I now call this meeting to order at 07:12PM. Miss o I'm sorry. Miss Olsinski, may we have a roll call, please? Trustee Basquiat? Yes. President Feaster? Here. Trustee Mohammed? Yes. Trustee Schmidt? Present. Trustee Wilkerson? Present. Trustee Wilkins? Yes. And trustee Wilks? Present. Thank you, miss Ozescu. I would now like to introduce the non voting member at the table, superintendent of schools, miss Jazz Parks. Good evening. Thank you, president Feaster. And I would now turn it over to trustee Wilkerson for the land acknowledgement statement.
We acknowledge that the Ann Arbor Public Schools District occupies the ancestral, traditional, and contemporary lands of the Anishinaabek, Three Fires Confederacy, Eodowa, Ojibwe, and Potawatomi. The taking of this land was formalized in a process alien to native cultures by the Treaty of Detroit in eighteen o seven. The Ann Arbor Public Schools recognizes that many other native peoples lived on this land at different times, including the Fox, Sauk, Shawnee, Kickapoo, Miami, Muscatine, and Cherokee, many of whom were forcefully removed from their homelands. Acknowledgement by itself is a small gesture and does not exist in the past or
solely in a historical context. Colonialism is a current ongoing process, and we understand our responsibility in educating students about our participation. We further recognize the ongoing relationship and dependence upon and respect for all living beings of earth, sky, and water. It is our responsibility to care for this land, and we honor with our deepest gratitude the native people who have and will continue to steward it for generations. Thank you, trust Wilkerson. I believe that now brings us down to special recognition.
Alright. I will now turn it over to superintendent Parks, for the special recognition. Thank you, president Feaster. It is with great sadness that we, pay tribute and remember Braylon Keyshawn Hurst, a Huron High School rising tenth grader who passed away on July 4. Graylen was born on November 2009, pardon me, in Detroit, Michigan. He first enrolled in Ann Arbor Public Schools as a fourth grader at Carpenter Elementary. He then attended Scarlet Middle School and and was a freshman at Huron, high school last school year and would have been going into the tenth grade.
Bralin was always quick to greet friends and family with a warm smile, and his kindness left a lasting lasting impression on all who met him. As a big brother to his four year old twin siblings, Braylon was a loving role model and a constant source of joy and support for his family. Braylon is lovingly remembered by his parents, siblings, grandparents, many extended family members, friends, and teachers. We share our deepest sympathy with them, and all who knew and loved Braylon. Please join me in a moment of silence and tribute to Braylon Keyshawn Hertz.
Thank you, superintendent Parks. I believe we have another spec special recognition, that I will turn it over again to superintendent Parks to cover. Thank you, president Feaster. Again, it is with sadness that we share the news of the recent passing of doctor Joanna Miles on 06/24/2025. Doctor Mio was a history maker. She began in the other Ann Arbor Public Schools first as a teacher, then a counselor and assistant principal before being named Huron High School's first female and first black principal from 1986 to 1994.
Doctor Mio was born on 05/05/1931 in Jackson, Michigan and later moved to Ann Arbor during her teenage years. She was inspired to become an educator by her late husband, Henry Mio, and our republic school's first full time black teacher and one of its first black principals. She returned to school to earn her bachelor's, master's, and doctor doctorate degrees after raising her sons. I personally am profoundly aware that without trailblazing women like doctor Mio, I would not be sitting here in this seat as superintendent representing the less than
2% of superintendents nationwide who are black women. So I know the challenges that that I face in 2025 and can't imagine the obstacles that doctor Mio blazed a trail to overcome, not just for us as educators and black women, but also for the many, many, many students whose lives she touched. The Ann Arbor Public Schools community sends its deepest sympathies to doctor Miles' sons, extended family, friends, former colleagues, and students, as well as to all who knew and loved her. Please join me in a moment of silence in tribute to doctor Joetta Miles.
Thank you. Thank you, superintendent Parks, for those, for those great, tributes. Thanks. Well, that brings us down to number three, approval of the agenda. I should make a note that trustees under the capital capital program section, we will be covering the stage, discussions. I know some trustees want us to discuss discuss. Having seen the agenda, are there any or any changes or is there a motion? Yes. Trust me, Mohammed? I just have a quick question. You mean so we will have some discussion after the the presentation amongst us? If the board would like,
yes. Okay. Is that sorry. Is that added on the agenda or no? It's part of It's part of the capital programs portion. Okay. Okay. Thanks. Yes. So move. Moved by trustee Wilks. Second. Supported by trustee Wilkerson. Any additional discussion? Miss Ocinski, please. Trustee Basquiat? Yes. President Feaster? Yes. Trustee Mohammed? Yes. Trustee Schmidt? Yes. Trustee Wilkerson? Yes. Trustee Wilkins? Yes. And trustee Wilkerson? Yes. Motion carries. Thank you. I believe that brings us down to the public commentary section. If you refresh your screen,
president Feaster, you should have Right. The comments on the side. New system. Alright. Thank you. The board would like to hold on. Okay. I'm sorry. The board would like to remind everyone that individuals who have signed up for public commentary will have their name called and are given the opportunity to speak. Commenters will receive up to four minutes with a total of no more than forty five minutes allowed for the public commentary period. When your name is called, please come forward and speak at the microphone. To help manage your time, a clock will be placed on the screen in front of you. We would like to remind everyone that publiccom comments generally pertain to the Niagara Public
School District matters. Comments about any individual or individuals are expressly prohibited. Also, please understand that board members do not respond to public comments, but we will listen carefully, and we'll follow-up as appropriate. Miss Zolzinski, how many signed up do we have for this evening? We have eight signed up this evening. First is Sharon Sorkin. Hello, trustees and superintendent Parks. It's nice to see you all. As you know, I'm Sharon Sorkin. I'm a founding member of Focus on Education a two, and I'm a parent of now two students that'll be at Slauson this year. I'm here to urge you to implement a district wide policy limiting cell phone use
during instructional time by this school year. As psychologist Jonathan Haidt writes, the smart phone has dramatically emerged in prevalence, creating conditions for students to be permanently distracted and congenitally distractible. This is a national bipartisan issue. 31 US states, red and blue, have statewide restrictions locally. Chelsea just passed a policy. Dexter has implemented bans, and private schools like MS Emerson and Green Hills have strict policies. In fact, I heard today that Green Hills announced that watches are included in their policies.
Feedback from these communities is overwhelmingly positive. Frankly speaking, AAPS is falling behind, and we can't afford to do that. According to a Pew Pew Research poll that came out just last week, 74% of US adults say they would support banning middle school and high school students from using cell phones in class. That's up from 68% last fall. The parents that we talk to and the teachers that we talk to are asking for the support from the district. While Heights' book is compelling, it really doesn't take a PhD to know that phones are a problem in schools.
The time to act is now. Senator Alyssa Slotkin recently called for a national ban, but we know that would take a very long time. The Michigan Congress is moving slowly. The House's bill just was voted down yesterday. The Senate bill is stalled. And even if it goes forward, implementation could take more than a year. My kids certainly don't have that time. I want it for them and all the kids now. There are concerns. Safety, we hear. Equity is among them. But those don't outweigh the benefits of having a reasonable policy, and it doesn't outweigh the harm that we're seeing.
We can have reasonable exceptions in a policy that are built in for students that have specific needs. And listen, all policies have trade offs. We elected you all to make difficult decisions to weigh the options in favor of effective learning for all of our students in the district, and it doesn't cost anything. Teachers are also clamoring from support from all of you. It's too much to ask our teachers to take this on classroom to classroom. I talked to a long time high school teacher who shared with me a comment anonymously, and he said the following.
Cell phones and cell phone media are the greatest disciplinary challenge we face at the high school level day in and day out. They create problems, including but not limited to constant classroom distractions, online billing, illegal activities, and frequent academic integrity violations. Our administration spends a disproportionate amount of time dealing with discipline issues that are related to cell phones. It's believed 90% of all discipline issues are in some way, shape, or form connected to phones and social media use. Absent a uniform policy,
individual teachers are left to fight this battle on their own. It's impossible to fight without unity, but most classroom teachers are doing fighting the good fight as best they can without the support. So that's what he shared with me. The way I see it, other districts are leading. Other states are leading. Why not AAPS? We are the largest district in this county. Superintendent Parks, trustees, it's time to do it now. Let's give our students a focused, healthy learning environment. Let's not lose more families to other districts or to the private schools in our
town. Let's do this for our students and for their education. We are, of course, happy to collaborate with you to share policy examples that we've seen, and we're happy to help with drafting. But we really feel strongly, and the people we've talked to feel really strongly that we need to do it now, and we need to do it before school start. Thanks for your time. Catherine Carlson. What's that? Okay. Thank you for the opportunity to speak tonight. I'm speaking in support of maintaining the current world language program as it is. I'm a pioneer high school alumni, and I was a Spanish student in both middle and high school here.
And now I'm the parent of an AAPS student who was very excited to have the opportunity to take French, Spanish, and German in middle school. And she chose German and that she's now in her second year of high school in the German program that she's excelling in. She also expressed an interest in American sign language, which is not offered at her school, but she would have probably done that too. So some data points. Did you know that three out of four humans don't speak English? Knowing that, it seems it's,
that knowing more than one language seems to be more of a requirement now for people who wanna compete and thrive in this world. The United States is far behind in language education. Most students in The United States graduate high school knowing only one language, making it the only developed country in the world for which language learning is not a recognized priority. In The United States, only one in five k through 12 students is enrolled in a world language class. This is a very small number of students, especially when compared to other countries. 92% of students in Europe learn another language in school,
and nearly one in four Canadians can hold a conversation in both English and French. Programs like World Language are what puts Ann Arbor on the map, Ann Arbor public schools on the map, what distinguishes us from small town America and prepares students for global readiness. To make cuts to this program is really sad and disturbing, and it makes me wonder what's next. And so thank you for listening. Victoria Tiyunelis. Victoria Tiyunelis. Hi. Good evening, board members and superintendent parks. I'm here as a parent of, Burns Park Elementary student and two Tappan students.
First of all, I'm here to thank the board for their willingness to, listen to our concerns about class sizes at our school and, also for your help in us navigating the system that is the education system and working toward incremental progress in getting more teachers into our school building. I've come to understand that one of the biggest obstacles to hiring enough teachers to staff our buildings, given the class sizes that we have, is a lack of state funding. We have a group of parents who are incredibly motivated and ready to put time
in to securing more funding and reaching out to the state government of Michigan. However, we don't know the right steps to effectively and efficiently do that. So I am here to ask if there is a board member who would be interested in being a parent liaison. We could organize large groups of parents who I think are scattered throughout the town of Ann Arbor who would be willing to put time and energy into a consolidated effort to requesting more funding and verbalizing to the state some of the concerns we have about,
you know, students with other language backgrounds needing additional supports in the classrooms and smaller class sizes with well qualified and trained TAs who can support their learning so that the teachers that we are putting into our buildings can effectively do the work that they are trained and qualified to do. So, again, I'm here to say we are ready. We are willing to work. As you've seen, we can organize, and we can do a lot in a short time, but we don't know how to do the the bigger next steps. So if any of you are willing to help guide us in our efforts, we are willing to work with you in securing more funding for this incredible school
district and its diverse needs, across the board. So thank you very much for your time, and I look forward to continuing collaborating with all of you. Adam Leighton. Miss Ocinski, do we have contact information to be able to reach out? Yes. Okay. Thank you. Thank you for, taking, your time to listen to me today. So I attended Burns Park Elementary, Tappan Middle School, and Community High School. I met my wife at Ann Arbor Public Schools as well, and she obviously also attended them. And I have a son who is a rising first grader at Burns Park Elementary, and I'm going to speak today about class sizes and concerns about it.
Last year as a kindergartner, the class sizes were way over way too large at Burns Park. It was 25, 26 kids. That doesn't include IEP numbers, so we're getting closer to 30 per class, for the kindergarten group last year. We actually were lucky enough to have miss Vicky as our temporary teacher when we had a substitute for the first couple of months of school year who was great in filling in, but again, these oversized classrooms. The large sizes had a direct detrimental effect on my son's education, at Burns Park, including the inability to get certain individualized attention that he needed in the classroom from
his teacher. We had multiple meetings with, the Burns Park Elementary administration and people to assist, but the class sizes were a clear contribution to problems with the classroom. This was also not just not just the lack of the teacher, but also the space. Physically, the spaces did not fit classes this large. We were actually recommended by a professional to leave Anar Republic Schools due to the class sizes, because the teacher to student ratio was too large. We have no desire to leave them. Obviously, we're strong believers in it. We attended Anar Republic Schools, but it's a real concern.
And now we have this concern that's gonna keep happening year over year. So with the rising him becoming a rising first grader, we're just really concerned the class sizes are, again, gonna be too large above well above the targets and potentially above the maximums yet again. So I just wanted to speak about that. And, separately, I wasn't planning to speak out, but, miss Sorkin made, an amazing point today about banning, cell phones in school. I don't understand really much other than, you know, maybe personal needs of kids. That'd be a specific exception why they would ever need to have a cell phone in the classroom. They can have it maybe when they walk to school,
when they walk home for safety, but, I would love it if there was no cell phones in the classroom. So I'd love that policy too, if possible. So I just wanted to add to that. Thank you very much. Andy Smith? Andy Smith? Hello. I am not Andy Smith, but I am reading on his behalf. Teachers and parents recognize the need to have a balanced budget and balanced FTE. The best way to do this is to consult with teachers and parents who are familiar with the system and can find cuts which do not do major damage to content and curriculum, which is to say, cuts that do not harm our students' experience. We would like to address the insinuation that our class sizes are too small.
Class size reports are often misleading and need careful analysis. Multilevel classes, such as a combined class of level four and level five students, can appear on paper to be very small. Whereas in practice, 30 students might be in the class room for the one hour, which the computer considers to be up to maybe four different classes. It is clear that four consecutive years of world language create, an advantage for students applying universities and colleges. The programs which are being trimmed or eliminated are some of the programs which have given students an entry into higher education, creating opportunities for those students.
An example, students from Huron Pioneers, Lawson, and Tappan have been invited to the U of M's campus by U of M German department, where they meet professors, grad students, and undergraduates during U of M's German day. This annual event created contacts and opportunities for students who might otherwise have not sought or chosen to pursue admission to a Big Ten university. We wish to remind the board and district officials that we do have students in our programs and we've at times or had to at times combine levels of students, to what the district sees as an appropriate class size. We caution the board and administration against reducing or eliminating programs when there are more
than sufficient numbers of students already enrolled in those programs. This is an elimination of student choice. And when we cancel sections in one program, this may lead to create more sections in another program and so no savings are realized. We are willing to work with the board and the district to ensure stable and viable programs for our students, if this is something we would like to do. Thank you. Dimitri Wongs. Good evening, and thanks for your time this evening. My name is Demetri Wounds, and I'm a parent of two young kids. My oldest is in Ann Arbor Public Schools.
He'll be starting first grade this fall in Burns Park. He just completed young fives in kindergarten there as well. I want to speak briefly in support of smaller class sizes. Last year, my son's kindergarten class had 25 or 26 students. I expected that might be a challenge academically or socially, but what struck me most honestly was the physical space. When I visited the classroom, it felt crowded. There just wasn't enough room. And when kids are packed in like that, it affects everything from movement and focus to the sense of calm and connection in the room. This is a community that I think we can all agree values education,
equity, and well-being, but those values get stretched thin when class sizes grow too large. I want to voice strong support for keeping class sizes in line with the district's own targets, especially for our youngest learners who need that extra attention and space to thrive. I'd also like to add that I very strongly support a cell phone ban in our district and for continuing world languages. Thank you for listening and for all the work you're doing to support our schools. Adriana Rodriguez. Hi. I'm Adrianna Rodriguez, and I'm here in support of the district's world language programs and especially its amazing,
talented, and dedicated teachers. It's not easy for me to participate in the public commentary. It doesn't come naturally for me. It's short notice. This issue was short notice, and the issues here in this room are frequently, difficult. Solutions are even more frequently imperfect, and emotions run high. But I am here because I feel it's important, and I and I first wanna acknowledge that I know everyone involved in making these decisions cares deeply about our public education system and our students.
I'm a parent of two students, have attended ANR Republic Schools. They started in third and fifth grade in 2016 after we moved here from Europe where we lived in two different countries for thirteen years. Both countries had different education systems. They were both great in their own ways, and they both had challenges in their own ways. But both valued, learning a second language to the point where it was part of the national curriculum, and it was just assumed that's what you did. They started in elementary school, kindergarten, and exposure, even to multiple weekly lessons,
not just playtime, but they were learning, and it continued on till we left. They did do two because of the different countries, they were exposed to two different languages in this way. When we moved here, I was really excited to see the breadth of choices that Ann Arbor Public Schools offered. My mother-in-law to this day still talks about it, how amazing it is that we have so many choices when it comes to world languages and how lucky the students are that are here. My youngest is now a rising senior and my oldest was a class, of 24 graduate.
They both are proud Huron River Rats, where they each selected the IB DP pathway from their own desire to pursue that style of learning and approach to learning, not because of any advantage that it would give them, but just the desire to learn in a global setting. So we're we're grateful for that opportunity that they could still do that. In a traditional American high school system was just something they were looking forward to when we returned. Each of them selected German as their world language. The choice began in middle school where they were at Tappan.
They each were lucky they got to explore three different languages, in the exploratory phase of sixth and seventh grade. And when it came time to select their eighth grade choice, it's not lost on me that their teachers enthusiasm, for teaching, their dedication to the students and care, and their unique approach to teaching languages, was fundamental in their decision of which language to choose. My youngest chose two languages. She used both of her electives to choose German and Latin because she discovered her
love of conjugating verbs of all things. And just each teacher was different in their own approach, and she but she loved them equally and just could not choose which one to continue with. They both took they took German one and she took German two. I I mean, German one Latin one as well. I'm troubled though as as positive as experiences and I'm troubled by this trend to, at the last minute before school starts, cancel a program. My daughter showed up at Huron to find out Latin was no longer being offered. She chose Huron because it offered Latin and it offered German.
I could go on. I don't know if you would the board wants to I'll be very brief. I'm sorry. That's your time, ma'am. Okay. Well, please, if you're gonna continue to make choices about canceling programs, let the students know ahead of time before they make selections and let them know before the start of school, preferably when they're making their choices in the spring. Thank you. Lena Oldham. Lena Oldham. Hello. My name is Lena Oldham. I'm an eighth grader at a two's theme, and, in my opinion, school stages should have curtains, lighting, a sound system, and some sort of backstage area. I also believe a good stage should be able to comfortably fit an entire grade
or more, and the space the stages in should be able to hold the whole school with room to spare. All the schools currently have stages of all of these things, but according to your plans, the new ones won't. What, what you're planning to build in our new schools are platforms, not stages. These plans show me that you that you are only willing to do the bare minimum for the stages. Thank you. Thank you. That concludes public commentary. We appreciate hearing from our community. The board would like to thank everyone who spoke and shared their comments tonight. Miss Parks, are there any points of clarification?
Thank you. A couple of points of clarification. We will hear, later on this evening on the agenda, an update on the elementary school stages from, our team. So we will provide clarification, at that point in the agenda there. World languages, you know, we wanna be clear. We are not eliminating the world language program, at all. At minimum and I do mean minimum in our community because we value the richness of the experiences that our students have. At minimum, it is a graduation requirement. We're not eliminating the program. Our our our electives at secondary schools are driven by student requests,
and that is what we use to staff our courses, and determine what courses we offer. So student requests and our ability to find certified and qualified staff to teach those courses. So our administrators are back next week, and I know they will be reviewing all of these things in addition to class sizes and enrollment. And we will continue to make modifications and adjustments as, requests and as enrollment determines and dictates. Thank you, miss Sparks. I believe that brings us down to reports of associations,
and the Ann Arbor Education Association. I am expecting, representative Jessica Anderson to speak on behalf of the AAAA World Language Teachers. So Good evening. My name is Jessica Anderson. I am a resident of Ann Arbor who voted in favor of the 2019 bond. I am a parent of three AAPS students who have all grown and benefited from their experiences in the fine arts, in music, and the theater programs,
and I am a vocal music and orchestra teacher at Lakewood Elementary School. I am here again tonight to read another letter from the performing arts teachers and the performing arts advisory committee. This letter is addressing the presentation you will hear later this evening about the proposed performance spaces and stages in the new AAPS elementary buildings. Dear Superintendent Parks and members of the AAPS school board, We are writing as members of the performing arts advisory committee that was formed to
make recommendations for the inclusion of performing arts spaces in three of the four buildings that are currently in construction, Logan, Thurston and Mitchell Elementary Schools. Six months after bringing the issue to the district in December 2024, the committee met on two occasions in June and provided recommendations for specifications and priorities for performance spaces in the proposed new AAPS elementary buildings. A third meeting was planned to be held around July 10 for the committee to
meet with the architects to explore solutions that incorporated the committee's specifications and priorities, but this meeting never occurred. Fine arts coordinator Kim Coulson Mobley called a meeting for today, July 30 inviting performing arts teachers to listen to the presentation that Gilbane was presenting to the school board at this evening's meeting. As members of the committee, we want to be clear that the recommendations especially for stage and audience capacity have
not been adequately fulfilled in the plans that will be presented to you tonight. Our committee had no opportunity to work with the architects to create the plans that you will see. We asked the school board to request the architects to create new designs for the performing art spaces in Logan, Mitchell and Thurston schools that will adequately address these recommendations and that the committee can engage collaboratively with the architects to develop a solution. We are deeply committed to ensuring that our students and community will continue to have
the resources required to have a vibrant performing arts experience in the Ann Arbor Public Schools. Sincerely, the Ann Arbor Public Schools performing arts teachers and the performing arts advisory committee. Thank you. President Feaster. We do have another representative of the EA, world language teachers. My apologies. Christy Schaffer is here, to speak on their behalf. Okay. Thank you, miss Wodzinski. Hello. Hello, superintendent Park, miss Linden, doctor Hayward, members of the APS Board of Education,
and whoever whomever else it may concern. The world language department is writing today with deep concerns regarding the Anarbor Public Schools responsibility to provide students with an immersive and extensive world language education. As world language educators, we pride ourselves in developing comprehensive programs for students to develop essential communication and cultural competencies in a global context. We are noticing a disproportionate number of cuts to world language programs in various Ann Arbor schools these last few years, including sweeping cuts to elementary world language in 2024 and reducing staff in the Latin,
Chinese, Arabic, French, German, Spanish, and American sign language programs in 2024 and 2025. These reductions not only have a negative impact on students currently enrolled in these programs, but will continue to atrophy the programs in other schools. We are sharing today that we vehemently oppose AAPS using retirements and resignations to eliminate community values? The Ann Arbor Public Schools prides itself on the linguistic diversity of our students to bring, that our students bring to the classroom and the diversity of language programs we offer
across the district. Neighboring school districts offer one to three languages among Spanish, French, German, and Mandarin Chinese. Ann Arbor Public Schools is the largest school district in Washington County, the fourth largest in the state, and offers world language instruction in Spanish, French, German, Arabic, Mandarin, American sign language, and Latin. The decision to add additional world language programs in 2013 was based on the considerable size of our district. The increase in diverse world language teacher certifications at the university level, as well as our community's desire to include more linguistic communities of Southeast Michigan in
our course offerings. The ability for us to sustain such a wide variety of programs was dependent on creating language corridors across the dress district with two to three languages offered per corridor. Students are able to explore a select sample of two to three languages in their middle schools before continuing to build their proficiency all four years at their designated high school. This allowed for student choice while balancing the viability of these programs. Students are required by the state of Michigan to have level one and level two of a world language to graduate.
However, it is important for Anarbor Public School students to have access to high quality advanced language courses to build functional proficiency, develop con cultural competency, and to bolster their transition into college academics. The University of Michigan requires two years of a world language, but recommends four consecutive years for the liberal arts college. Many other highly selective schools recommend more than the required two years to bolster college applications as well. What our communities and students are losing. We understand the district's desire to adjust the budget.
However, we are concerned with the district's shortsighted decisions to use retirements as a mechanism to reduce world language FTE that will have the devastating impact of closing entire world language programs at the middle and high school levels. The notice to not hire permanent replacement teachers for world language requirements was abrupt and disregarded all input from world language staff. By not hiring replacement teachers to sustain a program at one school within the within the language corridor, the district is by default condemning the sister programs and other school to fail.
We believe these cuts will cause, one, disruptions to student high school and college plans. The district is inflicting significant negative impacts on students currently enrolled in those language programs that have the the potential to disrupt their high school and college plans. Opera level and diverse language courses are recommended for strong college applications. The University of Michigan requires two years of a world language, but recommends four for the liberal arts college. Many other highly selective schools recommend more than the required two years.
According to the American Center for Teaching Foreign Language, 90% of US employers rely on employees with language and communication skills in language other than English. With the instability that this is creating, we express deep concerns that the current current students will be met with dead end programs, be forced to change high schools to continue their program, or drop out of a program that they had planned to continue. Negative impacts on student achievement. Ann Arbor Public Schools is ensuring that our students will not achieve the linguistic and
cultural competencies they would have received in a stable program. Students at the upper levels deserve highly qualified, experienced teachers who are able to build student language proficiency and help them achieve on standardized and college entrance tests, AP tests, and IB diploma program exams. By committing to arbiter arbitrarily phasing out languages due to budget concerns, we are committing to providing students with unstable programs that are staffed by substitute teachers for inadequate online programs for the remainder of their high school language experience.
Increasing class sizes and other programs. Students elect to enroll in specific world language courses. World language teachers are opposed to abruptly closing programs that students have elected to enroll in, have appropriate class sizes, or can be combined to have appropriate class sizes to sustain the advanced courses. Since world language levels one and two are required for high school graduation, the district is removing the choices students have already made for their middle and high school schedules, which forces those students to enroll in a different language program.
In addition to disregarding student choice, this will have the impact of increasing class sizes in other programs, many of which are already at capacity. Loss to linguistic diversity and cultural experiences. Ann Arbor has the second highest population of Chinese speakers in Michigan. Southeast Michigan has one of the highest population of Arabic speakers in the country, while German, French, and Spanish immigrants have been a significant part of the cultural fabric of Ann Arbor since the eighteen hundreds. Students who are heritage speakers of Spanish, Arabic, German, Chinese, and French are losing access to those higher level classes that would benefit their multilingual
development. Once reduced or eliminated, programs are very difficult to restore. By losing these teachers and reducing programs in their schools, students are losing spaces that demonstrate the value of culturally significant holidays and traditions, spaces to pray and share food, and the opportunity purchase to participate in long standing exchange programs abroad. What will the future impact be on the legacy of AAPS? Our world language programs make Ann Arbor a competitive school district that has attracted families to our diverse and robust electives. If we continue down this road of eliminating programs,
Ann Arbor Public Schools is ensuring our district is no longer a destination district. Our world language staff are highly qualified and go above and beyond to provide resources and opportunities for students and families beyond the standard curriculums. It is the responsibility of the Ann Arbor Public Schools to retain our highly qualified teachers. When we lose teachers, we are also losing carefully crafted professional relationships with ancillary programs our teachers have formed that provide students with international exchange opportunities, bilingual support, and scholarships to students in our language programs.
We are disappointed that the Ann Arbor Public Schools continue to not involve its constituents who best understand our programs before before making the choice to eliminate them. There are ways to reduce expenditures without removing opportunities for students. World language teachers and parents of students in our programs could have worked together with the Ann Arbor district team to find alternative solutions several months ago if provided with the opportunity to do so. If Ann Arbor wants to maintain a world class education, we need to maintain stability for our world class teachers who go above and beyond
to make sure our students are given opportunities beyond the borders of our classroom and country. Ann Arbor students deserve for their opportunities to be expanded, not restricted. We are writing to the Ann Arbor the APS leadership and the board of education to remember that budgets are a choice. Please do not make choices that impede the opportunities and global connections for our students. Sincerely, and this was signed by 46, I believe, of our Ann Arbor teachers. Thank you. I believe that brings us down to our community group reports. Missus Jessica, do we have any other community groups signed up for this evening?
No one has, signed up for community groups. No. Thank you. Lou, that brings us down to board committee reports. And the first committee would be the executive committee. The executive committee, met on July 28. All members of the committee were present. We had a short quick meeting to set the, agenda for tonight's meeting, and that is all that we accomplished at our meeting on the twenty eighth. Any questions? Alright. Seeing none, I will turn it over to trustee Wilkerson for the finance committee report. Thanks. The finance committee met on Monday,
July 28 at 10AM. All members were present. We discussed, student math workbooks that will be brought for first briefing tonight. So very efficient and quick meeting as well. Thank you, trustee Wilkerson. If there are no questions, then moving down to the governance committee. The governance committee also met on July 28. Again, all members were present, and we did have a short meeting. We will be bringing forth, an item on the agenda, relate to the graduation requirements, under first briefing, for, the trustees to consider,
and to discuss. Any questions? Alright. Seeing none. I will turn it over to trustee Schmidt for the performance committee. K. The performance committee met, and we, went over the graduation requirements. Those would be will be shared this evening. If I may, as, vice president, report one other thing according to that responsibility. So a couple of the responsibilities I have as the sitting vice president is to manage the superintendent evaluation, but also to set up professional development for our Board. One of the there are a couple of things that we need to focus in
on, which are setting our Board goals and also looking at our committee structure and the effectiveness of how we're working as committees. I would like the Board to consider, and we can circle back on this, the potential date of Sunday hold on a minute. I think it's September 7 as a potential retreat day where and I don't have a time. I'm sort of open to it. Trying to find time where this board can get together besides, putting it after meetings, which people are never at their sharpest because they've worked all day and then they
sit through a meeting. I'd like you to consider that date, please. And communicate with me, if you will. I'm checking the date. Yeah, the seventh. That's correct. Because as you know, I've also sent out a spreadsheet looking at October for our superintendent check-in. And, we need to lock that date in because that will be a facilitated meeting and we have to set up a facilitator. So if you haven't filled in that spreadsheet, I'd appreciate it. So, we've got our work to do. When we were elected, we have to make time to do this work. We have a responsibility. The public expects us to put in the time.
It's very inconvenient for many of us sometimes. But as elected officials, that comes with the job. So I would ask that you would consider the seventh or the board goals and our looking at our committees and then to please fill in the other document I have trying to set up our superintendent check-in for her eval. Thank you. Thank you, vice president Schmidt. Can I just comment real quick? Please. Thank you. Trustee Schmidt, I just wanna express appreciation for all that you've been trying to do to set
up all of these different meetings and whatnot. I know it's not easy with all of our different schedules and whatnot. So I just wanna give a little shout out to you for just bearing with us. But, again, this is a commitment, and, thank you again for trying to get get us organized. Mister president, if I may? Yes. Trustee Bessemer. I I I echo, trustee Wilkes, comments on your hard work and herding cats, as you mentioned. Do you have a date of when you would like us to respond to you regarding September 7 for your planning purposes,
of course? By the end of this week, Saturday. Thank you. Thank you. And trustees, if you can look quickly look on your calendar and tell her before tonight's meeting ends, that would probably be helpful as well. Thank you. That should work for me. I got it. I got it. Alright. I believe that moves moves us down to number nine under the information section, and that takes us to our superintendent update. I will turn it over to superintendent, Parks. Thank you, president Feaster. It has been a a busy summer for the district team, but quiet, otherwise, outside of preparing for the school year ahead and wrapping up the one that we
just had. We are excited to welcome our principals and administrators back next week, and so we know things will kick into to high gear as we are on this, home stretch to the start of school. So just a few updates this evening about some of, the summer happenings. The Michigan Chamber Foundation recent recently hosted the state's second annual statewide national civics bee at the state capital in Lansing. 21 middle school finalists showcased their civics knowledge through the live quiz rounds and represented 10 schools across Michigan from Gaylord to Warren.
In a final round, the top five finishers presented their ideas to judges on policy solutions to improve their communities. Congratulations to Ashley Tall, Clegg Middle School student who is the twenty twenty five winner and heading to Washington D DC this fall to represent Michigan in the National Civic Bees finals and the chance to earn $100,000 education savings. Our ITD department, it's a it's summer is always a busy time for them as they refresh all of those devices, refresh and replace if necessary. So our ITD department was recently selected to present our district's AI journey from base
camp to summit for the national upcoming AASA summit in November. ITD has been working on the high school student MacBook Air project since March and earlier this month. 500 I'm sorry. 5,500 new devices went into imaging production with all of the APS specific settings, software, apps, and build outs with our vendor. It was quite a feat to change mobile device types, work on special student settings, and test all of those devices. On Tuesday, July 22, the first third of the AAPS MacBook laptops arrived at Ballast on pallets,
and kudos to our ITD mobile device team who will have all of those devices prepared and ready for our students, at the start of this by the start of the school year. National I'm sorry. National tennis Nashville, Tennessee, pardon me, was the site of the twenty twenty five HOSA Health Occupations Students of America International Leadership Conference held in June, in Michigan. HOSA, with its 426 attendees representing our state had a powerful presence among the more than
14,000 middle and high school students from across the nation. And our Republic Schools was well represented with students from Clay, Huron, Pioneer, and Skyline placing in multiple categories. HOSA exists to enhance the delivery of compassionate quality health care by providing opportunities for knowledge, skill, and leadership development of high school, post secondary, and middle school students interested in health care. So congratulations. Lastly, trustees, we have, the Michigan Department of Lifelong Education Advancement and Potential known as My LEAP.
And the Michigan College Access Network known as myCAN launched a ticket to tuition giveaway this year, awarding nearly $1,000,000 to 50 Michigan students from every region of the state. Milton Zhao, a 2025 graduate of Skyline High School, was one of the 40 students selected to receive the $10,000 award. 10 students across the state received the $50,000 award. The goal of the giveaway was to help more students complete the FAFSA and access
the resources they need to pursue college or career training. By the end of the giveaway period in May, approximately 50,000 students had completed the FAFSA with over 21,000 entering the ticket to tuition giveaway. Completing the FAFSA unlocks access to a range of federal, state financial aid programs, including federal Pell Grants, the Michigan Achievement Scholarship, and the Community College Guarantee, which offers recent high school graduates the opportunity to earn a skill certificate, associate's degree,
or bachelor's degree at reduced or no cost tuition. And Michigan Reconnect, which allows adults ages 25 to older to attend their local community college tuition free. Trustees, you'll hear a little bit more about, FAFSA in the district a little later on in the meeting. And that concludes the superintendent's report. Thank you very much, Ms. Parks. I believe that brings us down to the Ann Arbor Public Schools 2024 annual graduation report. And it looks like that's gonna be presented by miss, Linden, assistant superintendent of teaching and learning.
And doctor Dan Berger. Oh. Yeah. Okay. So doctor Dan Berger is coming up, to the podium, and miss Linden is coming in via, via Zoom there. The annual annual 2024 graduation report is typically a report that we deliver back in June, but we had lots going on. And so we are bringing it forward this evening. Doctor Berger is going to go over the data with us, and miss Linden is going to, close out the presentation here. So I'll turn it over to doctor Berger. Alright. Thank you, superintendent Parks. Good evening, members of the board.
I can get this a little bit higher so you can actually hear me. Hey. There we go. Alright. So tonight, we're bringing the annual graduation report. I the first thing I wanna remind you is that when we bring this report that we're look we're actually looking at, graduation results that are a year old. So we're looking this, tonight at the 2024 graduation results. The way that the state of Michigan does it, they don't finalize things until January following the graduation year, and then there's a time period where you can make changes and things like that. So by the time we actually get the data,
it's it's April, which is why this always comes in. It's almost a year late. It's always a little funny because, you know, we just finished graduation 2025, and then we come back and talk about graduation 2024. But that's that's all the numbers we're looking at tonight have to do with 2024 rates and 2024, graduation results. So, I wanna start a little bit of context. The graduation report is, like I said, based on the prior academic year. And over time, we've continued to work to enhance strategies, to support our students in getting across that graduation finish line, for both on time four year graduation,
but also for five and six year graduation. For students who, don't finish in the four years. We still want to achieve the graduation for all of our students to the best of our ability. A couple reminders in the context here. This report reflects the prior requirement in 2024 of 22 credits for graduation. I think that has changed since then and is still in process of changing, but this represents 22 credits, which is still above Michigan's 18 required credits. So we have a little bit higher standard, than than the state requirements. We have limited use of intensive credit recovery and graduation intensive focus programs.
One of those is Grad Alliance, and that's, students who other strategies have not proven effective are often referred to Grad Alliance, and it can also be used to recapture students who have interrupted schooling, if they're away from school and need to come back in, to try to help them graduate. And something to think about is the way that we have approached as a district graduation and graduation requirements is that we want the a a p s graduation diploma to mean something. So we we wanna maintain high standards, and high expectations.
But at the same time, we want to work diligently to extend a wide range of supports to students to try to help them achieve those high expectations. If we can go to the next slide. Hey. You already beat me to it. So the a couple of quick things because some of this is not obvious, but Michigan has specific, definitions around graduation and dropout. Most of the things we're gonna look at tonight are what are called on track graduated. So these are students who finish in the standard four year period program, not including students who finish in more than four years.
And that is all based on a cohort. And the way that the cohorts work is at their freshman year, if a student is with us as a freshman at one of our, one of our high schools, then that student becomes part of that cohort for us. And then when it comes time in four years to see if that person graduated on track, all of the students who are part of the original cohort are the basically, the denominator for that that proportion. So how many you know, that that's our that's sort of our n, our our whole group of population of students who are part of the cohort. Now there are a lot of ways that students can can finish.
There is on track graduated. That's our four year graduation rate. That's sort of what everybody thinks of as high school graduation. But there are some other ways that people can can be considered finishers, and those are the next three you see on the slide here. They can complete a GED certificate. They can earn a special education certificate of completion or another or some other types of certificates, or they can be what's called an off track continuing student. So that's a student who's going to continue on past the four years to a five or six year graduation. Now, all of those count as completing high school,
But when it comes to the four year graduation rate, they are part of our cohort, but they count against our four year graduation rate. So those students are are not considered graduated on time, for the four year graduation rates. Yes. I just I wanna do it on this slide because it makes sense. So what happens if somebody comes to us junior year and they're here for two years and graduate? How are they counted? They become part of the cohort when they enroll with us. Oh, okay. Yeah. They become part of that year's cohort when they enroll with us. Yeah. Got it. So so besides these completer sort of completer categories,
we also have, what is considered the dropout category. So interestingly for Michigan, there's obviously what we would normally think of as a dropout, which is somebody who leaves school and says, I'm not gonna come back to school. I'm not gonna complete high school. But there's another category of students that, fall into the dropout category, and those are what are called missing expected records. So let's say a student starts with us their freshman year. They become part of our cohort. And then at some point before their senior year, they leave Ann Arbor Public Schools, and go somewhere outside of Michigan to another state,
to another country. And, if a school that they go to doesn't send us a request for records, we can't prove that they went somewhere else. And so that student is is considered a missing expected record, which counts as a dropout according to Michigan. So that's just something I I want you to keep in mind just kinda like how these things all work. And then the graduation rate for four years is this equation that I have at the bottom. It's your on track graduated students divided by the cohort total. Alright. So that is how it is calculated. And now I want to actually look at some of our results.
So this is just kind of a key takeaways slide. So our 2024 graduation results show that overall, our graduation rate held pretty solid from 2023 to 2024. There was a negative point three percentage point change in the graduation rate, and you'll see that on some graphs coming up. We achieve in the AAPS higher graduation rates than the state overall as well as well as across all the, demographic groups that we usually look at by race, ethnicity, by economic disadvantage, students with disabilities, English learners. We we are outpacing the state,
and we'll see a slide about that as well. We will also see some some things they'll show us compared to other districts. And we basically maintained the same rank order, as we had in 2023 and 2022 compared to other districts. If we look at our demographic groups, you can see the table in the middle here. We have a mix of flat increase and decrease grad rates among our different groups of students. I kind of consider the black African American and white student rates to be pretty flat because they're less than a half a percentage point change. We had increases for our economically disadvantaged and students with IEPs,
five percentage points, which is great to see those increases. We had smaller increases of closer to half a percentage point for Hispanic, Latino students and students of two or more races. And then we had some drops in our overall graduation rate for Asian, Asian American students and for our English learners. And we will look more closely at all of that later. And then finally, we had a higher four year dropout rate for 2024 than for 2023, which is not what we want to see, but we did have a considerably lower five year dropout rate for 2023. Because what what happens is,
when we get the four year rates for 2024, we get the five year rates for 2023, and we get the six year rates for 2022. So we can we we can't start pulling in some of those other completers to see how many people finished in the more than four years. And we also get the dropout rates in this case. So our dropout rate was a little higher for a four year for this 2024, but it was lower for our five year for and and we'll look at a chart on that at the end of this also. So the the next plot just shows our overall graduation rate. This is our four year graduation rate for all students over the last ten year
period. I just wanna remind everyone that we usually sort of set 2020 and 2021 aside a little bit because those were the years that were impacted by COVID. There was a lot of grace given. A lot of credits were earned, especially in 2020 when everything just shut down and everybody was just given a g if they regardless of what their grade was if they were not passing a course. So we sort of set those aside as as different years. At any rate, you can see that we are above 90% like we were in 2023, and that that is an increase from our prior years where we were hovering just
below 90. The last couple of years, we've been hovering just above 90% as our graduation rate. And the trend line is going ever so slightly up, but some of that is being impacted by the 2020 and 2021, rates being a little bit higher than normal. Yes. Autumn, those are the total number of graduates? Yeah. You should yes. Because we're gonna see many graphs like this. I should explain this. Thank you. Yep. So yeah. So the number at the bottom are the the n equals and the white numbers at the bottom of each. That's the total cohort size. So if you look at 2015, that 1370 was the size of the graduation cohort that year for the district,
and eighty eight point six percent of those 1,370 students, graduated on time, with four year, on time, rates. So a little bit more, information. We have in the district over the past several years been implementing a number of strategies and supports, with a focus on early intervention. Overall, there's a strong focus on student connection and engagement and relationships with students and families. We have ninth grade deans and counselors who continue to support earlier and higher levels of intervention for students to support a path for graduation. So the idea is if a student, you know,
doesn't pass a class that's a requirement, let's let's get them into, some credit recovery right away. Let's get that fixed as soon as possible. Credit recovery options are available at all high school locations for students beginning right at the end of each trimester semester. So rather than waiting for summer school, if first semester, there's a class you didn't pass, let's start recovering that credit right away. So, again, this idea of early intervention. Like, as soon as you can, like, help the student get where they need to be, let's do that. We also have enhanced systems to enable understanding, support, and intervention for students who are struggling with life,
social, emotional, and mental health challenges. And we have some virtual options, including the Grad Alliance, which I mentioned earlier. We have our HU Virtual Plus program, Edgenuity, which is a, credit recovery program. And so those are all those are all available when attendance in traditional school day is not possible for students. Continuing on with this idea of the supports, we have pathways for success programming. So sometimes if students are are not succeeding in one of our larger schools, this puts them into a smaller high school setting, a smaller student to teacher ratio, with individual pathways to achieve the goal of graduation,
and that's a choice option for students to attend pathways. Personalized curricula is appropriate for some students, who have IEPs. Academic and graduation plans are developed in partnership with students and parents. Achievement team plans, coordinate additional supports. And then strategic outreach to students for summer school, for credit recovery, which we already mentioned, interventions, and free tuition for for credit recovery. And then also there are truancy notifications if attendance is is part of the issue that we think is happening for students, who are who are not succeeding. So if we move on to the next slide,
we're gonna start looking at some of the actual rate comparisons. So the the plot you're looking at right now, is comparing Ann Arbor Public Schools, which is the blue bar, to the entire state of Michigan, which is the green bar. And as I mentioned earlier in sort of the key takeaway section, you can see that we are outpacing Michigan, in graduation rates for four year graduation rates across all of these different student groups. I just wanna there are a couple of groups that we have double digit increases. We are 11 percentage points above the state for students of two or more races. We're 15.8 percentage points above the state for students with disabilities,
four year graduation rates. But we are above across all of these different student groups. And if we go to the next slide, we're gonna introduce even some more comparisons. So these are a group of comparison districts that I inherited when I started taking over this, presentation about six years ago. So at the top, you see the Ann Arbor public schools rate. It's in blue, in the left panel. So that's our our ninety point three percent four year graduation rate. The blue dash line, is just showing where that is so you can compare it more easily to all of the other, districts listed graduation rates.
If you look at the right panel, that is the number of students in the cohort. And I I put that there just so that you can compare the relative size of the districts that are in the comparisons here. And you'll notice there are two colors on that bar. The darker color is the students that graduated, and the lighter color are the students who did not graduate in four years. So the fourteen sixty eight for Ann Arbor is our total cohort. And of those, ninety point three percent of those graduated, so that's represented by the the darker blue line in the right panel. So the first set of comparisons are,
the other schools in our county. So you can see the comparison to the county districts. We are ahead of many. We are behind few of the of the county districts. Although these are not always great comparisons to Ann Arbor, besides being geographically comparable, they're not they're much smaller. They have often different student demographics than we have, in in a lot of different ways. The next set of comparisons are a group of similar districts. You know, we always caveat this to say that no two districts are truly the same. But in comparison to the similar districts,
you can see we're kind of right in the middle. There's two that are at or below us and and three that are above us, in graduation rates. And at the bottom, you see a group of high performing districts, which are performing high because by definition, they are high performing districts. So these are, some of the districts that have some of the higher graduation rates. Trustee Schmidt? Yeah. Yeah. So I know, Trustee Wilkes and Trustee Mohammed, we spoke we've had a conversation about this in the performance committee. And I I guess, I think we need to and we've talked about this. This is what, the third report I've seen like this or second.
I've been down here a couple years. Probably. We have to figure out what the value is in comparing to schools that Sure. Who are not. I mean, when I look at high performing districts, I know some of the income levels in some of these districts, because of some of my other work I've done across the state and the amount of money that parents are putting into private tutors. I mean, it's just it's not apples to apples. So Sure. I think everybody really needs to take this into account when you look at these things. And it's very different when you deal with districts that have a really small high
school. Mhmm. That's just such a these are just so such different animals. This is the same problem you run into even within a district when you compare schools. Because every elementary is a unique community with its own measurement of all kinds of different things. It's just not, I don't think it's a wise thing to do a lot of times. So thanks. And we've talked about whether we want to create a different set of comparison districts before, and maybe that's something we should, you know, revisit again for, for the next time you see this report. Oh, yeah. I'm sorry. Excuse me. Yes. Yeah. Just to add. Yeah. I think what would help,
and we've talked about this in the committee, is maybe having some demographics about these schools and then how big the the schools are. Because then you can kinda make a comparison if we had a little bit more information about the schools. Yeah. Yes, please. Well, can I just say well, based on what I'm seeing on this graph, I mean, a lot of these schools, just based on their grad the size of their graduation cohorts Small? I would think that these districts are, like, a fraction of the size of our district Yeah. Just based on those numbers alone.
So, I mean, I can definitely determine the size of those districts just based on this. But, demographics might be helpful, but definitely the size I think is is fairly clear on this one. Alright. If there's something else on this particular slide, the other the other thing, actually, I will bring this up. Just the other thing that we talked about at, the performance committee meeting was that, you know, we don't know what credit recovery looks like at all of these other districts either. We don't know if it's, you know, easier than ours, harder than ours.
Like, we just don't know. So that's kind of a black box that might be, something to look into, more in the future as well. Yeah. I was not part of the performance committee meeting. However, I do know from talking to other board members across the state, their graduation requirements are different as well. Yeah. Sure. I know one local, district, decided because of the issues of the pandemic and to help with their graduation rates lowered the number of credits. You know? Again, getting hitting the 18 because that's what we're legally required to do, but not at the 22 that we have in Ann Arbor. So it does make a difference.
Yeah. Yeah. There are a lot of differences between what graduation means across many different places even within the the state. Absolutely. Alright. Well, let's move on to the next slide then. This is another comparison slide because we've just all shown how much we love those. But this is another group of similar district comparisons. But in this case, we are comparing, Ann Arbor Public Schools to other districts that have been deemed similar districts, but among our five focus groups of students. And so, again, this is the same setup as you saw before. We have, in the in the left panel, the graduation rates for that group of students for that district.
And in the right panel, we have the number of students of those students in that cohort, who fall into those demographic groups. This is one where, you know, Ann Arbor is we don't always show well on here. We are coming in, with all the caveats we just talked about. We are on the lower end for all five of these groups compared to this set of districts, Of course, taking into mind all the caveats that we that we just talked about. Miss Mohammed? Yeah. Yeah. So, yeah, I see that I mean, I'm glad that you put the ends Yeah. You know, the number of students per different group. But what would help,
and I didn't bring this up at the performance committee, but I'm noticing it now, is the percentage Yeah. Sure. Overall Mhmm. Because, you know, you can't really compare Yeah. 223 through APS of, black students compared to a 110 from Utica. Like, if we have a percentage, it would give us an idea of the comparison. Yeah. That's thank you. Yeah. I mean, when I think about creating different comparison districts I'm gonna get really deep in the weeds here. But when I think about creating other comparison districts, what I actually think about doing is taking all that into account in determining what
the districts are. So maybe some sort of propensity score matching scheme or something like that. But, anyway, we we can, we can figure that out for next time. Great time. If we go to the next slide, we're at this from this point on, we're just looking at the Ann Arbor Public Schools data, and the only thing that we're comparing to is ourselves over time. So this slide, I don't expect you to be able to read this carefully. This is just kind of a flash slide. But we're gonna look at all of these nine in the next set of nine slides for each of these different student groups individually. So let's just move on to the next one.
So what we're looking at now looks very similar to, the display that we saw earlier with the four year graduation rate for all students. That's the four the blue bars are still that, and the the the pink trend line is still the four year trend line. But in this case, we have added on, the five and six year graduation rates. The five year graduation rates are in green and the six year graduation rates are in purple. So one of the things that, one of my takeaways from these data, and we talked about this at the performance committee meeting, is that we're doing a lot of good work in getting students to complete graduation,
past that four year mark. So we're gonna see this again and again. I'm gonna point it out in several of these slides. But if you look to our five year rate in 2023, you can see that that's at ninety three point four percent. So that ninety three point four percent five year rate is actually higher than the six year rate any year from 2015 to 2019. Or '20 sorry, 2015 to 2018 and, higher than than 2022 as well. Actually, it's higher than 2019 too and and 2022 as well. So so we're getting the students across the finish line in five years,
for 2023 at a higher rate than we got students across that finish line in six years in many of the past years that we looked at. So I think a lot of what we're trying to do with the supports, with the with the extended programs with the five years is is working. It's showing that we are getting students, finished with graduation. Trustee Schmidt. So, and correct me if I'm wrong, I'm the superintendent parks. But when you're within the special ed umbrella of students, we serve some students till the age of 26. Is that correct? That's correct. Okay. So when we look at these six year rates,
is it a higher percentage of students that are on IEPs that they need more years to accomplish? And maybe they're getting a certificate of completion or, do we know that? I'm just curious. I don't know that off the top of my head, but it's certainly knowable. Okay. And that would have to be a follow-up, I think. Okay. I don't have that today. Okay. We we will look, at the at the special education group individually, and that might shed a little bit of light onto that, the the rates of that. So if we so next, we're gonna go through some of the different student groups. Our our next group is Asian students. You can see that this is one of our groups that we dropped a little
bit from 2023 to 2024. So that's something that we, you know, we'll be looking at. But if you look at that five year rate in 2023, that's actually, higher than the six year rate across any of the ten years, that we have or any of the other nine years that we have before other than that year or eight years before that, I guess. So so our five year rate is doing very well there at 99.5%. If we go to the next slide, for our black African American students, obviously, I need to say that, you know, we still have gaps between our all students rate of 9090% and our black African
American student rates of 81.2%. So that's obviously something that we're still working on, and still trying to address for our five focus groups, not just our black African American students. But you can see we held very steady from 2023 to 2024. And, again, if you if our four year graduation rate here is higher than any year from 2016 to 2019, And our five year graduation rate is higher than any year from 2016 to 2019 and higher than twenty twenty two's six year graduation rates. So again, we see that five year graduation rate,
really showing that we're getting students there. We're getting them to to completion. Moving on to Hispanic of any race students. We had a we had a small increase, in graduation rates from 2023 to 2024 for this group of students. Our four year graduation rate here, you'll notice, is actually higher than any except for two years in the in the prior nine. And, again, our five year graduation rate is higher than many of the years, prior six year graduation rates. If we move to two or more race students, the next slide. This is also a little bit more than a half a percentage point increase from
2023 to 2024. If you look at the trend line on this one, it's it's going up, I think, at a at a nice rate. Our four year graduation rate is higher than all but two years in the prior nine, and our five year graduation rate is higher than, five of the prior six year graduation rates. If we go to the next, the next one, we have our white students, very similar from 2023 to 2024. We have pretty pretty high rates here, and the trend line is going up over time over the last ten years. We move to economically disadvantaged students. This one I was excited about. From 2323 to 2024,
we saw a five a more than five percentage point increase in, the percent of students who graduated in four years. Our four year graduation rate, you'll notice here, is the highest in any in the past nine prior to that. And our five year graduation rate is higher than many of the six year graduation rates for 2023 again. We keep seeing that. And and I like the trend line on this one too. You can see we're definitely, increasing the number of economically disadvantaged students who who are achieving that four year graduation rate. The next slide looks at English learners. So obviously, this is one of our groups of students that have grown a lot.
You can see in our graduation cohort in 2015, there were 33 English learners. And our graduation cohort in 2024, there are 82 English learners. And our four year graduation rate is is higher than all but three, even though it's down a little bit from last year. Although that two percentage point difference is about two students, less who actually graduated functionally. But you can see that, our the five year graduation rate for 2023, is the highest for any year since 2016, higher than the six year graduation rate for any year since 2016.
Yeah. So just a bit do I remember that, we were told last year that a lot of our, English learners are coming in later? Yes. Mhmm. Yeah. So so I'm thinking of a student that might come as a junior Sure. And their English is very poor, and you're trying to get them squared up so they can graduate. I mean, what a challenge that is. Right? Yes. We also have more English learner students coming in more recently who are, considered, to have interrupted schooling or or less formal schooling coming in, depending on, you know, what the situation they were coming from is.
But that that number of students who has limited or interrupted, formal schooling has increased amongst our high school challenge. Particularly. Yes. Yes. It is. Yeah. Yeah. The Yale department has been doing a great job, working to ameliorate some of this. And then our our final student group is, students with disabilities. You can see again that this was a five percentage point increase from 2023 to 2024 graduation rates, four year graduation rates. The the trend line here is is definitely moving in a positive direction, the four year trend line.
In fact, if you note our four year graduation rate for, students with IEPs is higher than any in the last nine years. And our five year graduation rate is higher than many of the six year graduate at at the level of or higher than many of the six year graduation rates, from prior years in the last decade. So so this is, you know, a lot of good work for from our special ed department to to achieve this. Yes. Trustee Mohammed? Yeah. Just add what, trustee Schmidt was talking about those, you know, the especially for special ed, are we seeing more students
compared to the other groups that are going that are graduating later, like five or six? If I'm looking at this right, and just let me know. Mhmm. So it looks like if you look at just twenty twenty two, it looks like there's about a 13%. So there's about if I'm reading this right, thirteen percent of special ed students need more time. Yeah. There's yeah. Thirteen percent in 2022 are finishing in that five Okay. Six year period. That's yeah. You are reading it correctly. Okay. But it looks better. I mean, it definitely is an improvement than pre prior years.
But we at least know from just that slide that about thirteen percent just looking at 2022, because we don't have the data for 2023 yet. For the sixth year. Okay. Right. We want it for next year. Okay. Thank you. Trustee Schmidt and trustee Wilkins. Why don't you go ahead? I just have a quick question. So students with disabilities, this means any student with an IEP? Yes. Okay. I just wanted to make sure. Yes. That is correct. And I was just gonna say that is just such a wide range. Yes. Oh my goodness. And so Yeah. I mean You know? And we have students getting certificates of completion.
We have others getting diplomas. Yeah. I mean, it's just such such a huge, spread. It's almost hard to just put them in one group Yeah. In my opinion. Just to say they all have IEPs because it's just such a different group. So the ends, the numbers seem really low. So those are the number of students who are in the twenty twenty four graduation cohort. So you figure a a general class a general cohort size in our public schools is 12 to 1,400 students. Mhmm. We know about 10 to 12% of our students have IEPs, so so this actually works out.
Up to about about that percentage of the overall cohort. Math. So not like five zero fours. Just No. Not including that. Correct. Just IEPs. Okay. So if a student, let's say by sophomore year, the only thing they were carrying was, a social worker, you know, and they still have an IEP, but that's the only service they get. A lot I I would think that, by the time kids get to high school, there are a number of students that would fall off of IEPs because it's not necessarily needed. So these numbers, they're just so there's just so much involved in how these numbers.
But you're saying this is freshman numbers. The cohort The cohort's freshman numbers, but this is the numbers that Well, freshmen or people who come and enroll here Yeah. Yeah. To be in the freshman and senior year. Yeah. Like I said, I think it's really hard to just take kids on an IEP and put them in a graph, but that's how what we've got. Right? Yeah. I mean, it's it's a state identification student with disabilities. So, I mean, that's, you know yes. Okay. And then, our final data slide here, I mentioned earlier the dropout rates. You can see that our dropout rate increased by just under half a percentage point
from 2023 to 2024, which is something that we'll be looking at. But you will note also that the five year dropout rate dropped, from six point three percent in 2022 to four point five percent in 2023. So we have some some good news and some bad news with the with this slide with these numbers. Great. Crystal, mom. I was gonna ask, do we have information of confirmed dropouts? Because I know you said initially that there's also the unknown. Do we have, like, is can we get that information of, like, people we know that actually dropped out and it's confirmed versus,
like, the unknown where if they left somewhere else? So, I mean, I guess, we don't really know if somebody left somewhere else. Yeah. We don't know. Out or if I mean, it's sort of a if we knew for sure that they went to school somewhere else, we could provide that evidence to the state, and then they wouldn't be considered dropouts. But I mean, if this kind of have that. But in this information, do we have confirmed drop outs? No. It's So all of this is just like combines drop outs with missing expected records. Okay. The assumption is if we can't prove where they were, they're a drop out. Delete. I mean, that's sort of the So it's not like somebody says,
like, I am dropping out. Right. We don't have it's these are mostly unknowns or pretty much all of it is unknown. A combination of unknown and They dropped out. Students who are are not coming to school. Yeah. Yeah. But we don't have that. We don't have confirmed Stan, we doctor Bircher, we don't have that broken out. No. I don't know of anywhere that that's broken out, any of the data. Oh, neat. Well, I was just I know during our committee meeting, we were just talking about how, how this works against our our district, our numbers, you know,
when a student perhaps moves away and they don't let us know where they're actually enroll where their their parents don't let us know where they're enrolling. And so, technically, by this definition, they're considered a dropout even though they may be enrolled some place somewhere else. Yes. Yes. So it really does work against us, and it's really helpful for parents to let us know where their child is going to go. Well, and it's not even that. I I think and I this is getting a little bit out of my knowledge base, but I think that the requirement is that, we would have to, our student accounting department would have to produce and give provide for the state,
as evidence the records request from the school that they went to Okay. To prove that they did enroll somewhere else. Mhmm. That's I think that's usually what they're looking for if we're trying to prove that a student, did enroll somewhere else. And and sometimes that we are able to do that. Mhmm. I know that some that I know that this is one of the things that happens when we get these data in January is we get this list of students, and our student accounting department does go through. And if there's anybody that they can produce, that form for, they they will and make corrections to to that at the state level. So I know that it that is something that can be done and is done
for the students that we have that for. Got it. Yeah. Thank you. Yeah. So finally, we have a little bit about next steps. So next steps include enhancing the access, to the use of personalized curricula options as appropriate for students with IEPs, improve professional development for counselors in the use of those personalized curricula, continue to provide administrators with early warning system data for early identification of students in need of intervention strategies. So so there we're talking about, you know, which students have attendance rates below 90%,
which students have, d's or e's in coursework, which students have disciplinary action suspensions. And that's something that that I actually compile monthly and provide to building administrators in spreadsheets so that they can those are the three things that have been identified as, signs in the that might not graduate, and there's a need for intervention. And then continue to improve and standardize personalized credit recovery programming options, to increase engagement, attendance, and those credit recovery completion rates. And finally, increasing student engagement.
Opportunities to learn in different ways, different settings, increased access to multiple pathways towards graduation, are are all things that the district is working on to to help boost our graduation rates as much as we can. Obviously, what we hope is that we get to a 100%. That's the goal always. So, so thank you for your attention this evening. If there are any other questions that weren't already asked, either myself or miss London, I'll be happy to to take them. Yeah. I I just have one quick question just for those who are, possibly watching our meeting. Parents who may or students who may want to enroll in the Grad Alliance program
or, what, a a two virtual or the Edge annuity? Say a student who decided who dropped out and now wants to come back and work on these, you know, work on getting that diploma. What would be their next steps? I will let miss Linden answer that one for you. Thank you. Right. We use Edgenuity and our bread aligns. So doesn't confuse Miss Linden, we'd we can't hear audio. But I can jump in while she, she fixes her audio. So students would contact their counselors. Counselors, are able to connect them with the appropriate intervention.
Sometimes people don't know which intervention is best. Is it credit recovery? Is it something like Rad Alliance? So they should contact their counselor, The counselor at their home district attendance area high school. Okay. Great. Thank you, superintendent parks. Yeah. Chelsea Wilkins. Regarding the next steps slide, and I heard some of it you were talking about the, spreadsheets and the numbers that you're coming up with for it. So that's my question about how are you measuring or monitoring these, smaller steps versus the graduation rates?
I know that that's a a big measurement, but how are you measuring the little pieces that might go toward it? So so there were, there was some work that Michigan had put out a couple of years ago that we, that we read and and took up where they identified several things that that were the most, important early warning signs that a student might not be on track to graduate. And those things were attendance rates below 90%, d's and e's in class in coursework, so failing or or getting low grades in courses, and, discipline, so suspensions. And so those are the things that,
so, I mean, functionally, what that looks like is it is a monthly, usually, occasionally bimonthly for a short month like November, December because December is short. But it's basically like a monthly report that I provide to administrators, and it literally is a spreadsheet with every single student on it. And if if they had grades come out that during that last month, it will say how many d's and e's they had, what percentage of their grades were d's and e's, what what every student's attendance rate was, whether or not they had any any suspensions. And then I create warning flags,
just just binary zero one warning flags so that an administrator could sort it by attendance. You know, who is who is flagged with less than 90% attendance, who has, who has one or more eGrades, who has a suspension. They can just they can just sort the spreadsheet, and then they can identify which students have one or more of those warning signs, so that in theory then, you know, the administrators can take some action towards, helping fix something for that student so that, hopefully, we'll get them back on track for graduation. But those are the three kind of buckets of warning signs that that, we've identified that the state identified and we've taken up.
K. And then are you measuring, like, the credit recovery completions and how many how many completions you get with the credit recoveries and things like that? Yes. I don't personally work on that part, but you can see miss Linden's nodding your head yes. I think she does more about that than I do. Okay. I don't know what's Oh, but we can't hear you. But we still can't hear you. Listen, Schmidt. Thank you. So I I I hear that you are sending that out to administrators. I can say having taught in the schools though, we already have identified these kids whether that thing comes or not. Sure.
The the administrators, the student, what are they called? Student child study teams. I can't remember what we were at Scarlet. But, it's it's obvious that the schools, they're watching those students. It's great that you send that data too, but that is the job of what Sure. The teachers and the teams do and the administrators. Sure. And to your question, trustee Wilkins, yes. Credit recovery is is followed, by staff at the building level. And also the graduation alliance is, is also followed.
Students who complete graduation alliance, alliance, students who we might need to reengage so that they can recover credits that way. So we do we do keep track of those things. Okay. Mhmm. It looks like, miss Linda may not be able to connect with us. Poor thing. I'm so sorry. I'm trying. It's okay. I'm trying. It's okay. It's okay. I'm trying. It's okay. Is an ongoing process. We've talked about. You know, that as soon as as soon as as soon as you get to the end of that semester, that trimester, if the credit was not achieved, that's the point where, you know, we wanna we wanna start getting that recovery happening.
Not at the end of the year in summer school, not when they're approaching their senior year and it's like, oh, no. You never got credit for x, y, or z. It's like right at that moment. That's the ideal time. It's that it's the idea of early intervention. Trustee Schmidt? I'm gonna add because she was in the committee with us. One of the things she was talking about was, credit recovery. It isn't you just take the whole class over. Mhmm. If you miss part of the class, there are units that you would be responsible for that. Right. Right. The other thing she mentioned to us, which I thought was relative, I was listening in the committee, is that They taught us well.
Students have to actually sit for a test. I mean, there's more to it than than what I've seen at a previous district I worked in. The students would just be online, and it was mobile choice, and I think they'd game the system. This is not what's happening here. Right. Right. So And these and also, we have staff who who proctor Yeah. Credit recovery. A lot of well, let me say it this way. We don't know what other districts do. However We do. Here, we proctor credit recovery. It is not something you can phone in. It's it's fairly rigorous and intense as we try to help students get back on
track. I just wanna say I appreciate that because it just shows the level of excellence that we have within this district, and it's just not some fly by night credit recovery, and you just, you know, retake the test. You have multiple choice. So, yeah. So I I'm definitely glad to hear that. So thank you. Alright. Well, thank you, miss Linden, for trying to connect. It's great to see you. Sure, Berta. Appreciate you both. Well, thank you all so much. You know, let me know if there are any other questions, and I guess I'll see some of you at Equity Community more. Thank you,
doctor Bernie. Thank you. Thank you. And I believe that brings us down to, 9.3, our capital program update. Thank you, president Feaster. We have our capital program team coming to provide an update on the work we have done throughout the weeks of summer on the elementary stages, concerns that our music staff brought up. So the team is here to share with you, the the progress there. President Feaster. Yes, sir. If I may. That's good. Just to clarify, team, is your presentation attached in four docs?
Yeah. Not presently. No. Okay. But it will be shared afterward. Okay. Thank you. But we can all stop looking for it. Okay. Because I can't figure out how to refresh the thing anyway. No. I don't know. Alright. Good evening, trustees Hey, David. Superintendent parks Hey, David. And AAPS community. Can you hear me okay? Yeah. Lower this. Thank you. Short people here. Yeah. Thank you. We appreciate the opportunity to be here tonight and provide an update on performance spaces and stages in our new school buildings. We had a couple opportunities now to speak with our music department and fine arts
staff, as mentioned earlier this evening, and we wanna thank all those who have raised concerns and provided input thus far, to our program. We always wanna hear what our staff and stakeholders have to say, and we wanna do our best to respond to that feedback. We have taken our feedback to this point, as, superintendent Parks mentioned, to our architects and engineers and ask them to develop solutions that can be implemented, today, to address inputs and at the same time meet all of the constraints of projects and school buildings that are already currently under construction.
In general, the AAPS Capital Program works with both district and school building level strategic goals and requirements, and the information gathered through our process and engagements and overlays those with all of our regulatory, budgetary, and feasibility constraints and tries to translate those, into three-dimensional reality through our architects, engineers, and construction managers. So the building designs currently under construction provide a number of gathering modes, for performances,
some of which are brand new, to the APS. And the modes, as presented by the design team in response to the engagements were intended to provide more flexibility and adaptability, which was one of the primary principles and drivers of our district, district principals and and drivers. So, however, as we, uncovered, again today in in our conversation with staff, there may still be gaps in a subset of performances, particularly, some choral performances in a four section school,
which require a very certain stage width, and events that, accommodate an entire student body attending a performance with a full grade level of students on stage and an entire grade level of parents in the audience. That is one of our sticking points for, accommodating the requests. So tonight, though, we want to review the multiple performance modes that we can accommodate and identify some ways that we might respond to the to that subset of performances, like, potentially using adjacent upgraded middle school auditoriums to address that specific subset of performance requirements,
for those schools that are currently under construction. The team has shared with staff, that every effort will be made to make adjustments for the projects that are currently under under planning and in planning, so that we might, be able to best respond, through a comprehensive set of stakeholder engagements around, the best way to make these performance spaces come together. So, we're committed to learning through this process and want to always be able to get better and adapt and respond,
to feedback. So with that, we have with us, Kevin Stansbury, our owner's representative, and he'll walk us through our latest design update. Thanks, Jason. Good evening. Thanks for having us. Thank you. Can you hear me? Yep. Excellent. Thank you. So we have a brief presentation tonight. As Jason mentioned, it has some context for you all. We're gonna provide a little bit of background. We're gonna look at the K 5 gathering spaces and the various modes. We have some clarifications on specials in our K 5 buildings and then plans for
improvements at middle schools Jason touched on. To start with, the background here is that we had engagements during our early planning and yielded cafes. The presentation you're gonna see tonight considers the conditions involved in accommodating whole school gatherings in cafes for those particular performance events using input from the APS's music department or the performing arts ad hoc, group. It's important to note that we have two sets of data from our initial planning.
We have one set of data, and we have a new set of data now that we're considering. One doesn't replace the other. They augment each other. You'll see that to some degree in what we're gonna show you tonight. So k five gathering spaces. These are the main gathering spaces in our new schools. This happens to be a portion of a floor plan from Thurston. This is showing the public and semi public portion of the building. Off the screen here to the left are the learning wings where all the classrooms are, and some of the specials occur there too. But the three main gathering areas that we have, in these new buildings are the cafe,
the gym, and the heart. For reference, the main entry is shown there. As you walk in the building to your right, the green area is the administrative office where the OP is and the principal's office and conference room are. The dark gray area above the cafe is back of house. It's servery and kitchen and mechanical space. And some of the spaces between the main entry and the heart are specials rooms, support service spaces, the library's over there, and typically purple areas are restrooms. That's just for reference.
In in the cafe, there are two main modes, obviously, primarily for lunch, which is an all day everyday event. Three three lunch periods are planned right now. What we committed to is accommodating a theoretical maximum enrollment, where each classroom had 27 students in it, and that adds up to about 675. We don't actually expect to see that number of students in a k five anytime soon. But, having a school that can accommodate a full enrollment in its cafe and with its survey would be an issue, and so that's what these are sized on.
So three lunch periods, means that 224 students in each lunch period are necessary. Our lunch lines, our kitchens, and our cafe are sized for that. But the six yellow tables here are tables that would not be deployed if enrollment never exceeded the historical maximum at Thurston, which is 528. So it could very well be that in this particular image, which shows a small fixed phase platform, which we'll talk about in a minute, that we don't actually ever have lunch tables on there.
It depends entirely on how enrollment goes at at the school and at the other schools. We pick these particular six tables as being yellow because if they're not necessary on a day to day basis, we could improve flow in and around the cafe through the server, etcetera, with these particular tables not being deployed. Before I move on to the next slide, what we're showing here is what we believe to be the best compromise between the datasets we received. We're showing a cafe that can accommodate the lunch periods and the enrollments that we've
committed to, and we're showing a fixed raised platform here with a barrier free accessibility. This is not an adaptable platform solution. This is fixed in place. It is, roughly 384 square feet, which may not mean much to you, but the size of this rectangle is almost exactly the size of the rectangle you all occupy, including the screen. So, you know, take this space, and that's the size of the fixed raised platform we're talking about, plus or minus a few inches. This is the cafeteria in lunch mode,
specifically designed to be warm and welcoming with good daylight. You can see, some theatrical lighting on the ceiling here. We're gonna look at that more in detail in in, gathering mode. This happens to show adults in the cafe, so this might be actually a professional development event. If these were students, they would be smaller and the room would feel a little bit bigger. Before we move into gathering modes, we wanna provide a little context on how we calculated capacity. This is a partial Floor plan of existing Thurston. This is the multipurpose room.
The white rectangle shown here in the floor are individual students who attended the recent groundbreaking ceremony at Thurston. We took this photograph and others and counted students and showed them where they were. What's important to note here is that when students were brought into this space, there's plenty of room in this multipurpose room. They were seated in a natural way. There were no constraints on where they sat, and there's plenty of room for other adult dignitaries in the room. So we took this as a good way to calculate how students would naturally sit
for a gathering on the multi multipurpose room floor. And then we use that same information. So here we're showing the cafe and gathering mode with those same white rectangles for where students are sitting. And what we're trying to demonstrate here is that we can seat the entire school population at the design enrollment, 575 students, which exceeds the maximum historical enrollment at Thurston by nearly 50 students. 528 is is our most recent historic maximum there.
The difference between those two figures, five seventy five and five twenty eight, are the yellow rectangles near the back there. Should enrollment not exceed 528, then we'd have a little bit more space at the back. This allows for a full school presentation where no students are on the stage. So if somebody comes in, a small dance troupe, somebody with a bald eagle, whatever it is, this this can accommodate the full school assembly. When we need a larger stage, what we recommended is that we augment the size of the fixed race platform with
some adaptable platform solutions. They're shown here in blue. This would extend the platform size to a size a little bit larger than Thurston's existing stage minus the wings. So 784 square feet is what we're showing. Thurston's existing stage is 734 square feet, so a little bit bigger. This still accommodates 528 students, on the floor. And, again, if we were never to exceed the historic maximum enrollment at Thurston, then the yellow rectangles wouldn't be occupied by students,
and there would be more room back in the back there for teachers to supervise. This is showing a half grade, so half the fifth grade or 46 students on the stage, and we've picked chairs for a potential musical event. But the arrangement there could be risers or it could be a different arrangement. But they are on a platform that is a little bit larger than Thurston's existing stage. There is barrier free accessibility to this stage, and then there's various ways to step up onto it.
It could be that the blue areas are one riser up from the floor, and the fixed raised platform is a second riser, or it could all be at one level, and the ramp could accommodate, access to the upper level. This is an image in gathering mode. You see here that there are curtains shown. Curtains would be provided on the back wall, which you saw in the cafe or in the lunch mode was the window wall. They would be augmented there by room darkening shades. We wouldn't rely on the theatrical curtains to make the room dark if it was
necessary. There might be some events we heard today where it wasn't desirable to block out the daylight, and we wouldn't deploy the curtains or the room darkening shades for those particular events. But typically, when you're focusing on, something on a stage, you wanna have control over the lighting and daylight, behind people starts to back backlight them, and you wouldn't necessarily want that. But not every event is that way until the curtains would be would remain open for those events. There are AV systems, in the cafe, and you'll see this similar description for the other gathering spaces.
We have a large venue video projector. We have wireless mics. We have sound, you know, sound inputs, media players, etcetera. This is a technical standard that we've developed for what we're equipping the stage with. This is in addition to, elementary school grade theatrical lighting, acoustic designs that far exceed our existing multipurpose room acoustics, etcetera. Our next gathering space is the gym. We're showing the gym here in gathering mode. 578 students are shown seated here with another,
32 possible on the platform. Whether we ever have 610 students who need to be at an assembly is a question with, fewer students enrolled. A platform could be bigger and different types of events could occur in the gym. This isn't the only wall that a platform could be put on. It could be put on the short wall too, and it can take a number of different shapes. If it weren't a full school assembly, an even larger platform could be deployed, and there's a lot of, different events that could be housed in the gym. The acoustics in the gym would be roughly equal to what the acoustics are like
in our existing multipurpose rooms. So there isn't a space acoustically like our existing gyms. This has got acoustic treatments intended for speech intelligibility, but it brings the general acoustic feel of the space roughly in line with how our multipurpose rooms are today. The note here on the side says the gym can accommodate any gathering and platform configuration, the cafe can, and more. And that's because gyms are typically 10 to 15% larger than the cafes. At a four section school, they're intended to accommodate two PE classes at the same time.
That's why they're the size they are. This is the gym in gathering mode. This is the 578 students watching somebody juggle. Gym also has an AV system. It's different from the cafe in that we can't have projectors on walls in a gym because they get beat up by balls. So the projector the projection system for the gym, which is used primarily for instruction, would be an, HDTV cart stored in the gym storage room. Teacher would use that. If there were events that required a larger format projector,
we could have one on a card available and deploy a screen at the same time. But it has a sound system, microphones, etcetera, just like the gym or the cafe. The heart is the third gathering space. This is showing the heart in gathering mode. 170 196 students are shown seated, which is two full grade levels. And this is the art in use. Students are seated watching an Earth Day presentation there. The AV systems are very similar to, in the cafe. The video there'd be a video wall or a video projector depending on the the
space configuration. So that might be a series of fixed monitors or it might be a a ceiling monitor projector and a screen. I believe at Thurston, it is a projector with a screen and not a series of monitors. But, again, it has sound inputs for media playback, and it has microphones, etcetera. And then the acoustics of the space are designed for gatherings. I can pause there and take questions on what we've seen so far. We have a couple other sections to get through. So, as I remember when planning meetings were happening and input was being taken,
there was a desire by, and I wanna say staff, to have a gathering place that wasn't just the, where the cafeteria was. That maybe could bring, a grade level together. And that's why the heart concept happened as Among other reasons, yeah. What we were looking for was a variety of gathering modes. Yeah. Today, we just have the one space and all gatherings have to occur there outside of the three lunch periods. Right. So, we did want the gym to be useful for gatherings and so the acoustics and the systems that were implemented there for that purpose.
But, yes, the heart would be a tweener space. What we didn't show here was the learning commons within the flexible learning environments, which can accommodate a grade level. Mhmm. Those aren't typically for performances. They might be more for project based, presentations, that sort of thing. And that's just for one grade level. There was an interest in, a space for a couple grade levels. And the cafe was originally designed for half a half school assembly, but we've shown here that we can accommodate a whole school assembly, and the gyms were typically where the whole school assemblies were occurring with occasional events
moving to a middle school or a nearby high school if they required specialized lighting or sound or, you know, rigging or something like that. Well, if they wanna bring every parent in. I mean, you Yeah. You can't build the parking lot for Easter Sunday. I mean, you know what I mean? Yeah. What I like when I look at the flexibility of this for me, I think about the limitation of, current stages, which are in the place where we feed kids, and there's prep to get ready. There's this different lunch periods, so you gotta clean it up. It makes it so it's not really you don't you can't gather there during those
times. Right? So it's nice to have the, heart as another gathering space if it's in the middle of the day when the lunchroom's being used. Or, you know, it just gives you flexibility. And then the gym, depending on who has gym class, you know, that's what makes schools work is when you have flexible spaces from from an educator's point of view. Yep. I mean, we're excited about the variety of spaces that we anticipate they'll be fully used. But there are some events that will require whole school assemblies with a half grade at least on a stage and curtain lighting sound systems that can accommodate that.
And so this is what we're focusing on here is trying to demonstrate that this is possible in the current design. I'm sorry. Trustee Baskett? Yeah. Excuse me. Mister Bing, if you could review please for us the the sticking points as you called it. I think I've only got two of of the three, and I I thought one was, space to host full grades in the audience area. But it sounds like for at least this Thurston area, that's been addressed. Could you please review and remind me what number three is? Space for parents. Space with now how is space for parents different than
I heard the parents too, but I couldn't understand the difference. Yeah. It was the having a full, student body plus of, one grade level on the stage plus a full grade level of parents all in the same space. Great. Oh, love. And we we said the only way that would be possible is to utilize the gym, and that that was the challenge. So if we were trying to do that inside one of the current,
current under construction buildings, it would have to take place in the gym. And that would address that? Well, that's where there's a that's where there's concern is that utilizing the gym for that. The the feedback that we received is that that would take away from gym. And So it's an internal scheduling issue, which I'm sure principals and staff have done before. I think because it looks to me again that that two and three have been addressed or, you know, again, maybe not to for some folks,
but address. The the first one though, which seems to be, again, not not insurmountable, but still a a sticking point as you call it, is the width of the full stage to host, I think, I've four section vocal groups. Did I get that right? The the concern this morning was about the width of the risers that are typically utilized for coral performances. Okay. So, again, it's a width of the risers on the proposed platforms. Alright. Thank you. Yep.
Trustee Wilkes. I had a question regarding the platforms. So the platforms would be permanent, and would they also be I know we were talking of would there be some flexibility with these platforms in terms of being able to adjust the different configurations? I know you talked about catwalks and all these other options that you would have with with the first option that you mentioned when we when this all started. So but with the permanent platform, I'm assuming it's permanent.
Would you still have those options? Yes. So there is a portion of the proposed solution that is permanent, and it is the roughly the size of what you all occupy, 16 by '24. Okay. It would be permanently in place, permanent construction. And it can be augmented on the sides and in the front with adaptable platform solutions to increase the platform size for the those events that need more space than this. The bigger the extension of the platform, the less audience seating there is. So there is a there's,
well, the exercise was, can we get a half grade level on this on the platform with the remainder of the school on the floor? And the answer is yes. Can we get a whole grade level on a stage that is that is a a pinch point? This is a half grade level. And can we add 200 parents to the audience? You know, in the gym, we can. But there isn't a multipurpose room in our district now that can accommodate that particular request. Parents, the full grade level on a stage, and the rest of the school in the multipurpose room.
So what we're showing here is one example of adaptable platform solutions. It can be bigger, but it has to keep, aisle ways open for egress. So it can it can go out further into the room, but it can't get wider because it starts to block egress doors in that way. It can also be, you know, this is one of the reasons why a total adaptable platform solution was more flexible because we could put the coral risers right on the floor in the width they needed to be. But but this is a compromise that we're exploring. The, the fixed platform would accommodate most events in the year.
Mhmm. It wouldn't require any setup. It has lighting. It has sound. There are some events that would require a larger platform, and there are some limitations on how large that platform can be. So with this setup on slide number 12, would that allow parents to actually, attend this event, or would parents not be able to? Not the whole school of students But just and the grade level of parents. What we're showing here is just students. Okay. Now that's with a theoretical enrollment.
Right? So what Mhmm. There's a difference here between 528 students and 575. If enrollment never increased over 528, which is our historical maximum, we would have room for 50 parents. Okay. If enrollment were lower, we'd have room for more parents. But we don't have the design enrollment capacity plus a full grade of parents and a full grade on the stage. I gotcha. How many events a year are we talking about have I mean,
is this we're talking 20 events, 50 dates, a a 100 what what are we talking about realistically here? That is not exactly clear to us, but we think it's fewer than 10 Fewer than for events that would require a larger stage than this. Okay. One way one way to answer that might be that during the during the engagement process through the design advisory teams, the the number that we kept coming away with was less than 10. Okay. During the engagements with the music department,
that number is closer to 20. Okay. So this is the kind of where we're trying to So we're saying recalibrate. The Less than 10, no more than 20 of full full school events where this could be beneficial. With a stage of the size or larger. Okay. Thank you. Trustee Wilkerson. I have a question on the curtains that you showed in the multipurpose room here. Are those can those go in front of the the stage to provide,
like, performance curtains, or are these just on the back wall? Well, we think it's possible that they could be in the front for sure. This is just a matter of where the track goes and where what quantity of curtains there are to store someplace. They would be stored on the wall when they're not deployed. They're in a cafe. There's a limitation on how many corners we can put things in. But this is one of the things what we're gonna be looking for, stakeholder input on. This curtain system has not been designed. We haven't selected adaptable platform solutions or any furniture, and this is one of the things that we're gonna go back and get feedback
on. And if the decision is made that curtains on the front are, necessary or desirable and we can find a way to accommodate it, we would. Yeah. Thank you. I I just functionality wise, I wanna make sure I did that. And then, I guess, I had one other question on the table placement. So if we could go to the screen that shows those tables. This one, so I don't know the full design of the building, but those yellow tables on the far left, do those impede fire safety traffic at all on that hallway? No. I don't think they would. No. Okay.
Trustee Wilkins? Yeah. This is this is great. This thank you for I mean, I see that you've taken feedback and gone back to the drawing board on some of this stuff, and it's I know it's appreciated. And did I hear you correctly that this you you had another session this morning? And based on that feedback, there's gonna be continued to be discussions about maybe maybe this isn't it yet, and we're gonna keep working with I mean,
you heard the letter that the teachers read this earlier this evening that they would like a session with the architects to kind of sit down. And and I know, like, acoustics, I know that's a big issue. I was glad to hear that the acoustics are gonna be, carefully designed even for the gym space. So is is it my understanding, am I correct in it in hearing that these meetings are gonna continue even for these spaces, even for the Thurston, Mitchell,
Logan, ones where we've broken ground? So I I think what we talked about this morning was that the the group that's been assembled is gonna be critical for engagements moving forward, for all of our projects. These projects, we can schedule a a session with our architects to talk through why this is the set of solutions that were proposed and see where we can, make any additional adjustments. It's likely, as Kevin mentioned,
the types of adjustments that would be able to be made would be the specific types of furniture, furnishings, or lighting, and then technology that's integrated. The kind of the suggestions that we would run into real challenges with would would be, like, we wanna locate the cafeteria in a totally different location in the building, or we want to expand out into you know, if this was if this is Thurston, you know, expand northward, We're into the Oak Savanna or we're you expand out.
You're into the fire lane, and you're you're creating a delay in the project for a full year or more. Sure. And that that's the kind of stuff that will be, you know, would be challenging to try to Yeah. Well, we can honor another another meeting or two with this advisory group and the architects as they're asking for. Well, well, be before we go down that path, maybe it makes more sense for the board to have a discussion and a vote on whether or not we want them to continue down that path.
If there's not an appetite of the board, it doesn't make sense to send them to have all these additional meetings if the board does not want to continue down this path. That might be my suggestion. Trustee. So trustee Mohammed and trustee Schmidt. Oh, you know oh, I'm sorry. Okay. I was just gonna add. So originally, when I wanted to put this on the agenda, I think it's important for us to hear from the music teachers as well, and we don't have that opportunity. So I think the next step was to hear from Heard from our team, similar to what we did at Thurston.
I mean, with the when we brought the different groups, community groups, just to hear what's what's going on. I would probably I agree with you. We need a direction from the board, but I think it's important also here because they came and it seems like they're they're frustrated. So I don't know exactly what what happened at the meeting this morning, but, it would be critical for us to hear from their perspective too. And I think, a motion to have that discussion might be appropriate, as we discuss further. I guess my point is that we can't ask the architect to meet with every
group that might have a problem or will never get this building built. And so we might wanna see if that's what the board really wants them to do before we send them out to do that. Trust trustee Wilson and trustee Wilkins. Touch image. Well, I just wanted to to just make a small correction here that, technically, we have heard from the music teachers. We heard from the music teachers this evening. We've received the letters from the music teachers, signed by several music teachers. So, I mean, we have heard their concerns.
We've heard their voices. It's not like we're not listening. And it's it's not like we're not giving them an opportunity to share their concerns. So I just wanted to to clarify because we we have heard from the music teachers. I think trust Mohammed wants to respond to that. Yeah. No. I I agree we heard, but I don't think we've had we haven't had the opportunity to talk to them. Just like we did with Thurston, just them presenting I mean, they're coming here for public commentary and they're providing their input and they've given us letters, but we haven't really talked to them.
So I think that's, you know, in a in a public meeting. So I think that would help help get more information and ask questions. Thank you. It was beyond Trustee Wilkerson. I guess this question is a little bit broader about process. So, obviously, you've been working with this specific advisory group. But if we made progress on defining, like, a minimum standard requirements for the district, when we go to approach any schools, just so we can try to identify some agreeable terms for, you know, various elements of every building in our district.
Yeah. Thank you for that question. Yeah. That is something that we're working with superintendent parks on with just creating the right sort of process for for that. But that's Yep. And we have shared, with the current advisory that we welcome their feedback as it relates to creating those standards. So part of the conversation, has been around what some of the standards are for future projects as well. And I don't know that those conversations are complete. But, yes, that is exactly what we're working on,
some standardization. Okay. Mhmm. No. That that's excellent. I I mean, ultimately, I think those are the types of discussions as a board we should be having. So when those are developed and worked upon, those types of things come before the board so we can say, okay, this is what our you know, the board sets from a strategy standpoint. This is what our our community should expect in all of our schools. Mhmm. And then we leave some of those, you know, more nuanced discussions to, you know, the experts. Mhmm. Alright. Trustee Schmidt? So we we,
are oversight, and we have our superintendent that we're asking to make things happen. To insert ourselves in the minutiae of every one of these things, I question. And I like your suggestion, Trustee Wilkerson, that overall criteria that's set, things like that. But for us to continue to insert ourselves, I I just think is these projects will never end. If every time somebody comes to the mic and doesn't get what they want, because you're never gonna you're never gonna satisfy everybody.
It's never gonna stop. These projects will continue to be slowed down, to create animosity amongst people. It it doesn't make sense to me. You've made a valiant effort working with the advisory group. I don't feel like there's anything you can do that's gonna satisfy everybody in that group. But we have to move forward with the best that we can do with the constraints that we have and the money that we have. Don't know who is first, so that will trust you Wilkinson and trust you Mohammed. I agree. And I don't this that the board shouldn't be mired down in the minutia of
these projects. I don't think this is minutia. This is I mean, this is a our performing arts program is one of the best things the school district has going for it. And I don't I think it should be treated not as minutiae in in this case. And it's also I'm not I was just confirming that the capital teams was going to continue with what they'd already said they were going to do, which is it it sounds like they told the advisory group that they were gonna
meet with them and the architects. And that was supposed to happen in July, and it didn't happen for some reason. So is that still gonna happen? I I don't think that's think we have to take a vote on whether that should still happen or not. I don't know if that's what they told them they were gonna do, so I can't speak for them. But I do think this board needs to make a decision on the direction that we're moving. And this is, I don't know if there's an appetite by the majority of the board to continue to go down this path. And so I think we may need to make a decision so we're not having
them work on something that is not going to ultimately be voted favorably in the long run. So it might make sense to find out where we stand on this and to make sure the board has that appetite. Yeah. May I give us an example of what I mean by the minutia for a minute? So when the when our superintendent led her team, like Don Linden, they did the literacy thing. And so they worked and they did the pilots and they they had a whole process. Right? And I had lots of questions. You heard me at the meeting. You know?
But but then there's a point where it's like, you know, I can ask questions and everything, but then I'm not gonna, as a board, start telling you, wait. Did you do this? Did you do getting into it. It's like, I have to trust that the CEO of our district is working with her team and these people, and we give we know we all agree that the arts programs are amazing. We want the best. Absolutely. But we also know there are constraints about the size of the building we can do, the money that we're spending. Other needs in the building,
they aren't just the arts program. Other teachers want a gathering spaces that warrant the stage. It's not the only thing that exists here. And so I guess I have some trust in the professionalism of these people and their efforts, that I feel like in some at some point, we gotta step back unless we see something that's really creepy or something. But I but like I said, you're never gonna satisfy everybody. And people that are in having taught school and been in a lot of buildings
through my career, when we get into our profession and our area, it's really our focus. Sometimes we forget about all the other people in the building. We forget about what the gym teachers need, the special ed teachers, the speech teachers, the OT. We are just thinking about ours, and you guys have to look at everybody's needs. And so that that's what I mean. I I don't think any of us don't think it's important, but, you know, just we just shouldn't be getting into trying to micromanage this as a board. So just to add,
first of all, when we're not we're not hearing from everyone. Like, when this stuff happens, it's usually a big group of people. And it's usually, like, for example, with the music performance, it's impacting our programs. So it's not that we're hearing from people that I don't like this color of paint or, you know, I don't like how the desks are. I mean, these are, like, programs that are gonna be impacted. And that's why I think I mean, we're kind of these projects are happening. As a board, it is important for us to be,
you know, I really appreciate, trustee work Wilkerson. You suggesting that we have standards. I think helping with that will guide everything and at least it's very clear, like, if we have a standard for what we want from performance spaces or what whatever it is. Or, for example, with science and labs and things that are part of the building and the and the programs. I think we're kind of working backwards right now because these things should have been set, I feel, ahead before these projects are are are going forward.
And it'll and then involving the groups that are part of those standards are very important. So and then I know there was a comment about, like, the board and getting involved. I mean, this is a it's a billion dollar grant. I mean, not grant. A billion dollar project. Bond. Bond, you know, and it's critical for us to be fiscally responsible on how we spend it and not cause delays. But again, being proactive and getting the right people involved and having the standard set will prevent
us from being in this situation in the first place. So but I think the board has to give direction so that not every new board comes in and all of a sudden now the standards have changed. So Is there any other discussion on the topic? Well, I just wanted to, emphasize the fiscal responsibility. I think when we, hear the 1,000,000,000 with a b bond, we just think unlimited spending, and that's not the case. We really do wanna be responsible. We can't have every bell and whistle in
all of these performance spaces and we're trying to be mindful of that. But we want the best. Don't get me wrong. But again, a lot of folks are mentioning the $1,000,000,000 bond as if there's just unlimited money to put into this. And again, we have to think about the entire building, the entire school. So, I just wanna keep that in mind. The the fiscal responsibility, even though we're working with a a billion dollar bond, we still have to be mindful of cost. What's the best? Thank you. I wanna get back to our sticking points and proposed solutions for for them.
As I understand if I got this right, we don't have, we haven't designed for full capacity with the full grade on the stage in the audience with parents. But you said, mister Bing, and and I haven't heard, didn't see a slide on it, regarding the possible use of the middle school auditoriums and the improvements that we are designed for that. Could you speak to that and how it was received? I I don't think it probably wasn't received very well from the advisory group because they did give us a list of what they wanted.
We've got an email. We've gotten emails. We've gotten emails. We've had presentations both in public commentary and as a community group presentation, which was not timed. So that was you know, they had plenty of time there. But, could you speak again to that? Because I don't want to miss or you know, that point that you may not have, had time to clarify. No. I appreciate that. Kevin will show a couple Oh, I'm sorry. There's more. Yeah. Sort of. Yeah. I'm sorry. Go through the whole thing. But generally speaking, just to answer your question, I think what what came out of that discussion was that we need a very
intentional, transparent, open engagement process, working with that, committee and and department, and we committed to to that. But you will mister Stansbury, you will talk about, again, the middle school. Okay. Sorry. We got see, we got all worked up. We're not done with the presentation yet. Thank you. Is this the right time to move on? Yes. There is. Okay. We will spend a second on specials real quick before we get to middle schools. But, just in preparation for middle schools, it was part of the original plan that some events would occur at a middle school that remains part of our recommended approach.
And what we're gonna be talking to you about when we look at middle schools is what the improvements are that we're considering there. And as Jason said, all of that is in process and we're gonna we're gonna need a lot of stakeholder input for that. But just to clarify, in these buildings, we are trying to improve things for the specials. And so what we have, we have two sheets here real quick. I think you've probably seen much of this before. These five spaces are, special spaces that exist in our buildings today. Except for the bottom one,
they are all day everyday specials, library, gym, general music, and art. They were designed, many of them, sixty, seventy years ago. What we're gonna be doing in our new designs is correcting any of the, shortcomings that have come to light in those last seventy years. So these spaces will be designed for current and future needs. We've talked quite a bit about stages and platforms. They are infrequently used as compared to other special spaces, especially for instruction, but we presented here a fixed amenity that can be expanded with adaptable platform solutions.
One of the things that is unique about these designs is that in addition to those five specials areas, these new buildings will have three additional special areas that don't exist formally in our schools today. Of course, Project Lead the Way is taught, band and orchestra are taught, but they're not taught in spaces designed for those purposes. They're taught in spaces that are borrowed generally. Project Lead the Way is now an all day, everyday event. And so these three rows represent the three additional spaces.
They are flexible. Project Lead the Way could take one of the spaces all day every day. It could also be taught in more than one space, making room in that space for something else to occur. Band and orchestra tend to be half day, twice a week. So there are spaces, there are functions that can occur that are specials related in those spaces when they're dark. So the other 80% of the week, and that could be theater, it could be world language, it can be anything we dream up for specials. But these are spaces that are designed for specials where they're designed to be shared.
They have amenities for resource storage for various disciplines. They are tend they tend to be flexible water sources to allow for art or maker space, that sort of thing. So this is really the pressure relief on how specials are taught in our new buildings. And it takes the pressure off of stages. Right now, band or orchestra is typically taught on a stage because the there is no other space in our elementary schools for that. It's one of the few things that are that the stages are used for regularly
that's really instructional, and it wouldn't be necessary anymore with what we've done with specials. So plans for middle school, improvements. We have begun two studies that will result in moving forward with something that it will involve stakeholder input. We have one study done by an architect who we hired to look at furnishings in the middle school and high school specials realm. We asked them to also consider, infrastructure improvements that might go along with that. It wouldn't make sense to go into a room and implement all new furniture if
the rest of the room wasn't ready for it. So they looked at lighting and acoustics and storage and finishes and the like and provided a a long document for that. We're focusing here on the performance spaces in middle schools, but there were high school performance spaces and then all the other specials. So science, project lead the way, art, etcetera. That's all encompassed in a study that at its core started with furniture, but it including it included looking at the spaces that the furniture was in and
making recommendations there. We have not acted on this yet. We know some new furniture was ordered, for some of these special spaces, but what remains to be done here is to prioritize the work at the middle school level. This focuses on performance spaces. We had another study done of the five middle school auditoriums. This was primarily to determine what to do at Slauson. We needed to understand the state of, the conditions in our middle schools and what might be an equitable target to shoot
for, with improvements. We have not vetted this with anybody. This is just basic recommendations that were contained in that study. There were a range of recommendations. There are some things in here that you might consider premium and other things that you might consider baseline. The the point being that, this study touched on most things in auditoriums. Systems, sound systems, lighting systems, rigging systems, PAs, technology, auditorium seating, barrier free accessibility. So we have a study done for that, and the idea is now to take that and use it to develop a standard
for middle school auditoriums. And then we would look to implement that standard in the pace of the facility condition assessment that we're working on at the middle schools. But the the main target here would be for the not the main target, but an early target would be at Mitchell and at Logan and at Thurston, we have Scarlett and we have Clegg right next door. If we work quickly enough, we can have these improvements implemented at at Scarlet and Clayton the year those elementary schools open. So we can we can have upgraded middle school auditoriums available for special events that
Mitchell, Logan, and Thurston may need to conduct at a middle school. And so that's something we shared with the group, not just today, but including today, and we look forward to working with them and others to determine how to prioritize what we've uncovered in these studies and how to move forward with this. And that concludes, our presentation. There were two pages of middle school auditorium improvements. I I mentioned them all, but here's the second page. Trustee, ma'am. Yeah. So just a question about the middle school stages. So so I would assume these are used for when the event happens,
when they need a big but what what's gonna happen when they need to practice? Like, are they gonna be using these stages? Are they gonna do it? And then how often do these practices happen before the big performance? We don't have an answer to every situation there. I think that on a scheduling basis, sometimes dress rehearsals and props can be left on the stage, and other times, dress rehearsals and props would be held at the at their elementary school. They would do dress rehearsals in one of the spaces that's available. And then just in advance of the presentation at the middle school, that stuff would be moved.
It really depends on what the event is and what the scheduling is around what's happening in middle schools and elementary schools. Okay. Not all of which is controlled by Yeah. This group. And I think that's why it's important to hear from the, you know, the the music teachers, the performance teachers just to understand, like, the impact of like, it's wonderful we're updating the middle school performance spaces. But if they need if that's where the performance is gonna occur and they need a practice, how is the logistics gonna be all handled? Like, are they gonna be doing the practice at their at the element elementary school and then moving them?
So I don't know. I think that's kind of the unknown is trying to understand the the logistics around all of that. Like, it's fine for the performance, but just the practice and up to the performance is where I don't I don't know how that would be managed. No response to that? Oh, I just have a response. Okay. You know, we when we heard from the music teachers towards the end of the school year, we committed to engaging with them and listening. Almost immediately, we turned around and assembled that advisory. And we were very upfront from the onset with that advisory that it would be
a little a bit of a bifurcated approach. We would we have these schools that are already in process, and we can only do so much with these schools that are in process. Then we have these schools that are in the future that we can still only do so much with because we have constraints even with the schools that are not in the queue yet. We have constraints of time. We have constraints of space, and we have constraints of resources. And so the team has met with the staff, and I acknowledge that the recommendations, may not all be fully reflected here,
but we all we all do this work. We know we get feedback. We get recommendations, and then we synthesize that, and we make the best decisions possible with that feedback and those resources given the constraints that we have. The team, I believe, has demonstrated they that they have made the good faith effort to hear the concerns. You have seen, some of the things that they have changed based on those conversations. And so if we are to go back and do more, I guess I would just need some clarity on what that would be.
Because if we make changes, at this point, given some of those recommendations, we would need to know what we're taking away. What are we taking away in order to accommodate the the robust recommendations? Not that they aren't good ones and not that some of them we can't implement in future schools, but we do have significant constraints with the schools that are in queue right now. And the team met the charge, which was to engage. They've they've done that three times over the summer, when we are swamped while everyone else is kind of hopefully having a summer vacation.
And they heard the concerns. Again, I will 100% acknowledge that the recommendation here and how to proceed may not comprehensively contain every recommendation, but no project we're going to build is going to do that. We're not gonna be able to incorporate every recommendation that our staff have because we have constraints even with our future projects. Trustee Wilkerson? Yeah. I had a a one other thing that I just wanted to say. Thanks for the presentation on the specials and the considerations there and the middle schools.
On the the furniture piece specifically, I I believe we have ordered some maybe it was band and orchestra equipment that went out. Yeah. Yeah. For the high schools. Yeah. But I know you referenced making some of those purchases already. Is that what you're referring to? Yes. I sat in a board meeting where I heard the same things you heard. We know that some furniture, has been ordered for some of these spaces, but what remains to be done is determine what hasn't been ordered, work with the district on how to, how to have a stakeholder engagement process for that,
and then make those purchases. Okay. Perfect. Just on the the furniture piece specifically, I know a few of us trustees met with the union, at some point earlier in the year, and there were some feedback that furniture purchases in the past hadn't had that full stakeholder engagement, so testing in the classroom. So, you know, just some of those elements of making sure they're the right design for the classroom, they work for teachers, and, you know, how they operate, things like that, I think are just important things that I I wanna make sure that we're considering. Yep. We will work with the district on the engagement process for And that's one of
the other things that we committed to do, which was to continue working with the performance arts advisory. And some of those things that you mentioned, trustee Werkerson, may be a part of what comes up out of that that future work with the advisories of recommendations on those types of things also. Yeah. That's true. I just wanna respond to that, trustee Wilkerson, the the not consulting the stakeholders. I can't speak for the music team because I can't remember us ordering as much music equipment as as we recently did, and I know we'll order more. But regarding other furniture,
I remember us bringing furniture to the board meeting for us to test and to hear, you know, the the feedback from the advisory group specifically on furniture. And and we have minutes of that, and, you know, we we can talk about those reports. I guess I challenge, especially for new trustees, we are possibly hearing from newer music teachers or newer stakeholders, if you will, who may not have the history of what we've done in the past, and I will accept that. But to say we've never done something, you know, I would caution that word never.
Maybe it's not within someone's memory or, again, their purview because they haven't been with us either as a parent or as an employee. But I can speak with the team of wanting to do as much as possible to, again, take corrective actions where where we may have misstepped in the past. Again, I think we saw the commitment from the team. I mean, not only did they meet. And, I met with the superintendent, and I spoke with miss Linden to make sure the expectations for the advisory group is very clear, very clear, because I did not want us to fall into a trap of over,
promising or setting up expectations that we could not meet. And I think the team did that. I wanna thank the team for, again, going back to the drawing boards, if you will. Again, the the fixed platform, which is what I heard folks wanting actually, I heard folks wanting a full auditorium with the lights and the you know, a full gala, if you will, in an elementary school, which again was never the expectation. But you guys, again, have have, you know, come up with an option of the fixed platform, which I I heard is a compromise.
I I'm not quite sure what I've heard recently. But, again, thank you for the work and for, again, educating us, as board members, reminding us, if you will, what we were looking for in the for the specials as well as the middle school cross collaboration. Regarding asking about the logistics of, you know, how teachers will do this, that is so micromanaging below our pay grade, you know, or above a pay grade, if you will. We get no pay grade. But, you know, that's something to wonder about. But, again,
I don't think it should hold us in terms of guiding or, you know, thinking. People have used in this district, have used buildings of you know, to do performances beyond their current building. I mean, I can speak to that. And I remember being very excited as an elementary school to be at the big pioneer stage. Okay? So, again, I think it's an opportunity for us to work more collaboratively within our district. Again, there may be some challenges. Won't ex you know, I I I won't deny that. But I think they are doable if we are committed to doing them.
So just wanted to put that out there, and thank you. So I I see Trustee Moana's hand, before we go down go further, I think that what I'm hearing is that we we have essentially had our staff go back and do what they promised to do and engage with the community. Superintendent Parks has said this is essentially, taken into account and since synthesizing, all the data and information they got from the community, and this is what they are, suggesting or recommending. I think it's time for the board to give them some direction as to whether or not, that is sufficient or if the board wants them to go any further and do
additional, work in this in this space. And, obviously, I I'm thankful to the team and the superimposed what they've done, but I think we're, at a point where we need to pick a pick a pick a road, pick a path for how we want them to move forward. Okay. I'd like to make a motion. Well, I'll go ahead and let miss, Trustee Mohammed. And I and I appreciate that you're working with, you know, the advisory group and coming back and revising the plan. I think when I initially motion to have this meeting, part of it was for us to hear from all the groups.
Mhmm. And that did not happen. So, I don't feel comfortable without having the music teachers input and letting us an like, ask our questions. This is not micromanaging. It's having a full informed decision. Because if we're gonna decide, okay, this is the path. There's the experts, but there's also the experts that are in the schools that are doing this every day. So I don't personally feel comfortable because, again, this was not the meeting that was requested when I motion this at the last
meeting. What I motioned was for a meeting for, again, the groups, the advisory group being here, being able to ask questions and answer them, our team being able to answer, you know, ask questions and answer them. I bring up the middle school because I would like to hear what are the challenges, what does the advisory group have, what are their opinions about that specific, proposal for the middle school spaces. So, I'm I'm afraid maybe I didn't understand what the what your previous motion was. If you wanna make a motion now, and your motion is that we have a discussion with our team and music teacher
leadership and have a q and a at Our next board meeting Yes. If that's your motion, then we can have that discussion now. I mean, that was the original motion. And then we I mean, I appreciate all the work, and this is very important. But that was the original motion is for us to have something similar to Thurston. And in the end, we make a very informed decision, and we vote on it and move forward. I didn't understand that Esther Esther was the original motion. I'd like to roll that tape because I understood it was a stage discussion. That's all I heard, that we wanted to have a discussion about the stages.
It was not specific as we gotta have the advisory group and the engineers and all that. To make the statement, we have not heard from anybody, is false. We have received letters. We have them come and speak. You act as if we're working in a vacuum here. And I would like to move that we, as a board, ask our superintendent to continue the process, continue what you have presented to us this evening and moving forward with this project as you have presented it with tweaks with this advisory board,
especially with the new projects. So I would move that we referred our superintendent to move the process forward. And to get out of spinning our wheels here, we've lived in this before with the whole Thurston thing where we just spun in a circle to the point where I don't think it was meaningful at some point. So that that would be the motion that I would make that we refer to our students. Before your motion, I think I was asking Trustee Mohammed if she was making a motion to have her, discussion with the teachers and the,
advisory committee at our next meeting. I mean, that was the original. I mean, it wasn't because we had a big discussion about it. People were upset or you know. I understand. The original is to have honestly, at this meeting, to have the teachers or the advisory group, to have our team, to have a q and a. We're getting feedback, but it's one it's not As I it's not a discussion. I didn't understand your motion that way at the last meeting. Yeah. So I'm asking you now if that's what you wanna do. Yeah. That's what I motion so that we can have a more and then we can
move forward because I don't wanna hold this up too, but I think it's important for us as board members to have to all feel comfortable and have all the information from all those that are involved before we move forward and vote and move forward with this project just like we did with Thurston. So trustee Mohammed has made a motion that we have a, a a Thurston style meeting with the music teachers and our team at our next board meeting to do a q and a as to the stages and school buildings and and and the logistics moving forward.
Is there support for that motion? Could may I add, if if that is to be the direction, I would recommend that it'd be a study session and not a regular meeting of the board, the business meeting of the board. Okay. I think we would wanna do both just because, if we vote, we can't do it during a study session. I mean, that was the original intent of this request. So if it got lost in translation, you know, it it happens. We'll we'll address it right now, and we'll see what we Okay. Yeah. Trustee I just wanted to, echo what trustee Schmidt said.
I I don't recall hearing specifics in terms of having the teacher speak and then the q and a. I I I was at that meeting, and I don't recall hearing that. I would also I have a quick clarification. Yes. So will the advisory group continue, not necessarily with the music teachers, but an advisory group? Well, this isn't the end of the advisory group. Correct? So the right now, we have the performance advisory group. We don't have a bond advisory group yet, just this performance,
performance advisory. Okay. And to trustee Mohammed's point, one thought would also be that that be a bond committee prior to a regular meeting, a bond committee discussion, instead of regular meeting. So, I I think we're gonna pass to suggesting that your motion to have the q and a, Thurston style q and a be at a bond meeting. Is that a friendly amendment that you would be willing to accept? I mean, yeah. But I know one one issue is that not all of us are gonna be here at the next meeting. That's why I was hoping for it to be.
I don't even know for sure if I'm gonna even be here at the next meeting. Okay. So I'm sorry. Just two words. So another clarification. So what exactly is the purpose of of having this What are you looking for? Q and a. What do yeah. What exactly are we looking for? What what would be So a successful outcome? Discussion, I think is there is there support for the motion or not? I mean, what date? I mean, that's the only problem is it's not gonna the next board meeting. I don't think because I when we put the calendar, I know that was a meeting that was gonna conflict.
And I know, trustee Wilkins can't even make that meeting. And that's why I was hoping for select an additional meeting date if that's what date is fine. Not what we're voting on here. You made a motion to do this. We can figure out the date later. We just need to see if there's a second on the idea of what you wanna do. Okay. So I motion at a future date way soon sooner, that works for all of us for us to do this and then for us to vote so we can move forward Okay. To have a board vote. Do the same study session. I have discussion with APS oversight team and teacher groups regarding performance spaces at a
bond committee meeting, but maybe that's not out. Or any meeting, but then we would add a vote. Meeting. I think that would accomplish the goal. Yeah. Is there support for that idea? Yes. Support. Thank you. It's been moved by trustee Mohammed and supported by trustee, Wilkins. Now is there any discussion seeking clarification. Thank you. Trustee Wilkins, the question was. So this discussion would occur during a bond committee meeting? Is that what the motion just Well, it's an option on the other suggestion. Set any meeting in the near future. Where we can vote.
Where we can where we can take action. Where we don't vote in committee meeting. Right. Then there's the regular meeting after if you wanted to accomplish the vote. Okay. Yeah. So so it so in theory, it will be at it at the next bond meeting, and then we could vote during the regular meeting if, there's a pleasure of the board to do so. May I? Yes. Trustee Vasquez. Since trustee Mohammed and trustee Wilkins are supporting this, then may I recommend that it be at a time when they're both present? I think that's a great point. Have clarity and a comfort level to move forward.
But don't put the rest of us through this if you are not going to be present. Yeah. I think that's what they suggest. They wanna Again, it's just a recommendation. So if you can't attend a bond committee meeting, then maybe it shouldn't be at a bond committee meeting. Correct. Well, and so when we talk about delaying, this is how things get delayed. And I guess I'm saying, so we have this and we sit and we watch what you've already done with the advisory committee meeting. You've shared with us. We've asked questions. So now we just need proof that that's what this meeting is going to be.
It's going to be proof that you really are working with the advisory committee because we're gonna be able to see it, and we'll be able to hear what they say because what is it? We don't believe that what you're telling us? I mean, you've done the work. When we had our last meeting, it was, let's create this advisory committee. You're gonna go do the work. You're gonna listen to what they say. You're gonna go back to the table. You've done all those things that we've asked. You haven't done every single thing they want, so that's not good enough. So we're gonna jump through hoops again. We're still not gonna have everything they want. And where does this end? Just to clarify,
I don't think my whole goal is not we're gonna try to get everything that we want. My goal is that we hear, and that's what was proposed initially, was for us to hear from all the stakeholders of this situation with the stage. And then that we'd vote so we can move forward. Because right now, you know and I'm not saying I don't trust what you all are saying or what the work that you've done. I think it's just important as a board for us to hear from our stakeholders if we're gonna make a decision about state these stages. Trustee Baskets and Trustee Wilkins.
So, again, I'm not understanding the added value here for for the time that you're asking us to commit. Who exactly are all the stakeholders that you expect to hear? What are you going to ask the stakeholders that they haven't already clearly stated? They had a nice little list. I mean, they spent some time clarifying what they wanted. And after setting expectations of the advisory group very clearly, You know, before they even got started, they came back with this.
What some trustees have heard well, actually, no. I think we all probably have that email that said they're not happy with what they heard at the meeting today. I don't think that's going to change from now to the next meeting when they will have more signs, and they will probably have more people to tell us they're not happy with what's already presented. I don't think this team's gonna go back and do any more drawings or deliver anything different from what we heard. So it's not clear to me what you're seeking what you're seeking except for,
as trustee Schmidt said, a a validation that the opportunity was there. But, I mean, I I've heard from the teachers, and maybe you've heard different conversations that haven't been presented, but you can put that on the table right now and, again, eliminate the need for another meeting. But we can't get meeting dates from folks for things already unscheduled or sorry, in the queue to be done, and now you wanna add another meeting. It I don't see the added value. And please clarify again who all the stakeholders are and what exactly you want to
hear and when and what will convince you of your comfort level. Trustee Mohammed. I am just bringing up the request that was made at the last meeting. That's it. So No. I don't think so, trustee. It sounds like it's all been. We we wouldn't need an additional meeting if we just had Let me address that, sir. We have an executive committee that sets the agenda and lays out the expectations of the meeting. We get the agenda. And if you saw on the agenda that, again, we see before the meeting and if you don't see what you expected,
you had every opportunity to reach out to the president and other members of the executive committee as well as the superintendent and say, hey. This is not meeting my expectations. This isn't what I motioned for. So that, again, they could give the staff and other people, stakeholders, the opportunity to come forward. As it is, the sum of the stakeholders very clearly came tonight based on, you know, what they saw on the agenda and probably heard based, again, on the conversations that they had earlier. So, trustee, we have to take responsibility for the agenda as well.
So when was the agenda set? Trustees Monday. You can look at the emails Yeah. That we all get. So this is Monday. Think that, honestly, to be, like, let's let's try to get the to give two days notice to have the advisory group show up today. I think that's not very Some of them did. No. One person did. Who represented the But what I'm saying is it was so I'm just bringing it up now, especially if we are gonna vote for something. That's it. When a vote is gonna happen, I think it's important to have all stakeholders for us to hear.
But if, again, I call the question, I think it's important for us to if this is not the appetite of the board, then we'll know to like, we'll know based on our vote. Yeah. Trustee Wilkins. Just as clarification, when I did see the agenda, I did reach out to the president and ask And we mentioned it was the thing that we voted on. And he told me it was gonna be Okay. Covered during the capital program. But this presentation wasn't there for us to see or anything like that. So it it would I had to wait until we had to wait until it
happened to see if it was actually the thing that was supposed to be or not. Right. The again, it's my understanding the capital's team told the advisory committee that there was going to be an additional meeting with architects to talk about I mean, so to discuss, you know, some more details. Let them deal with the minutia and not us. And that didn't happen. And then this morning, they got a presentation. They got this presentation, and the result of that is that they've asked for a meeting with the architects
so that they can further collaborate on that. And I I assume that, great, that's what's happening until we somehow, we have to now we have to decide whether we want that to continue or not when they've already invested all of this all of this time. They're so close to that last conversation. No. They're not gonna get everything they want, but honor the time that they've spent and the promises that they were given and the expectations that were set with them to let them have another meeting to fine
tune some of this stuff that they just saw this morning. I don't know what they promised the music teachers. I'm not aware if they promised them they were gonna meet with architects. I mean, that's what the music teacher said in their letter. I don't know if that's factual. Not if we everything we get in letters is factual. Right. So that does not that because it's a letter, I don't take that as the our team has not told me that. And so I don't know if that meeting is happening, is scheduled, or supposed to happen with architects. But what I heard superintendent Park say is that the team has done what they set out to do.
They've had three meetings in June during the summer months. Two meetings. Two meetings in June in June, July. Supposed to have a third meeting, and that one didn't happen. And what she indicated was there's not gonna be much more they're able to do no matter how many more meetings they have. This is essentially gonna be the recommendation of what I heard. And so I don't know what sense it makes to send them back if they're not going to be able to have much more movement. And so I just wanna make sure that the tail is not wagging the dog Mhmm.
And that this is something that the board wants our team to spend time and money on when there are other things that we could be doing and that they need to be doing. And so that's why I am suggesting that this board make a decision as to their direction. There's a motion on the table by trustee Mohammed supported by trustee Wilkins. Is there any additional discussion on that? Could we please repeat the motion? Miss Ozescu, please. Discussion with APS oversight team and stakeholders regarding performance spaces at an upcoming bond committee meeting.
Okay. Yes. There's no no other discussion. And and a decision being made. Okay. Well, that's no way to do it. Because we don't vote for any discussion and a decision being made. No. That that would bring that to the board meeting. Yeah. We have to make we have to decide as well. Any meeting. Well, I'm that's what I'm saying. Like, we would I wouldn't even say specify that at a bond meeting, just add an at a at a meeting and a decision being made following that meeting. What I'm not sure your motion,
miss Osinski. Your motion would say on a decision will be made that will take a vote. I think no. I don't know if it's part of a motion. We don't know what will come. First step for board action. There we go. There we go. Well, that that accomplishes everything. Alright. So then I think we're ready, miss Ozinski. Four one call, please. So discussion with APS oversight team and stakeholders regarding performance spaces at an upcoming meeting? Yes. Okay. Moved by Mohammed, second by Wilkins. Here we go. Trustee Baskett? No. President Feaster? No.
Trustee Mohammed? Yes. Trustee Schmidt? No. Trustee Wilkerson? No. Trustee Wilkins? Yes. Trustee Wilkes? No. Motion fails. Alright. Is there any other motions to be made or are we done with the subject matter for this evening? Trustee Wilkins. I have a question about the specials slide. Two the two slides. So the first was what we currently have, and was the second what we were adding, or are we replacing that first slide with what word? No. Yes. Basically,
the first slide, there were five specials elements, library, gym, general music, art, and stages slash platforms. Yeah. We were asked to add the later one because today, it is used for instruction spaces. Those are spaces that we find in all of our k fives today. And we also teach Project Lead the Way and band and instrumentals in our buildings I never thought of a problem. Typically in borrowed spaces. So the second slide was the new spaces we're adding that are special spaces. On the floor plans, they are often called flex specials because they they were not originally for all day
everyday specials. They were for, two mornings or afternoons a week or something like that. And so they were configured to allow a number of disciplines to occur, but specials. So it's not a gen ed classroom, not support services. It's set aside for specials, and they would be added to the other five. In addition to the other. Thank you. For four section schools, the the math is different if the school is smaller. Okay? Thank you. Thank you. I have one more quick question for you, regarding, elementary schools being able to have performances in in high schools.
Is that an option? Is that something that currently elementary school, performances have are performances held at any high schools? And if if not, is that an option going forward in the event that, you know, they need to accommodate an entire school, with lots of parents? I'm not the right person to answer that question. I have definitely heard of moving up for special events. So, k fives having them at middle schools, middle schools having them at high schools, whether k fives have them at high schools.
I I don't know that. Okay. Yeah. I mean, I think in general, yes. Schools have performances, events at schools at the next level, at the bigger in a in a bigger space, in general. I don't know specifically I can't think in the moment of an example for elementary. Mhmm. But I do know our middle schools use our high school auditoriums, and our elementary schools do use our middle school. I don't know if elementary uses high school. I think in this case, it was presented to the board because of locality. I I mean, you can just literally walk across this parking lot to Scarlet Right.
To the middle of it. So I just remembered when my kids were in school, in elementary school, we did some things at Pioneer. So it has happened. I don't know how often it happens. Okay. Alright. If there's no other motions and no other questions, then we can just move down the agenda, I suppose. President Feaster, given the time that we've been sitting a long time, could we take a break, please, before we dive into the next subject? Sounds good. No other questions for capital. Right? No. Thank you very much. Thank you. Thank you. Let's let's take a fifteen minute break. I recall this meeting to order at 10:40PM.
I believe we are at nine point four, superintendent goals. And I assume I turn that over to vice president Schmidt. Yep. Okay. So, each one of you, I sent in your email probably about an hour before our meeting this evening, the document that we were referring to back in April, May when we did a check-in because, superintendent parks really hadn't we hadn't been following her for a whole year because her goals didn't come out till last November. And we did a sort of check-in,
and there were some basic goals there. The reason that's relevant, superintendent Parks was going to just talk to us about some general goals, and maybe that would be something you might wanna refer to because you have a wish then to hear our feedback. Would you like to extract, expand on that? So, when trustee Schmidt and I were talking with MASB, the recommendation was to talk about the broad general overarching goals, and determine whether or not we were gonna continue with these goals or switch them
up. And so, we have the four goals that we had last year, which are the areas of student growth and achievement, strategic planning, fiscal responsibility, and board of education and superintendent as a governance team. So the feedback would be from trustees as to whether or not, anyone has any recommendations about keeping or striking any of these goals. And then what we would do, in the next session, we would discuss final finalizing the broad goals and coming up with some matrix some metrics. And so in between now and then, you would provide me with your thinking on what metrics would be under each of
the goals that we we we agree on. And I believe these goals came from, looking at my KIP, old, past things that were in our strategic plan even though that's gonna be changing. Right? So we'll have to make some adjustments mid year. That's correct. Minus goal number minus the goal on board of education and superintendent. Yes. The other components are a part of the continuous improvement. Yeah. Trustee Wilkins? Are these superintendent goals or district goals or board goals? These are superintendent goals.
Okay. Mhmm. And would I was just I think we're probably gonna say the same thing. You go ahead. No. You go. You're Hopefully, those will all be the same thing. Oh, I'm glad I'm not. Yep. So superintendent goals, district goals, board of education goals should be in alignment. So hopefully, ideally, we'll get to the point where the where they're all the same. That makes a lot Yeah. Sense. And then after the strategic planning process, and I if any of you got the leaderboard magazine, I have been the last one. They have a little section on strategic planning. Yeah. Yeah. You know, we'll fine tune these and adjust because through the strategic planning process,
we're gonna get more, of the voice of the community and what they want because they're the the client, right, the customer. And then we'll we can adjust those. So we'll have, in October, we'll have our check-in. And whether the whole process is done yet, I don't know. But if it is, we would have that information. And then January, we do our mid year report. And then March, another check-in. And, of course, we'll be on schedule for our final, evaluation in the, June, the June. Yeah. Thank you. And but oh, go ahead. Sorry, Trustee. So I just have a quick question.
For the strategic plan, what what is, like, a reasonable expectation? Because I know this says initiate. I can kinda see more of, like, actually implement the prod, like Are you looking at the one that has the '20 are you looking at the 2526? Because it it the 2526 oh, I'm sorry. I see what you're talking about. So it says the initiative And so that's the feedback you would give me. Yeah. So I would say that problem but how long do you see that? Because I've I've been through other places strategic plan, but I don't this is the first time going through it here.
Yeah. It's hard to say since it's been so long. Like, is it usually over a year? Mm-mm. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No actually, like, complete the strategic plan process. So if you can if we can focus in tonight, though, on looking at do we still want as a major goal, the strategic process, strategic planning process. That's what we wanna agree on.
Well, first, do we wanna agree on student achievement or student what's the first policy you want that? Achievement. Enrollment achievement. Okay. Strategic process, financial, sustainability. We have we need to agree on those. And then what the superintendent would like from us, we can refer to that document from before to say, hey, you know, this seems like this would be a good metric to measure that. And then she'll compile it, and then we'll talk about that. But what all of the set I don't think you under what I mean is because these are the overarching goals we have to have description. So I think we have to agree on what's below the bolded as well.
Not I'm not I'm not getting into the metrics. I'm just getting into what does I agree. Like, we have to agree on the bolded parts, like goal one, goal two, goal three, goal four, but we need to give So the non bolded parts, yes. Absolutely. I actually meant to change that. So, yes, feedback on the bold parts or do we wanna keep the bolded ones? Yes or no? And then based on the ones we are keeping, then certainly feedback on, the non bolded cards, whether that's now or when you share with me some your thinking on metrics.
I would submit those Yeah. Things. Today, I think we want to agree on the major categories. Okay. We also wanna agree on, are we gonna use the same tool, which is the MASV evaluation tool that has to be decided upon today? Do we have options? Yeah. There are options, but you need training. But we can talk about that. In this. I mean, I I don't see, Susan? Trust me, let's go ahead. No. I I would number one, I would recommend we stick with the tool that we've all been trained on versus trying to start over.
Regarding the, bolded goals and where whereas I like fewer, I'm just going to put out there, do we wanna add a goal around communications? So I that's why I actually, I kept that as goal, goal number two to incorporate that detail, because the metrics under goal number two last time had a few components on communications. And so I was actually thinking to strike that one out, but I kept it so that some of the metrics under there would incorporate the communications pieces from last time. I guess I I see I like goal number two talking about us as a
governance committee. I was just wondering if we wanted to, and, again, I'm not saying we have done. This is not a hill I wanna die on. Add a fifth goal regarding communications, and and I was thinking not only amongst ourselves, you know, the team as a superintendent and the board, but also with the district and the other stakeholders in the community. I support them. I support that. Yeah. So Yeah. I like that. So Thank you. So five goals is a lot. The recommendation is two to two to three. That's what that that's what I'm saying. I it's just a lot. Can't well,
if we're we are, but if there's not going to be Yeah. Five's the line. Grace given. You know? No. I I understand. Just saying. And I agree with you that but I just wanna throw it out there. It looks like Trustee Wilkinson has something on this point. Yeah. Just on that that point. So, like, goal number one around student achievement and growth. I mean, if we wanna get more specific, I think that makes sense. But that is part of the evaluation Mhmm. Tool as a requirement. Yep. Right. Mhmm. You will be effectively graded or evaluated against that. So maybe these need to be more,
like, strategic goals. But I do like the You're saying we don't need it as a goal because we're evaluating it anyway? The tool. Yeah. They say that, you know, if we if we redundancies anyway, we should have Yeah. Yeah. But if we want to, like, have a more targeted goal around that, then I think that would make sense. Trustee Mohammed? So, I like the suggestion that trustee Baskett said about the communications, but I agree five goals is too much. I like goal one, but I agree it needs to be a little bit I mean,
it's kinda is focused. So we can maybe I mean, that's the heading, but it's really targeting the five groups. Mhmm. And I don't think that is something that the tool itself highlights as much. And what from what I remember during the session with the, moderator was, or the facilitator was that you want some overlap, so we're not, like so whatever we're evaluating will be also using the tools. That's good. I would recommend I know goal two is important, but I would recommend changing that to maybe communications,
but including the board component. So communications with the board, with because it that's part of the evaluation too. Like, not just the board, but also, like, with the parents Mhmm. The community Community engagement. Teachers, the prep whatever the Stakeholder. Stakeholders, the press. So I would then you can have a little a plan around that instead of just being in the board. That's just my recommendation. Trustee Baskett. So I was going to suggest keeping that one and striking
three strategic planning. And if we if we wanted to stick to four. Agreed. I was gonna suggest that too. Oh, my gosh. Okay. I kinda agree. Yeah. I because I I do think, like, strategic planning is foundational, and we need to go through this. But it's for the superintendent, it's very executional. Yeah. So I would support that too. Yeah. I agree. Oh my gosh. Alright. That's cool. It does not come. Just just take the win. Intentions. I am. Take the win. Like I wish I had champagne. Remember the email that I sent to you all that had the link where you
were supposed to go to the spreadsheet and tell me your availability? Okay. On that particular email, it lists all the things that we're gonna try to accomplish between this meeting and when we go into, you send all your feedback to the superintendent after this meeting, and then we talk about, the minutia into that word tonight. The minutia of, metrics, etcetera. And then we'll come back out at one of our after that closed session into our regular meeting to really delineate what this all is going to look like.
So if you I'm going to just read to you the beginning of cycle. The board education and superintendent mutually agree upon the system to be used, the tool. So do we agree on that? Do I have a general sense that you're good with the MASB tool? We're all trained in it. Is everybody good? Give me a nod in the head. Yes. Okay? Okay. The timeline and key dates. So what I had presented to you in the email I sent that I'm now looking at is that we'd be looking at October as a check-in, January as a mid year report,
March as a check-in, and then June because by June 30, we have to have the final, tabulation of the evaluation. Those specific dates, I don't have yet. I'm just now just trying to get the October date. So that's as good as I can work on right now. And I know it's really hard for people when it's so far in advance. Next thing, the goals, the benchmarks and the evidence. So we talked about we're working now on general goals. The information we send to the superintendent will get into the more details. And when we go into closed session to talk about some metrics and such.
We can get that squared up, and we can share that once it's we've cooked it up a little bit. How the evaluation will be compiled. What we what I envision is that we fill out, superintendent parks will do something like she did before, which she's got the goals, and she lists her progress on those, and then we would talk about those the progress of the check ins. How do you feel about that? Okay. That good? Yeah. That feels good. One point of feedback just on the timing. Yes. You said January would be the mid year. I think MASB recommends December.
Okay. We could do it. Yeah. December. That would be fine. And then February for the next quarterly check-in and then annual Oh, you're ahead of me. Alright. Hold on a minute. I gotta pull up the right Yeah. So it's October, December. Busy. February. Yeah. So is June still the final? Mhmm. No. So it's May. May. Okay. You think about June as full of budget. Yeah. It was just pretty So it was pretty Yeah. I think what is interesting about this time line, and I would guess probably happens, is that these dates are set and it gives you some wiggle room that if
you rolled in, like, if December rolled into January January, you could still do February roll into March and then the May into June because June 30 is the deadline to get it to the state. But, yes, December, it would probably be even better to get that. Well, we're not gonna procrastinate. We're gonna be, like, we're all over the top of it. Right? We can set the dates to that right here. But for right now, if we could just get October squared up and, I think do you all agree that having it facilitated is, a better situation? Would you like to work with Jay again? Are you okay with that?
One. I don't think I have to do it all night. Four Well, the next check-in just to keep to keep us October 1? Mhmm. Yeah. My recommendation is to have it facilitated so that we can all participate on an even level, if you will, so you're not trying to Well, I don't want to run the meeting and right. That that's why I'm saying I would recommend the facilitator. Yeah. I agree. I think Not if you think that you can work with that. Yeah. Because I I mean, it doesn't have for me, it doesn't have to be mister Bennett, but Yeah. You know,
they facilitate. I I would recommend the facilitator for the midyear just because the quarterly is supposed to be fairly informal. Okay. So maybe not worry about it for the check-in in October. But, Yeah. Because she'll you know, miss Parks will just be working on her Just touching base there. Starting her goals and You guys feel good about that? Just bringing the facilitator in for mid year? So the check-in is is informal? It's just Right. Quarterly Like, there's no form to send to the state. There's no No. Getting report to fill out. No. Okay. It's just us talking. Just us just chatting about things move.
And depending on when the strategic planning process is wrapped up, it might cause us to say, hey, you know, we had these goals we said it'd be in the year, but maybe we wanna adjust this one because we know the community cares a lot about this and blah blah blah, you know. Mhmm. So that gives us a chance to make some changes. Okay. So, then how evaluation will be shared with the superintendent? That's at the end of the game, but I believe that the way we did it this last time when we did the evaluation, we shared verbally with her in the meeting. She got her scores.
The scores were then shared in public. Is there anything anybody wants to add there? I would like to see a summary that's more, not just the score of our feeling, of our some some remarks, to be read publicly that go with the score, not just effective. Trustee Wilkins? I was I was gonna agree with that that as on the communications part of it, if for the public part of the presentation, here's you know, last time it was just here's the score.
And I think that was just in the interest of time. But President Beazer, you did say something because they quoted you in an article. I thought it was and there was something said. Pretty sure. I didn't hear you. There was a Yeah. Yeah. Good job. Yeah. Yeah. Okay. I just wanna agree that I think that we should have some some sort of statement or remarks just to give it some context. Yeah. I was happy with the president's remarks. Oh, yeah. Last time, I was. Yeah. Okay. Complicated. Yeah. Isn't this fun? Look how we're working together. I'm just I'm gonna celebrate that. Yeah. Alright. And then the last one, how evaluation will we share with the community?
And so what we did before is, Jay was our facilitator, and we brought it back to the full meeting, and we shared the results. And now we're saying add the summary and Apparently, that was a great statement. Yeah. And there'll be a press release that goes out because our communications is gonna be rocking it. Absolutely. So, anything else to add in that? Okay. So that's pretty much everything on the list for the beginning of cycle. So now our job is to, knowing what and we'll have you review again what the general goals are so we're all on the same page,
what we know what those are, for us to send any comments we would like to the superintendent about the possible metrics or any specifics under those categories so she can see what what our interests are. And then we'll get together in a closed meeting ASAP. I think we probably should even superintendent Parks, can you imagine that in two weeks, you would be willing to meet in closed session about this? Would you think you could, get our remarks? What do you think? So I I can gather remarks.
Can I let you know Yeah? Tomorrow? Okay. We're we're in crunch time. Oh, right. School school is crazy. Yes. And school. Okay. But no, I can I can let you know tomorrow? Okay. I I believe the twenty fifth. Believe the goals are supposed to be a problem. Oh my god. And we have a board We talk once we once we Yep. We can do metrics and some of things that are more directly related to evaluation can be done. We cleared this today. Yeah. And and we closed session, but then we'll go back out in the public meeting and share what the general goals are and what we're doing. Gotcha. Yeah. Okay. What's the statement?
Yeah. We were we were unsure, so we My god. That's why we pulled them today. Today. Okay. For the exact reason. Okay. Alright. Trustee, welcome. Are we sending feedback to just to the superintendent or to you or both of you? You know, would you do both? And I also wanna compile some because I'm trying to keep stuff organized. Yeah. Is that okay with you, superintendent? Alright. Okay. So we send it to both of you? Yep. Okay. Is there something else? And, actually, superintendent, I would be glad to take it and put it into something. I might even come up with a spreadsheet or something to organize it.
Just because you got you're trying to get school started. I get it. Okay. Thank you very much for your collegiality. That's it? Is is there a deadline on when you want to Yes. Oh, you want feedback? How about next Wednesday? A week? Next Wednesday? Okay. I'll send a follow-up. Okay. Thank you. Excuse me. Do you have two hours? The fifth. Okay. August 6. Wow. And I can do that. That's Bruce. Okay. So it's Wednesday. So these are both Wednesdays. Those are the only days. Well, we're gonna No. We're dead. We know that. Mhmm. Alright. Fair enough. Alright.
That was perfect. Alright. Wow. If that's it for the superintendent attended this the goals discussion, I've been asked to move the, a n two two two three three algebra and geometry up to this portion of the meeting if no one has an objection to that? Alright. Then let's go down to that then, please. Alright. Superintendent Parks. Thank you, president Feaster. We have miss Nicole Turner coming in, to an help to answer questions about this. We lost miss Linden as you saw, so I will bring this item forward. This is a recommendation for high school algebra one geometry and algebra two student workbook
purchases. We do renewals as a matter of course over the summer. Most fall under the amount that we need to bring to the board of education. This one does not, so we're bringing it forward. It is a renewal, for open education resource materials that, have been made for us to implement in the 2025, and it will be in it will be to have our students be able to have, a workbook in addition to the electronic component that they have. We surveyed staff and students on their preference to see if we needed to renew
this purchase, and overwhelmingly students and staff, replied to the survey that the workbook, the physical workbook, was really handy for them to have. And so the recommendation, after that survey of our high school math teachers and students, we are requesting approval to purchase the workbooks for the upcoming three school years. The supplier of the workbooks will be Kendall Hunt Company, and their newly, revised online materials are linked in, the memo there. Miss Nichol Turner, what else would you add? The newly revised materials
do a better job of embedding in, some of our accessibility work for our English language learners and our diverse, learners. There's been a lot of listening to teacher feedback, and spacing has been changed. Context have been changed to be much more, multicultural and representative of of a diverse, population in our country. So food, locations, those things have been, changed, and I think that will also be, great for mirroring for our students in, many of our groups.
I'd be happy to answer any other questions that you have. Thank you, miss Nicole Turner. So at this time, the recommendation is to approve the purchase of Kendall Hunt Illustrative Mathematics student workbooks for use in high school school algebra one, geometry, and all algebra two courses for three years. The total cost for the purchase is estimated to be $113,843 per year, and that is to be paid from the general fund as it is currently. Trustee Mohammed. Trustee Mohammed. And since, you know, school is, you know, gonna start very soon,
how soon do you need this approved? As as soon as possible. Okay. Because it's in first briefing. Mhmm. Most of the time, our renewals fall under the bid amount. So this one kinda took us by surprise needing to bring it forward. So we are a little behind in in ordering these workbooks. And I know we usually have it in two briefings. Would it be I mean, I don't know if the board would be okay with moving this to You can do that before agenda. Remember the music stuff? I just move it make a motion to move it to second briefing. I mean, unless so If you could make a motion to approve it,
I think. Mhmm. Well, first, is there any I mean, I I would motion to approve this purchase just because it's workbooks. It's a curriculum that's already in place, and it's important. Yep. Any discussion? Trustee Wilkins? I have a question. Why do we do it for three years? What's the magic number there? Miss Nicole Turner? We've gotten, the price locked in at this year's price for, the upcoming three school years. That is the the farthest out that the publisher is willing to lock down a price for us so that per people rate this year will be the same rate
for the the next two years. And that's that's the reason for the three. We always are trying to see if we can lock in the price for, a savings for us. Love it. That's great. Can I clarify that it the shipping may may change year to year? The shipping costs. Oh, for sure. If I guess, my question is if we approve it tonight, will we have it for the start of school? We will. Hopefully, he says yes. Alright. Alright. And I guess my next question is the general fund dollars. Yes. Is this, within our our budget for the coming year?
Yes. Because we are already paying for the materials through general fund. Okay. Alright. Any other Real quick. Trusty works? So this is this particular workbook is a new edition. A new edition that will hopefully last beyond three years or I guess, after three years, we may have to purchase another new addition. They are consumable. And because this is an open education resource Mhmm. Changes are made in the online platform for both the students and the teachers every year. The workbooks, are reflective of those changes.
So we get a slightly modified, student edition in print every year. I think that's moving forward, that's, helpful. There's no way to predict exactly when the next, revision will happen. Okay. This is a little bit more substantial revision because of the changes in the assessments, the accessibility material, the multicultural, settings. So Okay. Thank you. And I'll clarify real quick. We plan for I should say we plan for curriculum materials in the budget. Okay. Somewhat more accurate way to say that. Okay. Alright. If there's no other discussion,
it's been moved by trustee Mohammed supported by trustee Schmidt. Missus Kiske, please. Mhmm. Trustee Bascuette? Yes. President Feaster? Yes. Trustee Mohammed? Yes. Trustee Schmidt? Yes. Trustee Wilkerson? Yes. Trustee Wilkerson? Yes. Trustee Wilkerson? Yes. Trustee Wilks? Yes. Motion carries. Thank you. I believe that takes us back. Thank you, miss Nicole Turner. Thank you for staying up so late. Good night. Thank you. Thank you. I believe that moves us back up to, ten one, policy fifth fifty fifty graduation requirement update. Yeah. And I'll turn over to to to Brenda Perks. Okay. Thank you,
president Feaster. Earlier in the evening, I mentioned that we'd be talking about FAFSA later again, later on in the meeting, and here we are. So we have doctor Hayward who's here to bring forward, a policy update recommendation in order to ensure that we are in compliance with the Michigan Department of Lifelong Education Advancement and potential, also known as MILEAP, that we are in compliance with the universal FAFSA challenge grant, that we have we have received as a part of receiving the the funds for
that grant. We have to add graduation requirement language to our existing fifty fifty graduation requirement policy. So, doctor Hayward will walk us through some of the background information and and the recommendation. Thank you. Good evening, trustees and superintendent parts. So for the FAFSA, challenge, my lead launched the universal FAFSA challenge to support districts in adopting a local universal FAFSA policy and implementing FAFSA completion to support high school students. Many states across the country have already adopted universal FAFSA completion policies with supports for
students, families, and high schools. And so these policies require students to complete the FAFSA before high school graduation while allowing for certain student exemptions in some circumstances. Early adopted adopter states have seen an increase in FAFSA completion, high school graduation, and college enrollment through these efforts. And so it is the recommendation the superintendent and myself recommends updating policy fifty fifty, graduation requirements, to include completion of the free application for federal student aid,
FAFSA, as a graduation requirement in accordance, with the stipulations outlined in the MDE universal universal challenge, grant. AAPS applied for this grant and was awarded, just over 1,000,000, $1,126,519, this winter to implement programming to support this initiative. AAPS will outline a budget to support strategic expenditures with these grants to support the FAFSA completion, enhance student advising,
course selection, career forecasting, and post secondary exposure opportunities. And so I believe you all have a copy of the draft updated policy. And so we just wanna add FAFSA requirement language there. The highlighted part in bold. On page two. On page two. Bottom of page two. I see it. Mhmm. And then page three, you should have the opt out form. And I will add because this question came up in committee, because we did bring this forward to committee.
The grant has already been awarded. We have not used any of the grant because if we don't have the requirement, then we'll have to give it back. So if we don't add it, we'll have to give it back. So they haven't actually administered it, but we are waiting to do anything with it until we know whether or not we're going to, proceed with the recommendation to update the policy to reflect this language. Does this help with the Fort Worthbooks? I don't think that's what doctor Hayward, this would be a good time to talk about what some of the things that the grant would cover. Sure. Let me let me talk about some of the approved expenses,
but it's also important to to highlight that we must submit evidence that a universal universal FAFSA policy has been adopted no long longer no later than I'm sorry. It's late. Yeah. August 15. Okay. So we have of this year. Yes. And so some of the approved expenses must we must use the funds for participation and activities that are known to drive FAFSA completion. Okay? And so that includes staff time devoted to, a FAFSA completion,
such as after school or even Saturday. Saturday. Saturday workshops for students, professional development, guest speakers and seminars, FAFSA incentives, convenient and event planning, materials and supplies. We have our college and career fair every year that we have or we'll we we collaborate with, Celine, IT or communication resources as well, such as our Naviance program that we use. And and so we may not be able to get our four workbooks for mathematics, but we would be able to supplement our college and career counselor salaries and benefits
with this grant, and free up some some general fund dollars by supplementing some of those expenses. I just I wanna add a couple of things. Number one, we we've only secured this grant for one year. Correct. That's correct. So it's not a continuation. Mhmm. Yep. On the other thing is, we talked about it during committee, You know, parents can opt out of this very easily. There's a form for it. So if anyone doesn't feel like they wanna share that information or fill out the FAFSA, there's options there too.
So it it shouldn't restrict any of our students from actually graduate. Okay. Another question that came up, during committee was with this would lack of filling out the form prohibit a student? Would this be the thing that prohibits a student from graduating? The answer that to that is no. We just have to demonstrate. We've made a good faith effort to get the form filled out for every student, and, it would not preclude we could they could they would we would be able to exempt them from the form if we demonstrate that we've made a good faith effort to reach the family to sign off on the opt out form.
Trust in Mohammed and trust best interest books. And just to clarify, so you need this, approved before what date? This language. August 15. Okay. So this meeting, August 13. So I don't know. Okay. So I'm gonna motion that we approve this tonight. If I don't know if I have support. That's what I questions. Policies have to be brief twice. Oh, shoot. Okay. Never mind. Must say the only I was gonna say, oh, the only caveat. But thank you for attempting to do that, trusty Mohammed. Yeah. I then I still trust you best basket. Yeah. Thank you. Well, that's I saw your your Yes.
Yes. Okay. I'm sure. Okay. So a a couple of things. I I was going to remind the board before it was clarified that policies had to be briefed twice. This can be sensitive. Mhmm. We're talking about FAFSA in a world of Yeah. Where, you know, where we thought some things were sacred in terms of confidentiality is not. And it's been used, you know, in ICE deportations, etcetera, etcetera. So I I would caution us. Again, we're gonna have to wait anyway, but just be familiar with that. Wanted to note too that,
again, we talked about the opt out. If you will notice on the form, if students are 18, they can opt out themselves. Mhmm. So, you know, that that gives a little more flexibility. Also, we talked I or I brought up that other districts have been trying to do more to incentivize their students, their families to fill out the FAFSA, such as PTOs giving out gift cards. You know? Now it doesn't have to be PTOs. It could be this too. But I again, I wanted to really stress to the community, we are doing this so that we are legally in compliance to get that money
because we don't wanna give any money back. It is simple enough to opt out. We've we've mentioned it. You know, we debated in the policy how much to put in, but we've clarified. There may be reasons you don't wanna do it. You cannot do it, but, you know, just give us a proof to to do it. So I think this is an easy win, if you will, for everybody. And so I would recommend that we support it. Move on. Trustee Wilkes. Yeah. So, so this grant is only for one year. That is correct. So do we have the option of,
I guess, reapplying, or is it renewable, or would we have to start the entire will we have to start the entire process over again, reapply? I can find out that information for you. My If we're interested. Mhmm. Yeah. My guess is that we will have to reapply every year provided the grant funds are available. Okay. Okay. And this is through again, who awarded this? My lead. So this is, a part of the state of Michigan. So Okay. Something something that Mhmm. The Michigan Department of Lifelong Education Advancement and Potential. Got it. Okay. Thank you.
Trustee Wilkins. I wanted to ask about FAFSA in terms of ex accessibility. Like, are there I I went through it with my kids, but were are there other languages? Are there do they make it is it gonna be easy for other for all of our students, all of our parents to be able to do this? According to fafsa.gov, I don't know how many languages there are. I can get that information for you. I do know that they have, made some revisions and some updates to the form.
So in the past, it was a 108 questions. Now it's 36, and they're saying completion time is thirty minutes. So I did one of your children. Yeah. I did the one zero eight, and then I was like, woah. Done. Yeah. I think I remember filling out the 108 questions. Oh, yeah. For sure. Oh, look. Some of us had the precursor to this. So Yeah. You know? So And access to because it's all online. So access to technology, maybe that would be covered in these Saturday workshops or something like that. Absolutely. All of our students have one on one, obviously. And so we can have additional technology available readily available at at the workshops,
Saturday workshops, if you have help. In in our college and career centers that are in the high schools. Right? True. Okay. Great. Alright. If there's nothing else, thank you very much, doctor Haywood. Thank you. Thank you. Thank you, doctor Haywood. Good night. Alright. I believe that brings us down to the consent agenda. I believe I start with having missus Espiritu if I'm not mistaken. Do I have you read that? Yeah. Please. Yes. Okay. Approved minutes of the 06/25/2025 regular meeting. Approved minutes of the 06/25/2025 special meeting. Approved minutes of the 06/25/2025 closed session.
Thank you. So moved. Second. Been moved by trustee Schmidt, supported by trustee Wilkes. Mhmm. Any discussion? Okay. This was this before. Trustee Baskett? Yes. President Feaster? Yes. Trustee Mohammed? Yes. Trustee Schmidt? Yes. Trustee Wilkerson? Yes. Trustee Wilkins? Yes. And trustee Wilks? Yes. Motion carries. I believe that runs it down to board action. Resolution to approve APS draft resolution. And I assume I turn that over to There's a motion right there that There's a motion. Okay. Motion to adopt. Alright. I would like to Where do I find it?
There it is. Board action resolution to approve, just read the whole thing. Motion to adopt the Oh, yeah. Okay. Motion to adopt the attached resolution to approve the settlement agreement, approving the terms of the proposed settlement agreement in case number two, colon Dash, 24DashCVDash1230 filed in United States District Court for Eastern District of Michigan and authorizing the district superintendent to execute any documents on the district's behalf necessary to execute the settlement agreement. So moved. Second. Moved by trustee Schmidt,
supported by Trustee Wilkes. Trustee Wilkes. Thank you. Any discussion? Saying none. Missus Kiske, please. Trustee Wilkerson? Yes. Trustee Wilkins? Yes. Trustee Wilkes? Yes. Trustee Basquiat? Yes. President Feaster? Yes. Trustee Mohammed? Yes. Trustee Schmidt? Yes. Motion carries. Well, that brings brings it down to 12.2. Motion, motion to hold a closed session on 08/13/2025 at 6PM for the purpose of attorney client privilege and superintendent evaluation. So moved. Moved by trustee Wilkins. Second. Supported by trustee Schmidt. Any discussion? I'm sorry.
Who who Well, moved by Wilkins. From the Supported by Schmidt. I see Wilkins. Trustee Wilkins' hand. Just a question. If I know that I'm not gonna be here for that date, do I abstain from this? No. Oh, you can still vote. You can still vote for the board. Yeah. It's been done. That's pretty fair. Don't bring that. Sorry. No. Don't apologize. It's been done. I trust you, mom. I know there's a motion at the table, but I would recommend if we can move it to the to make sure all of us are there to the the next August, the August, I think, twenty seventh meeting.
But you have that policy that has to be built with them on. Mhmm. For the fifteenth. Right? At the fifteenth. You're just saying the closed The closed session. Not the full meeting. Unless you feel that we can provide input later on. I don't know. So we will have a, matter to address That's timely. Involved. Yes. That's urgent. Mhmm. That's time sensitive. Okay. And I might not be on twenty seventh. As long as we got four of y'all. No. No. The rest of us will carry it home. It's not. You know? Right. Right. She she says we she says that we can all be here.
I just wanna say, I don't know if we Yeah. I appreciate that. But we got four of us. Trustee Wilkins? Yeah. No. I just have a comment on that too because, this is this is how we can quickly get away from our schedule because we're supposed to talk about superintendent goals and try to set those in July. Mhmm. So just I think giving all of our feedback, you know, in the next I think we agreed by next week. Right. We should allow We can incorporate that. And if anybody that's not gonna be here, like, I'd be happy to have a conversation and try to work that your feedback into
the discussion as well. Okay. Sounds good. So moved by trustee Wilkes, supported by trustee Schmidt Mhmm. Who's had discussion if there's no other discussion. Miss Ozinski, please. Trustee Bascott? Yes. President Feaster? Yes. Trustee Mohammed? Yeah. Trustee Schmidt? Yes. Trustee Wilkins? Yes. And trustee Wilkes? Yes. Motion carried. Okay. That brings us down to item four agenda planning. Board members, do do board members have any items to I'm sorry. I'm not agenda planning. Do do board members have any items you'd like to add to future agendas? I see trustee Mohammed,
then Schmidt, then Vasquez. So, we heard some great public commentary, and one would be looking at the cell phone policy and seeing if we can create one. And then the other is I would love to see, potentially, I mean, nothing urgent, but looking at just our world languages, like, having a study session, trying to understand kind of what is happening around, like, the world languages, assessments, things like that. So I'd like to see some some bigger discussion about that that whole, program. Let let me take it take both of them one at a time.
Let's make sure we have interest. On the cell phone policy, I think I saw heard a lot of questions about that earlier. So I think there's a a pleasure as a board to talk about the cell phone policy. Absolutely. Yes. Yeah. I I would just add, I know we piloted, cell phone ban at Skyline this last year. So I'd I'd like to focus on some feedback. Yeah. Yeah. And I think akin to that takes us back to last year where we had the social media lawsuit. That's Let's add it all. Okay. Let's do a study session or something to add it all. Yeah. What I would also I'm sorry, president.
Oh, go ahead. Go ahead. I was gonna save this from items from the board, but since we're on this topic, we had focused on education, you know, a representative from them, speak regarding this, and they offered to send us examples of of the policies. I would ask that they send their preferred policy Yeah. You know, so we have something to work with from the beginning. Absolutely. And and I think I heard some someone mentioned that should this should be a study session. I'm recommending a studies, but whenever we can fit it on the agenda. Again, we just talked about Okay. Trying to find the right time for the right things.
So Okay. And then President Feaster? Yes. So this wouldn't necessarily this discussion wouldn't necessarily happen at the next meeting? No. No. There's not. Okay. But at a at a future meeting. Hopefully, not in a two distance meeting. Okay. And I got And, I mean, the advantage of a study session too, study sessions are to be informal. Yes. We can, again, offer the groups or whoever wants to come and, you know, we can raise the issues. We know that the legislation the legislators have proposed something, and we've heard feedback from around the state regarding it. So it can be more informal and more of an exchange.
Alright. And and, you know, prior to that or after that, governance can try to pull something together to get our reaction, get, you know I guess that That'll be the decision of our policy committee, maybe how that order should happen. But, again, we we welcome all assistance from the community. So if you've got samples and preferences, please send it. I also thank you, president Feaster. I know the rest representative from FOE also, recommended that we try to have this policy intact by the start of the school year. Well, that ain't going to happen. That happen.
I don't know if that's gonna happen. But, anyway, I just wanted to put that out there, but, for your consideration. Hopefully, after tonight's meeting, they've seen how difficult it is for us to schedule something. So they'll give us a little grace. The other item Trust Mohammed brought up was the world languages. Is there a pleasure to, you wanna Just to clarify, what I mean is, obviously, we're hitting hearing feedback from the teachers, the community, just to understand, like, what is really happening in our district when it comes to world languages and just have a discussion about, like, the future, what are you know, how many people are being enrolled in these,
what programs are fully enrolled, like, just have a bigger discussion about just the program in general. Because I know we did, you know, we did have to cut the program in elementary, and then there's a lot of stuff happening more, you know, we're hearing things. But again, just us understanding it as a board. Trustee Wilson and trustee Wilson. I would say more of a maybe a fact finding because I think we're hearing a lot of information that's not necessarily true. I mean, we're not I heard eliminating the we're eliminating the world That's what they program,
and that's that's not correct. I mean, I've been, answering some emails to you know, that basically have been saying that we're eliminating the program. So if we could just bring some facts and some correct data to the public, I think that would be really helpful. Just but let's, like, really be factual. This is a good thought. Trustee Schmidt suggested that, superintendent Parks could also do that for us in the superintendent update. Absolutely. I know that would be fine. Yes. And then Mhmm. And as a matter of fact, the superintendent actually shared a lot tonight.
Yes. She did. Yeah. Right. Well, look what I said. Not every letter we get is full of factual information. Absolutely. I'm discovering. Yeah. So, yes. Yeah. Trust me, Mohammed. Yeah. It doesn't have to be a study session, but I think it's just important for us to, like, also, like, have a discussion around it. Like, what do we see world languages? Because right now, what I'm seeing is that there's languages that are offered at certain schools and some are not in other schools. And then so it's very complex. And and I think of, like, the inequities that can so or do we wanna even think about having a deeper
discussion of where, you know, our middle school program or do we do things in elementary? So just like I mean, yes, I think an update is fine, but us also discussing, you know, where do we see this? Because right now, we are we do have a lot. Mhmm. And it's all over the place, to be honest. I saw Trustee Wilkinson, and then I'll come back to Trustee Wilkinson. Yeah. I think it would help to, again, provide information. You know, we're we're we're being told that we're letting retirements and attrition decide what languages we
keep and what languages we don't. And we all know that's not true. But if we can, you know, learn what the process is actually or what the challenges are or that kind of thing in a public session so that we can kind of dispel some of those. And I know some of you weren't weren't here. Well, I guess my frustration is that we've done this, and we've had superintendent walk us through, how many people are in each class, how we're how they're deciding which class that we're keeping, how they decided which programs to cut,
all these things. And now, we're getting these letters suggesting that we're just cutting them willy nilly. And that's clearly not the case. And if they wanna go back to prior meetings, people can review what has already been said within the last twelve months. So we're here on record. What's the pie what previous meeting can people go to to That was at the meeting where the budget cuts were being discussed. Yeah. I don't remember exactly when I was doing the the budget discussions. I have to Well, we back and see which one. I think they can go to our website and put in okay. With miss Lusinski is the master of advanced search,
and you can find it. World language Right. Discussions. And you have your hand up, but I just wanna add to this. In that discussion, it was very clear at the elementary school, there might have been a couple that were working as far as world languages, but there was a problem with staffing. The principal said it's not effective. If we have to cut, this is one of those programs. If in the future, we're a little more flush, hey. That idea of an immersion school, that'd be great to do immersion program in elementary. But last year, it was like, look, these aren't really working.
And this we have to make cuts. We had to. And so where do we do it? And that is what made sense at that time. And so these were all very intentional specific. Right? Pardon? That was about a mount elementary school specific. Someone's may mentioned that today about when you canceled it. And I'm thinking Yeah. But it was intentional. It was, thoughtful, and it was dealing with the context that we had to find 21,000,000 or whatever the $23,000,000. And and when when the superintendent laid it out to,
forth with our team, they recommended the elementary reductions, but they discussed all of the world languages up through high school and the the the amount of students taking each course and how they decided which ones to keep and which ones to eliminate. And we had a whole long hours worth of discussion. And how long term the plan was to have corridors for languages so that a student could have a language in middle school and have it in high school. Yeah. So having, you know, aligning our languages by quarters also is the long term plan. So we talked about that. Yes. Reminding people of all of that,
I hope. So that I guess that's why I get frustrated. Yes. I get it. Because we literally did all this. May 15 was that May 15. May 15. May 15. May 15. And just to clarify, I don't wanna I don't wanna, like I'm not trying to bring this up for the past. It's more of, like, what, you know, having a discussion about the future of world languages. As you mentioned, pathways, like, not pathways to school, but having paths Mhmm. Like, as far as middle school. You know, right now, we have it for their sixth grade and then their seventh and eighth. And then what languages do we we have,
like, so many different languages which are great, but, like, taught like, discussing this, but knowing facts too. We're we're bringing back the facts, but discussing the future. I think we're a long way away from screening of pathways. We'd have to go off the state's watch list first before we can even explore that. So, I mean, we can have that discussion in 2025, but I'm assuming we're not gonna be able to really implement those things till 2027, 2028 when we are in a better fun balance situation. I don't mean, like, create something new.
Just working with what we have. Mhmm. Okay. Because right now, it's not it's not clear. Like, you have schools where you start Latin, for example, at one school, but then your feeder school is another school that doesn't have it in high school. Yeah. So it's it's a little bit it would be nice to see kind of what's happening, but also, like, how do we make it more efficient so that when someone retires, we know this is like we this is a we have to replace that retirement. Things like that. Nothing new. Looks like trustee Vasquez has come out on the subject of the trustee workers.
Yeah. I did too. If I could real Well Go ahead. Again, I think what we heard tonight is class availability is based on student interest and the requirements for a teacher. So I assume we're not gonna staff a class that only has, like, one or two students that are requesting it. But but I just wanna state, I think a lot of, what trustee Mohammed, what you're talking about would come up in the strategic planning process when we engage with the community and identify and highlight elements that are important to our community and
school district and what we want the future of in our public schools to look. So I would just caution us to get too far down a path when these things we know are coming this fall. Go ahead. Thank you. I I was just gonna say, we have to keep in mind that we have added more languages availability over the years. I think when a lot of us went to high school, you had traditional French, Spanish, German. And if you really cookie, you took Latin. Okay? That was it. We didn't have that. And now right. And some people didn't have Latin.
I mean and it is enrollment driven. And as we have said to students who begged us to continue is find 10 more buddies to take the language class with you, and, you know, we'll reevaluate it. And combining levels, which is not new, you know, saves the class. As much as folks would like a class with seven students, that's just not viable for us. And so we have to look at that. We also have to remember, we give our students a lot of choices. Mhmm. So when you're doing schools of choice or in district transfer, it's up to the families, including the students,
to look at your future. If you're looking at starting at one middle school, but, again, the feeder, you know, doesn't the high school that would feed into that your middle school would feed into it doesn't offer the language that you have started at middle school. You have to take that into consideration. Mhmm. And it is not unusual for students to travel across town to take that language at another school. I mean, that's the flexibility. Again, it comes with responsibility of knowing the work. And I I find it very difficult to hear that language classes were canceled at
the last meeting. We have a minute rather, at the last minute. We've been discussing this, as president Feaster said, for a long time. And, again, because a parent just finds out about it does not mean we did it at the last minute. I mean, there is a responsibility that our families have to take upon themselves as well. I I would probably add that I can see the confusion there because, students have to fill out the course request so we know what the requests are to know if we're going to be able to run the class or not. So sometimes the decision is made not to have a class after students have filled
out the course request thinking that they were going to get something. Right? So I can I I understood the parents, you know, perspective there because it is kind of confusing? Right. And when we know but when we know we're not gonna offer something, we don't put it on the course request sheet. Sometimes though, there are things on the course request sheet and Right. And they come back and don't have the numbers to be able to sustain running the class, and then we have to Right. Make the decision. And meanwhile, the students who signed up for it think they're gonna get it in there or not. So I I I can Or they don't sign up for it thinking they can
come back to it later anyway. They can later. Yeah. They don't take it seriously. Tristan Mohammed? So it seems like we're already having a discussion. This is why No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No so that's why I'm Well, it's I'm adding it. I'm adding, this is just an agenda item that we could put in the future. Oh, I I noticed it. I'm not seeing a a pleasure of majority to to discuss anytime soon, but I I note that I I do have it written down.
Okay. Okay. Any other on the four agenda plan? Trustee Schmidt. K. So this would not be the regular agenda. I'm trying to just wrap my head around what we want to do for another meeting, a retreatcheck inwork on board goals. Because as we talked just earlier, and I'm kind of switching back here, if you could just hang with me for a minute. When we talked about the check-in and we're looking at October, Trustee Wilkerson said, if we're going to do the midyear in December, then that would move that into September for the check-in,
okay, September. We were talking about early September to maybe do a retreat where we talk about board goals and look at our committee structure. What I am wondering, and I just need to ask you all, when you look at the very September, when you look at those Sundays, and I would say Saturdays too, but I don't know if some people are football people and all that kind of stuff. But, think about maybe those last couple weekends in September, you know, we could do a five or six hour thing where we talk about board goals, we do our super check-in,
and we also talk about committees. And we nail it in one day rather than trying to do two retreat days. How does that sound? Are you following me? So are you proposing a date? Instead of doing like September 7 and the October, instead of those two dates, pushing that September late and bringing the October meeting early and really make it happen, like, the very September. Are you proposing a date? Well, I can. So we're looking at 2021, '27, '28. Twenty, twenty first. Twenty, twenty first. That's Saturday,
Sunday, twenty seventh, twenty eighth. I'm just trying to I know how hard everybody's schedule is. I know you can't you it's gonna be inconvenient. There might be something you have to miss. But if it's not a wedding or a this or that, you just gotta work with this. It's just this is impossible. May I may I Yeah. Recommend the afternoon of the twenty first? I am not okay. I would have Alright. Welcome. So much for that. I tried. Yes. I'll recommend something else. Yes. I I can't do the twenty twenty first weekend. Okay. Good. Alright. Twenty seven twenty eighth. Do do I have any takers? The twenty seven twenty eighth?
Either of those days. Afternoon of the twenty eighth? I don't know. I mean, I'd like to knock things out in the morning myself. I would I'd do out of the way. Work for me. The Saturday on the twenty seventh does not. So twenty third or twenty eighth. Anybody can anybody do the twenty eighth? Twenty eighth afternoons. Maybe. Yeah. But I think so. What's what time frame? Do you have can we give you can we give you an answer by the end of this week? Yeah. I can just email out. It's just that yeah. If if people don't put the stuff on their calendar, it'll just get filled up. If you've got a calendar like mine. But I like the idea of pushing it all into one meeting.
Yeah. And I think it needs to be more than a three or four hour meeting Okay. Because we've got work to do. It might have to be a day long retreat. We have lunch, and we make it, like, a five or six hour meeting. Okay. But we've gotta we've gotta commit to this because we gotta get this stuff done. Yeah. Right. Agree. So thank you for bringing that up. Do the twenty eighth or one of those dates. We wouldn't have to do the seventh. Right. Okay. And so I'm thinking, superintendent parks. Well, why not just do it on the seventh? Could you Why not just do it on the seventh? Ten to five or a ten On the twenty eighth?
Yep. Yes. Could you guys do a ten to five on the twenty eighth? Think about it. Think about it. May I may ask you? You seem to have consensus on the seventh. So can we no. We didn't. Okay. Never mind. It was gonna never be late. Never mind. And then it's the first end of the month. No. I I just thought we had something. I talked to the super. It it wasn't gonna work because we're gonna start so late. I like the idea of being proactive and and searching for that. So thank you. I'm gonna put out the the twenty eighth, ten to five. I know it won't be convenient for everybody, but let let's just try. I'll I'll send that in an email.
Work with me here. Yeah. I'm not gonna be able to go. I can only do afternoon that day, so I'm sorry. So on the twenty eighth, can't we just start at twelve and go for whenever or 01:00? Again, can we not just start in the afternoon at one? Alright. I'll send an email. I I would be able to start at one. I I don't know what time I would have to cut out. But Okay. But I'll be there. I would think at least till five. If I can I'm sorry. Go ahead. I'd for agenda items. Yes. Okay. Alright. I'm sorry. Trustee, are you done? You're good. Okay. So so we heard from at least two groups
regarding willing to offering their help to ensure viable and stable programs and the advocacy thing. So I I have two thoughts. One, either add someone from that group that's doing the petition that and you guys know the name, trustee. You sent us yes. Again? They got delayed. Kids. I know they got delayed. But my point is either bring someone to the meeting to discuss the advocacy work and or if one of the trustees will forward that information to mister Smith and
the name I don't have who made the public commentary. No. You know what? I was thinking about this because I sent a note to our Right. President right when she said it. Oh, okay. The group Education Trust Midwest. Oh, wow. Excellent group that's working on and and working for, also our, marginal populations and funding. And so I would be glad to be the point person to at least communicate with them. And then I can connect them, and they can choose who they but they're just really super reputable. They've got paid lobbyists. They're interested. If if you again, I just didn't wanna leave folks hanging,
especially when they were offering to assist. Discussed a little bit. Thank you so so much. I'm done. Yeah. Yeah. I'll I'll connect with them. Thank you. I think the executive director is Amber Arellano. Yes. Yeah. I used to work with her at the free press. Yeah. I know. They're very good. Yeah. Yeah. She's very good. Alright. Anything else for agenda plan, trustees? Alright. Moving down to item from the board. Do trustees have any items they'd like to share? Alright. Seeing none, I think that brings us down to, adjourn. Is there a motion to or or do we do it by voice voice vote now? Oh, we have to motion. Motion. So moved. Moved by Missus Schmidt.
Second. Well, trustee Wilks, say that again. Mhmm. Okay. Alright. Any discussion? Missus Ozescu, please. Voice vote. So let's just do voice vote. Oh, voice vote. No? Okay. Baskett. Trustee Baskett. Yes. Trustee Feeser. Trustee Bennett. Yes. Trustee Schmidt. Yes. Trustee Wilkerson. Yeah. Trustee Wilkerson. Yeah. Trustee Wilkerson. Yeah. Trustee Wilkerson. Yeah. Trustee Wilkerson. Yeah. Trustee Wilkerson. Yeah. Trustee Wilkerson. Yeah. Motion carries. Thank you. Sorry. I'm gonna do voice vote, and then they said, don't do voice vote. My apologies. Okay. Mike, sir. Actually, her. She's in my heart. Still. At 11:47. Very bad.