you it's going to change and I'd like to do all of that in February if you can. cut scores is just where they determine proficiency is in regards of how many questions correct a student needs to receive. Uh please note at one particular time uh basic was proficient. So it went from unsatisfactory then you went to basic then it was proficient. Well, just even playing with those causes confusion. One district uses basic and above, another district use proficiency and above. We I look forward to the stabilization of these numbers. Until then, we will continue to look at each individual child and build a plan accordingly. And that's that's the only way I've ever done education in the first place, putting
106the numbers together because what's important to know that's third and that's fourth grade all students in one. Um and so we'll take care of students. >> Yep. >> Well, I've already shared this with Dr. Pulk and and the leadership, but I I mean I mean my preference, which we can talk about in April, but that the board needs to mle over is that that we tried to limit the number of times we present this data with two lines because again, this is information that >> that we're trying to digest, but also the public is looking at. And I I I think to me what we're going to be faced with is if the cut scores continue to be kind of messed with because, you know, the the real the question is, you know, to get
107to proficient, how many questions does the student have to answer correct to score proficient? And that is the the the let's say the target that keeps changing. It's a moving target. And so either we can just always go back to the proportional goal is really where we are right now. The solid line goal represents a goal that is no longer relevant because it it went away with the cut score change and everything. So, I think we're going to either as a group decide we're okay with having that change and that we put an asterisk periodically in our data that says that, you know, between August 24 or August 23 and August 24 this change and this is what happened. Um, so it's just I mean it's a bigger conversation for February, but I also think
108that the quicker we can get to a agreement of like not having multiple lines so that it's already so complicated that you know just for us to be able to have this conversation is it's important to try to have data that's digestible from the to the public and to people who aren't in the in the weeds with you every day all day. And so I do think that we could hopefully between now and and February or the next time we talk about this have an agreement. And ultimately because I asked the coaches about this as well, um ultimately some districts have to abandon the measure and ask the district come up with a new measure. Like basically OSTP is not dependable enough for us to give us a five-year target to shoot for. come up
109with a different way to measure literacy. And so that those are the things that the coaches said, you know, that districts kind of have to grapple with as these sorts of things happen. But I just think it's the the best way forward is if the the most digestible we can get it, the better. >> So if I may also share, um, interim guard rail 4C will do that for us also. We will have Oklahoma City Public Schools comprehensive uh report uh based off of what they goes in the vision of the community. They're working on that. We will actually present that uh end of year this year so that we're not dependent on an outside source. We can use that to triangulate, but who knows their home better than themselves? And we are designing that
110now based off of uh 4C. >> Excellent. Thank you. Thank you. Thank you guys. Okay. Anyone else? All right. No, I love you. >> Just just going uh just a little step further, creating our own way of measuring ourselves. >> Uh I just always I'm just going to say this out loud because I get cautious about measuring ourselves against ourselves because we're not our students are not competing against ourselves. They're competing against not only the state but the nation. And so I we have to be very cautious in creating some numbers that look good to us and we pat ourselves on the back but they're not competitive with anybody else >> 100%. And please note one of those um metrics is in regards of having a teacher in front of the student that has the
111same lived experience. That'll be a measurement that we will get our eye on. Uh so as we get better, we'll have trend lines. That was one of the things uh we were looking at and perhaps technology. How are we measuring those things in comparison too? Now that we'll have a format on how we look at this data and that cadence going through um we will start looking at adult behavior and measuring adults and then look and see how that impacts students. uh because they're they're coming uh the best that they can, but it's us that we need to change. And I don't want to just change for change sake. I want to change for the right sake. And so, thank you. Okay. All right. Thank not seeing anyone else. All right. So, now this is
112an action item. though it's if somebody wants to make a motion to accept the report the monitoring report we need that motion or to not accept the monitoring report. So >> motion to accept the monitoring report. >> Great. Is is there a second? >> Second. Okay. Is there any further discussion? Call for the vote. Having received eight I votes and zero nay votes, the motion carries. >> Thank you. That brings us to 5.02. I'd like to recognize our general counsel, Tony Childers, and its discussion and possible action regarding the Oklahoma City Public Schools 2627 virtual instruction plan. >> Yes. Thank you, Chair Lewis. Uh members of the board, this is just very brief. Uh under Oklahoma law, uh pursuant to a legislative change that we uh got from the legislature this last year, there are
113specific requirements put in place for school districts to be able to use a virtual instruction day uh to count towards their minimum days uh of instruction. In order to use those virtual days, a couple things have to be in place. One, it has to be a declared emergency by the governor. Uh two, there has to be a plan in place that's approved by the board. And then three, the board approves that use of virtual day. Uh so this is the virtual plan that we have put together that'll be submitted to the state department of education for their review in January. Um if if it is turned back, we then have the opportunity also to update it and get it back to them. Uh this is only two virtual days under the law that we're allowed
114to use. Uh two virtual days or up to 12 hours if you use the hour calculation, which we do at Oklahoma City Public Schools. Uh so this is just for your review. uh then approval and once approved we'll be able to submit this to the state department of education uh for their review and approval as well. >> Thank you. Um I noticed in here it has the plan on the dates of when we would review it by and then it would be submitted by the 1st of November which clearly we've missed the first and so there we I'm assuming we've submitted to the state to say hey it's coming. >> That's correct. We've had conversations with the accreditation office. Also, SDE did communicate with schools uh that they were being giving some leeway because of
115the quick turnaround of the change in legislation. >> Okay. Thank you. Any I'll make a motion to approve the Oklahoma City Public Schools 202627 virtual instruction plan. Is there a second? >> Second. >> Is there any further discussion? You >> call a vote. having received eight I votes and zero nay votes. The motion carries. >> Thank you. Okay. The next two are um we'll have Craig read a resolution for 5.03. Um, we have Nate Ellis with Public Finance Law Group and Chris Scandler with BK Financial Securities available if we have any questions for 503 or 504, but they are separate. So, Craig, you want to read the resolution for us? The short title. >> Thank you, Madam Chair. A resolution fixing the amount of combined purpose general obligation bonds series 2026A to mature each year.
116Fixing the time and place the bonds are to be sold. Designating a registar paying agent for the bonds. Approving the preliminary official statement and distribution thereof. Authorizing the clerk to give notice of said sale as required by law and approving other matters related to the issuance of said bonds. Okay. Is there a motion to adopt the resolution? >> So moved. >> Is there a second? >> Second. >> Any discussion? Okay. Call the vote. >> Just to confirm, the motion was by Vice Chair Bowman and the second was by Mr. Lacona. Thank you so much. Having received eight I votes and zero nay votes, the motion carries. >> Thank you. 5.04 is consider holding a discussion and taking possible action to adopt a resolution regarding general obligation building bonds. So, I'll recognize Craig to read the
117short title for that resolution as well. >> Thank you, Madam Chair. A resolution fixing the amount of general obligation building bonds taxable series 2026B to mature each year. Fixing the time and place the bonds are to be sold. Designating a registar paying agent for the bonds. Approving the preliminary official statement and distribution thereof. Authorizing the clerk to give notice of said sale as required by law. And approving other matters related to the issuance of said bonds. >> Is there a motion to adopt that resolution? >> That was Carol Thompson. Is there a second? >> Second. Uh Dana I believe got that one. Is there any discussion? Okay. Call a vote. Having received eight I votes and zero nay votes. The motion carries. >> Right. Thank you. Okay, that brings us to the information agenda. Anything
118on this agenda, which is 6.01, 6.02, and 6.03 are for future action. There is no action tonight. This is just information. The first is discussion of possible future action to appoint members to serve on the bond citizens oversight committee. And I'll recognize Carol Thompson who is the committee chair for the to review the applications and make the recommendations. Well, I didn't know I was going to have to speak. Thought I spoke at the last meeting. Um, we reviewed all the applicants. Uh, they were scored. The top nine were selected. And from that top nine, we had several that were in one district. So we had to go back in and and and look at them again. So we tried to make sure that every district had representation and after that the names went to the
119super I'm sorry I'm losing my voice. the superintendent and the board chair to determine who would be the chairman and that is per policy is how that pro process worked out and who was on that committee is Carol Thompson, Jessica Fuentes, Meg Mhaney and Juan Lacona and so the list you guys have it has their applications it has their names this will be out there for the next month for anybody to weigh in on to do what they need before it is an action item next month. Um there's no action, this is just discussion. So yes, Mike, >> thank you so much. Uh I did look over the the information uh when I received the information uh from I can't remember who sent it out. It had the different districts that the people were identified
120as representing. I take that word representing very seriously. Uh representing district five was um Denise Figureroa Irizari that lives in uh Western Heights School District. She apparently works in district 5. uh represents she has no connection with district 5 and and and she was appointed as chair. Not this there's no action yet, but she's been recommended for chair. >> Uh which will leave this committee with nobody representing northeast Oklahoma City District 5. Nobody uh being on this committee from District 5. And so I'm trying to figure out maybe how the oversight may have happened >> and uh because I talked to Miss Figureroa Irizari and she is a wonderful very talented person. She's lived in Oklahoma City for 5 years. She was recruited uh she was recruited from from another from Puerto Rico. She was
121recruited uh to come over here and work for the agency, state agency she does work for, but her only connection is living in I mean working at uh the organization she does. I won't say it. Uh which is questionable. I don't think it's district five. It but it's on it may be on the borderline. But I'm asking the board to consider going back and making consideration for district 5 to be represented. Uh this was a concern uh when we got to make the recommendation when we got to change this policy. I did make that recommendation that whoever is appointed to this board uh uh this this citizens oversight committee that they need to have they need to have some interest. A person of from Western Heights of course doesn't vote on Oklahoma City school bonds.
122It might be an Oklahoma City school district, but they don't have Oklahoma City. I I'm curious of are there others on this committee that are not voters, not in Oklahoma City public school district because representation is key represent Pope I mean super representative Pope Superintendent Pope just talked about putting people in school districts that have lived experiences. You can't have a lived experience representing Northeast Oklahoma City, >> living in Western Heights School District. So, I'm asking how can we >> Well, I can I can tell you what happened. when we made the uh when we gave the numbers to each resume, we did not have the district on there. Okay. So, we made that decision on the rubric only by that person's resume. Okay. And like I said, when we got down to the nine
123people, we saw that there were more people from one district than we did from another. For instance, um district district 7 didn't have anyone. So, what could we do? We couldn't reach into the sky and pull someone down because they had not sent in a resume. So, we pulled from who we had resumes from. And so we had to go back in, look again, and try to pull in all of the districts that at least had a resume sent in, which was all all eight. No, all seven except for yours. Except for uh Miss Mhaney's. So that's what we did. We didn't have them by district. We only had them by name and their resume. And I and I appreciate it. Uh uh my my concern still stands is that district 5 is not represented.
124Uh there's probably no vocal district like district 5, uh Douglas High School, Star Spencer High School, uh and all the middle schools and and elementary schools in my district. Uh, I'm what I'm trying to figure out is how do I get somebody to represent that area and somebody that looks like or represent that lives in the area, the Oklahoma City school area that cared enough about the bond to vote on it. It is called Citizens Oversight Committee for a reason. As wonderful as Denise Figureroa Irizari was, she's a citizen of Oklahoma, but she is not a citizen of Oklahoma City public school district. And that's a problem. And I'm trying to figure out what are we going to do to to fix it. >> I think we're going to have to refer to our our
125legal counsel. And Mike, as you know, I'm a product of District Five. >> You are Preston Hills North. >> That's correct. So I truly and honestly acknowledge what you're saying. >> Thank you. >> But that's not but that is not how we came that's not how we came out with the nine that we did. We didn't look at districts. We only went by their rubric score and that's how we came out with those until we had to go back in because we didn't have enough representation. Um And I and I'm saying that you all still don't have enough representation. What I am saying is not only do you not have representation now from your own acknowledgement is that the only district that you didn't receive a resume from is district 7. District five had resumes
126and we didn't go back and identify somebody from district five. But we did we did go back and we did go back and look and we had to what it was the scoring of by the rubric. If someone in district five, let's say our rubric was 20 points and they had a three. Is that who you want on your citizens oversight committee? >> Uh I want my district represented and I think everybody would want some. >> But I was just an example. >> No, no. I get I I get it. I recognize that. But I just want my district represented. Uh I I recognize it it may not fit the uh it it may not fit the the rubric, but I can tell you this and the the many rooms that you've been in and
127everybody up here, it's better to have somebody at the table than somebody not at the table. And so what we have now is District 5 has nobody at the table. and it was represented that that person worked in district five. Whoever whoever that person was, they worked in district five. So I am going to >> I am going to let the chair handle this along with the um council. >> Yes. So the thank you for the work on the committee. First of all, I I hear your concern, Mike. I do. I believe when we passed this policy, which is a D15, that and and tell me if I'm wrong on this, but I'm pretty sure that we added that you could work in the boundaries of the district when it was your recommendation because you
128were concerned. So, I'm pretty sure I can go back and see that. I I assure you, you need to go back and check that because my my email with my seven or eight points and I'm just going to go through them just real quick just to make sure that you understand that >> from back in the policy when we pass it. Mr. Childers, when did we pass this policy? >> This is when we were asked for recommendations. I talked about geographic representation. That was my point one and I sent this on June 2 June 17th to be factual. I ask for a spe because the same uh the same information that Dr. Pulk just gave how Star Spencer sits out there on an island. I asked for Spencer to have its own representative but that
129was ignored. I asked for repres residency and taxpayer requirement. That was ignored. I had community group representation because I asked for the PTA to be included in on on the conversation that was ignored. Conf conflict of interest because the way we wrote it, a contractor that had might have been serving on one of these projects could sit on this board. You all accepted that one. uh composition safeguards uh a balance ratio and I talked about again representation uh and when I'm talking about composition ratio is that it be mixed with a racial back racial background that reflects Oklahoma City. And not to mention, I want to make sure this everybody realizes the school district's 80% minority uh demographic dem I had several points and uh but that all of my points were ignored except one
130and that was the contractor. And so I did do what I was supposed to do. I'm not coming Johnny come lately. But I do want a representate representation on on the bond citizens oversight committee. >> Okay. Thank you. >> That represents and has to stand in come to Sunday dinner in northeast Oklahoma City and talk to the people of Northeast Oklahoma City. >> Okay. Thank you. Mr. Childress, did you have anything to add to that? I know just to answer your question, it was uh first came to information in June and was a pro uh was uh passed by the board July 14, 2025. >> Okay, if I remember correctly, it was not a unanimous passing. I don't believe >> that's correct. There was one day vote. >> Okay, that's what I thought. So, I
131do uh I'd like to suspend the rules and bring it straight to the calendar to add that the Citizens Oversight Committee policy include that the PE person has to live in Oklahoma City public school district. I I'm going to need legal advice on that one, Tony. I don't >> The policy, as it's written, um it was approved by the board is that they may live or reside within the district >> or work. Sorry. >> Sorry. Yes, you're right. Sorry, I used two words that mean the same thing. Resside or work within uh the district. Uh the policy was also written that it wasn't specifically a geographical representation for every single board district though geographical distribution would be considered to ensure that the citizens oversight committee wasn't just allocated one certain area of the uh school
132district. So it is not necessarily tied to each board district seat. Uh though geographical considerations are considered which the committee did do in the last meeting in making sure there was representation. Um but but the the as approved by the board, it was for to those who reside or work within the school district. >> You could. >> Thank you. I'd I'd like to press my motion to suspend the rules that the citizens oversight committee policy that the members have to reside in Oklahoma City public schools. So if I understand I think the recommendation or the request is for a change to the policy. Uh, so that would have to be an item to come back on the agenda, uh, and then be reapproved by the board with that change to the >> Thank you. Thank
133you so much, Tony. But I recommend that we suspend the rules to bring that item to this board right now. And that's what I'm doing, suspending the rules that we bring it to the board right now. >> Right. I I don't know that one we could take that to the board at this point because it's not necessarily on the agenda. Wouldn't give >> Absolutely it is. That's why we're talking about it. >> But not a change of the policy, sir. >> The policyy's on the agenda. >> The BCOC approval I believe is on the agenda, but not a change to the policy. Uh so I do not believe it'd be appropriate to bring that on the agenda at this time. However, it could be consideration for the board at a later time. Again, I would
134see that as being a policy change. Um, >> I pressed my motion, madam. >> I honestly don't know what to do with that. >> I can tell you. >> Well, I'm just telling it's just not on our open meetings agenda. I don't know that I >> I can tell you because I'm suspending the rules that we bring it to the agenda and I'm asking for a vote to suspend the rules so we can fix it right now. >> Again, we don't have an action item for BCOC. This isformational only. So, we don't have something. And that's why I'm suspending the rules so we can bring it to the agenda right this second. >> Craig is going over there. >> Do we need a second for this? Is that >> Yes, it it must be seconded.
135>> Before we do that, can I add some color commentary? as the one member who does not have someone in my district on this board and who was also on this committee reviewing all of the applications. Um applications were people's like first name, email, and they hit submit. And then we had others who took time and filled out all of the questions and had lots of um they put effort into it. And so whenever we're talking about these people who because I believe if we did suspend these and like blow this up, we would be voiding all of the acceptances for the people who already did raise our hand. And for someone and I can't speak for district 5, but it was incredibly disheartening that we did not have the southside representatives as I would
136but it is a committee committee that is requires the involvement in the volunteerism of our districts and everybody had the same time frame. Everybody had the same notice. Everybody had the same opportunity. It was bilingual. It was digital to participate. And I appreciate the ones who did apply and participate. I believe that Carol and her chairship uh took us through a really proper and thorough and fair um review of all of our applications. And that's just what I'm going to say. We we can feel our way that we want, but I don't want to disparage everybody who is on the committee. I appreciate everybody who has applied and that sometimes we do not have um an ideal makeup of everything. Um and also I do have a question about something. I don't think that we
137could ever ask gender or race on the application and use that as a reason to approve or disapprove someone's seat. Right. >> There certainly could be concerns raised from a legal standpoint. Yes. I don't think I I don't think I said anything about race or gender, but it's important. But I will tell you this is that when I have a representative of District 5, I know that they're going to look out for District 5. And the next thing is is that I again I appreciate the work that was done. And if I've come off disrespectful to the committee of not doing their work, let me make sure I make it clear that I appreciate you did what you were asked to do. My thing is is that out of the admissions up here at out
138of the admissions up on this day is today that District 7 is the only one that did not turn in a a uh a a resume or apply. I don't know what the makeup of the district five ones were, but they should have been taken into to account. I will tell you this is the information that I got about Miss Figareroa Aari as wonderful as she is is that all I am asking is for a very simple simple simple request that those voters those citizens oversight uh people come from the district that voted for the bond. I don't know what why that is even I don't know that's why that's even difficult but Oklahoma City public schools parents and employees uh the parents and residents we have some very talented ones and I know that
139we can do the right thing to ensure that our community uh is represented together. So, I sure would appreciate a second to suspend the rules that the but I'm I'm pressing my motion to suspend the rules to update the policy that Oklahoma City Public Schools Bond Citizens Oversight Committee be updated to include that members must be from Oklahoma City Public School District. And even and even then well let me that that's my motion. >> Okay. So legal is saying we can't do it. Just asking if we need a second. Even if there is a second is it a violation of the open meetings act? That's really all I want need to know. >> Yes ma'am. In my opinion there's nothing on the agenda that is an action item related to policy D15. The only item
140is discussion on possible future action to appoint members to serve on the BCOC. I don't believe that would give you uh the ability to make a change to the policy or to have a separate vote on the policy at this time. >> Madam Chair, >> thank you. So no, go ahead. Okay, I was going to say um I just saw I just had it, but I think there was a section saying that we could suspend the rules on a policy that is not um state um that is not bound by state as long as it's a majority vote by the board. >> Yeah. So, the board very well could say we're not going to follow our own policy. The issue here is under the Oklahoma Open Meetings Act, anytime the board is going to take
141action through a vote, it must be placed on the agenda posted 24 hours, not including weekends before the start of the meeting. Uh here there is nothing on the agenda that would give public notice that you would have a board action uh to change or to ignore the policy. If it was listed on the policy, that very well or on the agenda that very well could be action. Uh but there's nothing on the agenda at this point that would give you uh a last minute change um to the policy. >> Okay. >> Madame Chair, >> yes. >> I move to suspend the rules that this policy be brought straight to the board right now to update this policy. Suspension of rules is legal under Oklahoma City public school policy. What rule is it that you're
142trying to suspend? Tell me which one that one is. What you're suspending the rules of >> because this is on the agenda. The policies on the agenda. What I'm asking is to bring it straight to the bring it bring it up now to update the policy. That's what we are talking about. We are talking about policy. We are talking about the thing. I'm not bringing it out up because it's coming out of left field somewhere. It's on the uh on the agenda 6.01 and the policies posted too. >> So I'm asking that we bring it up right now and that's why I'm asking for a suspension of the rules. >> Well, >> Madam Chair, just very briefly just to clarify, I'm not saying that this would be a violation of our own rules. It would
143be a violation of Oklahoma statute. Oklahoma statute cannot be waved. it cannot be paused. It must be followed by the board. Uh so the board would be required to be sure that our agenda is in line before there's any vote on an item. And again uh particularly here item 6.01 is discussion on possible future action. Uh all the other agenda items if you will look they say discussion and possible action. That's because the Oklahoma Open Meetings Act requires that we give the public uh notice of what the board business will be. uh in this case it is only a discussion item and is listed under information agenda item and even says that future action may be considered. >> Okay. So in order so per the policies that we have in place right now BO7 would
144allow if Jessica wanted to be on that with Mr. Shelton two other board members >> not exactly but >> and I'm just saying can get together and they can put the policy on next month's agenda because there's no action today. So, if four board members want to change this policy, all they have to do is send that into me and it goes on the policy for next month. I mean, on the agenda for next month. That is where we're at on that. So, Madame Chair, I mean I mean we don't I recognize the rule that allows you you to pick and choose what goes on the agenda, but why can't why do I have to go get four members to change it? Can't don't you find it important? Can't you change the rule? I find
145it important to follow our policy because that's where clarity happens is when we follow our policy and we have a mechanism for that but we also have seven of us voted up here for this policy exactly as it stands and once the board speaks that is what the board said and the board also spoke on B-07 that they back in 17 I think and that was my recommendation so that it wasn't just the chair so a board could come in and overrule that but I don't want to violate our own policies The board has spoken and I'm going to adhere to that. >> Madam Chair, I'm going to just ask for you to consider reconsider uh for next meeting. Uh policies are meant to have they're meant they they're policies are important first and foremost,
146but policies do change. Sometimes you have policies that have un uh unintentional consequences that you have to change. This is one of those situations that was created. Unintentional consequences and we can do better. And let me just make sure because I want to bring it back to SFG that is student focus uh outcome governance that is one of the highest priorities of this board. is that the number one responsibility is that we have to be responsible to our our citizens. I don't know who else on this board is not at Oklahoma City public schools, but Denise Figareroa Irizari was given to District 5 as our representative on the document that I received. She works for a state agency that I'm not sure that's even in our district. But the second thing is she lives in
147Western Heights. She does not represent District 5 and these people should have to stand up and be responsive be show up to their meetings but also be responsive to their members us but the areas that they represent as well. So, I ask that you reconsider that for the next meeting and I will I'll stand down, but uh I'll I'll work with uh I think that they the world is easier up here in this in this horseshoe when when you agree. And uh and so if you agree with with the person the persons being on this committee that they should be from Oklahoma City, specifically the chair should be from Oklahoma City, not Oklahoma City, Oklahoma City public school district to have a proper citizens oversight committee. It shouldn't I shouldn't have to go get four
148members. You should stand up and do it. >> Okay. I appreciate that. Thank you, Mr. Shelton. Okay. So now 6.02 O2 and again this is information only. I'll recognize Mr. Jason Mack for ch our current charter schools coordinator for presentation over Kip. >> Thank you Madame Chair. Good evening board members and Dr. Pulk. My name is Jason Mech. I'm the charter schools coordinator for the district. This is our third renewal that I've brought before you. So this is um going to be redundant on my part. Um, I just want to briefly talk through the process of renewals and then I'll let uh Mr. Carter get up here and give you a presentation uh about the work that they are doing at Kip. Uh, it starts with kids. Here's the process. Uh, Kip gives me a
149letter. >> Mr. Mac, can you raise your mic? >> Raise it up. >> Sure. >> Yeah. >> Um, on June 1st, by June 1st, Kip gives me a letter saying they intend to renew with us. Um, and then we get the process going. Kip will give me a renewal application today. Once again, we're highlighted here for a information only. We'll bring this back up at a future board meeting uh for you to vote on. Um, but without further ado, >> welcome, Mr. Carter. >> Good evening, everyone. Um, I am Michael Carter. I have the privilege and the pleasure of serving as the uh superintendent for Kipo OKC public schools. I want to uh also recognize some of our board members who are here tonight uh in support of uh this presentation. I'm not going to
150be before you long cuz the hours well spent. Uh but we just want to tell you a little bit about what we're doing at Kip and where we are right now. Um so we were started in 2002 by Tracy McDaniel. Uh 2012 uh we earned our blue ribbon. Uh 2017 we opened up a second site uh on the south side of Oklahoma City. 2019 both campuses merged uh to our new site in North Highland. Uh North Highland Elementary is where we are now. 2022 is when we opened up our our elementary school. And so what I want to kind of hang my hat on right now is what we have learned uh in 2019 when we moved to North Highlands that we were enrolling students that were three and five years behind. Uh when we
151uh opened up our elementary school in 2022, instantly we saw that about 60% of our students were at or above grade level beginning with prek and kindergarten. So what we did was we made a a strategic pivot so that we are prioritizing our elementary school growth and development so that we rebuild our middle school pipeline through uh a feeder pattern that is at or above grade level um in the future. Um and to that point uh because we have been focused on um uh our middle school and up until this point our our focus has been growth. Uh we want to stamp that our focus has been growth but we are moving to a place where we are moving to proficiency. I heard Dr. Poke mention proficiency and we're in the same space. Uh he
152is the data that we use for our prek scholars. What it allows us to do, it allows us to understand where they are phological awareness. There isn't something quite um aligned to dibbles or to letters at the prek level. Uh but he is what we utilize to understand how scholars are moving from prek to kindergarten, how prepared that they are from prek to kindergarten. And what you'll see is that that blue that blue uh bar is where they began the school year. The green bar is where they ended the school year. And you can see overwhelmingly our students are entering kindergarten uh prepared to begin with the beginning of of the the science of reading. Nibbles is what we utilize to understand where our students uh to what Dr. Poke was saying in her in
153her uh report where they are where it relates to literacy. Understanding where they are with the foundational skills helps us understand how we can close their comprehension gaps. So at KIP, we are not just doing dibbles in our elementary school. We are doing dibbles at our middle school as well because we find that our students who are five and six years behind have phological reading gaps. And when they came to us in fifth grade, three to five years behind, closing those gaps have been almost impossible when we're trying to close close comprehension gaps when the gap is much deeper than that. What you'll see in this chart is that by the end of the year, that dark blue line, that navy blue line, indicates how many students ended the year well above average growth. Again,
154we're not yet to a point where we're talking about proficiency, but we see that we have well above average growth across our school, especially in the eighth grade, which helps us understand that as the scholar stays in the program longer, the scholar has a longer a better opportunity to be at our above grade level. Again, our reading growth says that although we're not yet at proficiency, we've see that we've made huge gains in growth, especially in grades 7, 6, 1, and two. And this is our math showing the same thing that seventh grade and eighth grade had high growth and achievement in addition to uh just the growth. We saw achievement in seventh grade as well. So where we're headed, we've got three big buckets that we're focused on. Student performance, and there are many,
155many indicators that help us understand where we are with student performance. We've got compliance goals, internal and state, uh compliance goals. We've also got some enrollment and retention goals. These are the three big buckets that guide the work that we're doing currently at KIP OKC. We're utilizing dibbles. We're utilizing I ready and we're using NWA uh uh map as our uh key metrics to understand whether or not we are doing the work because as was stated by this board, OSTP is volatile. We don't know where the cut score is going to be. And so we need more than one data point to understand if we're really moving the needle. And so these are the buckets that we've decided to use uh with the support of the KIP Foundation um to make sure that our students
156are moving appropriately through the continuum. Right now we are about 471 students as of today. This was a older uh um slide. Um we are happy that about uh 67% of our students come from the North Highland, Brighton and Musgrave communities. And so although we are a charter school that you know is open to the city, we are excited that we have become a school that the community has embraced. Our growth plan is that as we grow uh you heard me talk about the pivot toward uh elementary and moving to a model where we build a theater pattern that supports a elementary and hopefully one day a a high a middle school and high school. Um, we want to make sure that we build the preK and kindergarten classes so that the students come through
157our program on or above grade level. And by the time that they're in middle school, they're no longer three and five years behind, but they're at or above grade level. And it's less about doing intervention and more about doing extension and expansion for our students. And so we have appreciated our partnership with the district and we uh appreciate uh our opportunity to collaborate as we operate in one of your buildings. And so we are asking for a 5-year charter renewal as we have met or exceeded the target set by OKCPS and we are committed to serving the North Highland community. So thank you for your time and uh pause for any questions. >> Thank you so much. Um thank you for showing us what you are requesting. I did want to ask um well great
158job first of all on the growth that's impressive and that's very good. So great job on that and thanks for sharing financially that's what was brought to us a year or so ago. How are you guys doing? >> I'm happy to say that we are in a space where we have rightsized our budget. >> Uh we have moved to a budget that is really dependent on our per pupil and less on the contributions. Um, we just know that the philanthropic landscape has changed drastically from the days when we were founded when Tracy could raise a million dollars in one year. Uh, we are now to a point where after this year fin uh contributions are not built into our budget. Um, we are in a space where we have rightsized our organization so that we
159it makes sense for our staffing model matches our enrollment. uh we are in a space where we are uh in a net positive uh for the year and have um a very healthy uh carryover into next year and we are on track with our cash flow. So I'm I'm very excited about where we stand as of today. >> Well, thank you for that and that is good news and that's hard work to get the red to the black. So good job. Way to go. Yes, Lori. Um, on your growth plan slide, is this um, like when I'm looking at preK FY2775, that's how many you hope to add on top of your current students or does that include your current students? >> So, preK is our entry grade. >> Yeah. >> Uh, and so next
160year we plan, this year we have 63 preK students. We believe that by beefing up our efforts, we can get to 75 pre-K students next year. >> Okay. So, this number includes your current and then >> yes, >> moving by 25 the next year. Okay. I just want to make sure I'm reading that chart correctly. >> But every year we will add a grade uh as our students continue um through their through the program with us and eventually we'll be uh again prek through 8th and hopefully one day a high school. >> Okay. Thank you. Excellent. Yes, Mike. Some years ago, Kip was sending students to class in SAS. I mean, just just really doing well at that transition from KIP to uh to class in SAS. My curiosity is at some point something changed.
161Uh, did Oklahoma did I have I I want to believe that Oklahoma City public schools might have had a position to help those students bridge do the bridge into class and SAS? Uh, can you talk about that at all? >> So, we still still need students to class in SAS. Uh, not necessarily at the volume that we were sending. I think that uh again when we moved to the North Highland community, our our performance waned a little bit because the community that we now serve has a different unique challenge than we did when we were on the northeast side. Um and so we saw like I said that that uh that gap was about 3 to 5 years behind where when we were on the northeast side, it was only about two years behind. Um
162and so when we were trying to close those gaps especially during the time of the pandemic because we move in 2019 also pandemic time. Uh and so we're we we were trying to recover from that uh academic uh hurdle. Um so we still do send students to class in SAS. We send our students to Harding uh to fine arts. Um and so we we we our students are still going to very high academic performance schools and competitive schools. When it comes to class and SAS, just fewer students have gotten in in the last few years. And let me just follow up on that. Is that is that what my understanding was is that there was somebody that was identified as the person that could work with the community that to get help get their paperwork
163together. >> I see. I see. Yes. >> And that some at some point stopped. Is that something that that district can help you with today? So, we used to have a a program nationwide, nationwide with the KIP Foundation called the Kip through college program. And we had someone on our staff that was dedicated to uh supporting our scholars complete high school applications, helping our scholars uh even metriculate from high school to college. We have pivoted because we don't have a high school yet. And so, our focus has been on our middle school and our elementary school. We still have someone internally that does support with the high school applications. Um the district has been great that when we invite the high schools to our campus for high school application night, they come and they come
164in droves to get students from Kip. Um because I like to believe we got the best students in the city. Uh I I said it, Dr. Pope, we got the best students in the city. Uh and so I I'd like to believe that and I think that we we still have a good working relationship with the district as it relates to as it relates to that. So to your point, Michael, uh Mike, that we don't have someone on staff that does that full-time, but we have an apparatus that supports the transition from uh Kip to high school. >> Yeah. Anyone else? No. Mr. Shelton, Jamie, anybody? Nope. All right. Thank you so much and we'll see you in a month. >> Thank you. >> Okay. Next 6.03. I'll recognize uh executive director of secondary curriculum
165instruction and professional learning Jerger to present to us um future action regarding the school year 2026 2027 OKCPS middle and high school course cataloges. Oh, that is not Dury. That is Hi. >> Good evening. Uh members of the board, chair, vice chair, chief of academics, Alicia Sefield on behalf of Mr. Hersheer. Um please know that she put together um this uh presentation for you all but is out ill. So I'll be standing in and hopefully will do my very best to answer any questions that you have. Please know this is an information item tonight and we'll bring back uh for a vote the next time we're before you. Um so this presentation is around our 2627 uh course proposals as required by board policy IO3 that states that once a year we will bring to
166you any additions or deletions to our um upcoming course cataloges. I don't have a clicker. There we go. There we go. Um this is what will be forward facing internally for our staff. So uh once these courses are proposed and approved by you um these will be available to all of our staff and teachers. What will be familyfacing will be academic planning guides. So just a little bit simpler with um explicit descriptions around what each course um contains. Please know that the courses that we're bringing before you mostly align with our goal three and our interim guard rail 3B. Um the percentage of students 9 through 12 enrolled in advanced um coursework. So first up are proposed high school courses by pathway. Um, the other important piece of information for you is that if these
167courses are approved, um, then they're available to all of our courses across OKCPS. So, right here, these are our advanced placement courses that are being recommended. Um, next up, you'll see our proposed courses by pathway. Um, this will support our flex spaces. Um, Miss Kate Hayden is in the space that can answer any questions about these. Um, but at our next presentation, we'll bring before you the sites that these courses will support based on the programming that will go in each flex space. So, this is all of the courses that we are recommending for the pathway for advanced manufacturing. These are the courses for aviation and biotechnology. These are the courses for construction and cyber security, esports and game design. our health science course proposals for you and these are the course revisions that are
168being recommended. So you'll see there the current course as it's titled the proposed change and then the rationale. Um many of these are to some of our fine arts programs to better align with our AP tracks. So here you see from fundamentals of music to music theory, AP music theory in high school to be offered in 8th grade for high school credit. Um this one is exciting. Lead Oklahoma offered in 8th grade for high school credit. But these are our teacher these are our students that are considering going into um teacher preparation. and so excited to expose that to some of our younger students and that's it for me. Any questions? Thank you very much for that. So just to clarify anything that is approved once a course is approved any school as long as
169it's the right grade level like they can use those course they they can say hey we want to have eighth grade high school credit or what whatever that is. is I mean they could have the biotech or the gaming ones as long as we've already approved them. So this is really approving for the the whole district what is available out there. >> Yes. Access. >> Okay. Yeah. Um and then of course there's some other nuances in that their staffing formula allocations all of those things. But we be available to any of our high schools. >> Yes. Okay. Anyone have any other thoughts, questions? There's no action item that comes up next week. Thank you for the good work on that and we are very excited to uh see all this open up next year. Thank
170you. All right, that brings us to the consent agenda. Is there any member who desires to pull an item for discussion only or to be voted on separately? It's looking like a no. So, I'll make a motion to approve the consent agenda. Is there a second? >> Second. >> Call the vote. I have a motion by the chair, seconded by Miss Fuentes. Having received eight I votes and zero nay votes. The motion carries. >> Thank you. Is there a motion to enter into executive session? >> Madam Chair, did you have a note that you had asked me to remind you you want recognize some people on the personnel report? >> Oh, yes, I did. So, sorry I did. I'm so glad you said that because I've been moving this piece of paper around. All right.
171So, I had recognized Mr. Jason Mack as our charters, but apparently we just approved him to become the director of workforce development. Shelley Grant is now the new director of career tech. Congratulations. Uh Kate Hayden got a promotion to executive director workforce development. And then we have our own Crystal Raymonds, who's now the new executive director of communications. So, congratulations on that. And then it looks like we've officially named Desiree Jackson as the principal of our new middle school, Skyline. So, way to go everybody. Congratulations and thank you for your work. All right. Now, is there a motion to go into executive session? That was Jessica, I believe. >> Yes. >> Is there a second? >> That was one. >> Call the vote. having received eight I votes and zero nay votes. The motion carries.
172the record show we return from executive session at 8:38 p.m. please and then read in the notes from the executive session. >> Thank you, Madam Chair. The board entered into executive session at 8:17 p.m. and returned to open session at 8:38 p.m. on November 10, 2025. All board members were in attendance as well as Laura Holmes, Dr. Jamie Pulk, and Tony Childers. The board discussed uh the sale or lease of district owned property including property located at 900 North Klein and other district sites. No actions were taken. >> Was Deborah Deck on there? >> Oh darn. >> I >> that's okay. Good call. Good job. So noted we have added Deborah Deck to the list. >> That concludes the reading of the executive session compliance statement. >> Okay. 18.02 O2 discussion and/or action regarding the
173amendment of the agreement for joint redevelopment and dis disposition of 900 North Klein Oklahoma City. Is there a motion? >> I have a motion. I move to approve the first amendment to agreement for joint redevelopment and disposition of 900 North Klein and related property between the Oklahoma City Public Schools and the Oklahoma City Redevelopment Authority such that the agreement is extended until January 31st, 2026. Is there a second? >> Second. >> Okay. If there's any no discussion, call the vote. >> Paula Lewis, >> yes. >> Carol Thompson, >> yes. >> Lori Bowman, >> yes. >> Jessica Sententes, >> abstain. >> And Dana Meister, >> yes. >> Mike Shelton, >> yes. >> Juan Makona, >> yes. >> And Magleane, >> yes. >> Having received seven I votes and one abstension, the motion carries. >> Thank you.
17418.03 03 discussion and/or action regarding the sale of 900 North Klein OKC to the Oklahoma City Redevelopment Authority. Is there a motion? >> I have a motion to approve the sale of 900 North Klein to the Oklahoma City Redevelopment Authority for the contract sale price of $2,684,000 less amounts by remed for remediation of $1,170,000 for an estimated net of $1,514,000. Is there a second? >> Yes. Second. Oh, nope. Juan, go for it. >> Okay, one got the second. >> All right, call the vote. >> Paula Lewis, >> yes. >> Carol Thompson, >> nay. >> Lori Bowman, >> yes. >> Jessica Seuentes, >> no. >> Dana Meister, >> yes. >> Mike Shelton, >> no. >> Juan Lacona, >> yes. >> Mehaney, >> yes. Having received five I votes and three nay votes, the motion carried. >>
175Thank you. That brings us to 18.04. Discussion and/or action regarding delegation of authority to the superintendent for the sale of 900 North Klein OKC to the Oklahoma City Redevelopment Authority. Is there a motion? >> There is one. Okay. Uh, I move to authorize the superintendent to undertake any actions and sign any documents necessary to affect the sale of the property located at 900 North Klein. >> Is there a second? >> Second. >> Call the vote. >> Paula Lewis, >> yes. >> Carol Thompson, >> yes. >> Lori Bowman, >> yes. >> Jessica Cuentes, >> yes. >> Dana Meister, >> yes. >> Mike Shelton, >> yes. >> Nona, >> yes. Me Mhaney. >> Yes. >> Having received eight I votes and zero nay votes, the motion carries. >> Thank you. Um I'll make a motion to adjurnn.
176Is there a second? >> Call the vote. >> All in favor say I. >> I. I. >> Any oppose say nay. Hearing none. The motion carries. to board as a