Mics are hot. I would like to call this meeting to order at 6PM. Claudia, would you call Roe, please? Yes, sir. Doctor. Cherrier? Present. Doctor Sherriere, you're joining virtually. Would you tell us where you're at and if anybody's in the room with you? Oh, just me. My home. Thank you. Director Duncan? Present. Doctor. Kiki? Present. Director Mallory, I know she was joining virtually as well and was having technical difficulties. Director Mallory, are you back with us? Okay. We'll give her a minute. Director Reinhart? Present. Director Tasker?
Present. Director Tomwein? Present. Thank you. Would you all please join us for the pledge of allegiance. Thank you. The next item on the agenda, excuse me, is approval of the agenda. Do I hear a motion to approve the agenda? So moved. Is there a second? Second. It is moved and seconded. Cardio, would you please call her? Yes, sir. Director Cherrier? Present. Director Duncan? Aye. Doctor Kiki? Aye. Director Mallory, are you back on? Director Reinhart? Aye. Director Tasker? Aye. Director Tom Weing? Aye. Thank you. Just as a reminder, we do have a working agreement that we agreed upon.
It's in your notebook or excuse me, your photo that you get every board meeting. Please refer to it and keep it in mind as we collaborate this evening. Next, we're going into monitoring goal progress measures 1.3, 2.1, and 2.3, and 4.3, and then guardrail progress measures one point two and one point three. Superintendent Johnson? Thank you, President Duncan. Good evening, members of the board and, members of the audience. If the team will come up, we'll go ahead and jump right into our progress monitoring report,
and we'll start with 1.3. Alright. So just as a reminder, goal progress measure 1.3 looks at the percentage of third grade students who start the year early on grade level on I Ready ELA, and they meet that typical growth. So So, Claudia, if you'll go to slide three for me. Just to reorient everyone, goal progress measure 1.3, of course, is in relation to goal, goal number one under early literacy, looking at the percentage of third grade students in APS schools who demonstrate grade level skills on CMAS, English language arts. 1.3
is the measure, again, as I said, of those who start, early on and make typical growth. If you go to slide four, please, Claudia. Just as a reminder, this is our theory of action. I won't read each of them to you, but these are the inputs that were executed this year to present or lead to the data that we'll share with you. So looking at PA elementary network structure, looking at the WANDERS curriculum, aligned intervention materials, high quality culture sustaining, tier one instruction. And then also, elementary and PA schools implement the schools as community hubs,
pillar are just a couple of the things that we felt like if we did those well, then they would result in the outcome, that are the targets that we set. If you go to slide five, just a, a representation of what it looks like when a student is making well, when a student starts early on grade level, this is where we would want each student to be at grade level. And then in order for them to make typical growth, just meaning that, students who start the year early on, and then those students those of the students that start early on, we're looking at what percentage is actually making typical growth by the end of the
year. And this also provides us insight on whether students are making the necessary improvement during the year to stay on grade level. And then they're therefore more likely to, be on track to meet proficiency on CMAS per the goal. And so with that, I'll turn it over to the data team to actually walk you through the data, the results as they are right now. Alright. So this first graph shows the percent of third grade students who scored early on grade level in the beginning of the year and met typical growth so far. Now this graph shows this for the current year and allows us to track our
progress from the past three years. Now because there are multiple caveats of who's included in this progress measure, I want us to note that the information presented represents about seventeen percent of the third graders that have taken I Ready this year. Now in this line graph, the teal line shows the percent who met by mid year assessment. The purple line shows the percent who've met by the end of the year. And the gold line shows our target. And so we see that the percentage of students who start the year early on grade level and meet typical growth increased by one percentage point when we compare midyear
last year to midyear this year. And I wanna reiterate again that the target we have for this progress measure is a target we're trying to reach by the end of the year. And we are reporting on the progress we've made so far. So the expectation is not that we've reached our target by this point in time. And so to meet our end of year target, that's 80%, this metric must increase by 44 percentage points. Next slide. Okay. Now, this slide shows the percentage of students by each race and ethnicity group.
The purple bar shows the percentage that met by mid year in '24, 25 last year. And the gold bar shows their percentage who have met by mid year for this current year. And so we encourage, the comparison within student group to compare how they did last year and this year in this graph. And we see that the rate for black, Hispanic, Latine, and white students has remained fairly stable between last year and this year. There's three groups that you can see have experienced a decrease. These were Asian students,
American Indian and Alaska Native students, and Native Hawaiian Pacific Islander students. Now these groups are a smaller proportion of our population overall so a small change in the actual number of students is what's looking at, is what's making this appear like a large change when we look at the percentages. And the group that had a higher percentage who met this goal this year compared to last year were our multiracial students. Next slide. Okay. And this slide is showing the percentage of each student group by gender,
IEP, and free and reduced price lunch status, that met this progress measure, again, comparing last year to this year. And so we see the percentage of students who've made typical growth by midyear is similar to last year for every group except for the students that have, IEPs. Now, again, however, though this group is a smaller number of students, so a decrease in the actual number of students here, again, is gonna look like a larger decrease when we look at things in percentages. And next slide. And then in this slide,
we're looking at the percentage of students who have met this progress measure by their different multilingual learner status. So we see that the percentage of third grade students who made typical growth by midyear decreased this year for float students. And now float students are students that have a primary home language other than English and who have never received language services. We see an increase for our LEPS students, and the rate remained fairly stable for students who never received any multilingual learner services
and for our FEP students. And FEP students are students who are already proficient in English and are now receiving fewer services. Now you will see again a stark decrease in the percentage of NEPS students. This is also due to a small n size because we wouldn't expect our NEPS students to start grade, or to earn a early on grade level at the beginning of the year. Okay. And so next, we're gonna look at disproportionality. And I just wanted to spend a little bit of time talking reminding everyone what disproportionality is since you will see this,
information presented in the other two progress measures as well. And so disproportionality occurs when a group's representation on a metric differs significantly from their representation in the overall population. So think of it in terms of we're comparing the makeup of two populations here. The overall population that qualifies for this progress measure and then the population of students that actually have met this progress measure. And now for this progress measure in particular, our overall population are going to be third grade students who performed early on grade
level in the beginning of year ELAI ready. The second group, the second population that we're gonna look at the makeup of is our metric group, which are the, third grade students who performed early on grade level in the beginning of year ELA I Ready and have met their growth, their typical growth so far. Next slide. And so this slide shows, the makeup of these two groups. So the teal bar shows the percent of third grade students in each corresponding student
group that's listed on the left hand side who scored early on grade level in the beginning of year. The purple bar shows the percent of third grade students and again that corresponding student group who scored early on grade level in the beginning of year and met their typical growth by mid year. So for us to have proportional representation or parity, our goal is that the teal bar and the purple bar are of similar length. If the teal bar for a group is longer than the purple bar,
then that group is underrepresented. If the opposite is true and the teal bar is shorter than the purple bar, that mean that that means that group is overrepresented. And so just for example, if you look at the two bars, that represent the proportion of black students, the teal bar shows that twenty two percent of the third grade students that scored early on grade level in the beginning of the year were black students. And then twenty four percent of the third grade students, again, scored early on grade level in the beginning of year and met their typical growth
by mid year are black students. So when we're comparing 2224%, you see those numbers are pretty similar. So this means that there's a proportional number of Black students, in these two populations. And now if I look down this graph and I'm comparing the lengths of the purple and the teal bars for every single group, I see that they're pretty similar across the board. So this shows that overall, we have fairly proportional representation for this progress measure. So to give you the assessment for progress,
measure 1.3, this is just a moment in time midyear. Again, we're looking to see to predict or, hopefully, predict where we'll land at the end of the year. But, thirty six percent of our third graders who took the mid year high ready assessment and started the year early on grade level and demonstrated, typical growth. So we see that as a 1.2 percentage point increase compared to the twenty four, twenty five year data. Just as a note of context, the percent of third graders who tested early on grade level and demonstrated typical growth increased by 25.2 percentage points last year. I'll also add to that the year before,
it increased by 42 percentage points. And so what we're looking at right now is that if we wanna meet the goal that we the target that we set for our students at the end of this year, we'll have to grow by 43.7 percentage points. And I think our history tells us that it's possible, but there's a lot of work that's gonna have to happen for going, to making that happen. So next slide. So as we analyze these results, some strengths that we have identified in this data and some of the things that we put in place are all school leaders are engaged in learning walks connect connected
to the e squared instructional framework. As you know, that is a new framework that we launched this school year. And our work has really been around, ensuring we have a consistent mental model and early calibration of what the what high quality instruction looks like around these four core indicators. District staff have identified a need for a deeper focus on strengthening instruction squared framework, including district professional learning for educators and school leaders and support in schools. 60% of our elementaries and PH are on track with their implementation of their Big
Rock two, which is supporting the culture and the conditions for learning around belonging, safety, And this first semester to last year's first semester. Now as superintendent Giles, next slide, mentioned there is still significant work to be done in some of the challenges that we have identified. Although the e squared framework is giving us a lens into what high quality instruction is, there's an emerging risk that we're becoming a little bit too hyper focused on compliance of a yes or no on the four core indicators rather than the deep conversation
that happens around what does the instruction look like to get to the yeses and what are what's the coaching behind that. So that's work that we are honed in on. To support effective implementation of these high quality instructional materials, there's a need for greater alignment and support for stronger lesson planning. So we we're leaning into some of the PLC work. There continues to be instructional gaps in foundation literacy skills for our students who are entering third grade. And as we've mentioned, our current bell schedule in our elementary schools is the shortest in the metro area,
so we are not allowing sufficient time and support, in all content and practice for this literacy block. So the work that we are doing, as you heard Craig mentioned, the first semester we spent really familiarizing folks with the e squared framework. It was a new framework, and we spent a lot of time just like what does this mean, what does it look like, how might we see it, and just familiarizing everyone with the four core questions and what indicators we were looking at. The next step is to really say like what are the implications around next steps for instruction so that rather than hyper focusing on yeses and noes,
we have very clear and discrete next steps of how to move the needle on those indicators that we are focused on. For example, our big focus has now pivoted to lesson internalization, so really digging deeper into lesson planning and leading all PL. So PL is happening at all levels to make sure that our learning is focused on an input that's going to lead towards what it looks like in the framework. So kind of how do you do the what are the moves to make movement in the framework? And then aligned to the schools as community hubs work,
the all of our PA schools are continuing to implement the belonging, safety and care work to make sure that we're setting up students to thrive academically, tied to our community of, sorry, Schools as Community Hubs framework. And with that, board, we'll open it up for questions. Colleagues, any questions? Director Tasker? Hi. Thank you. I do have one on slide nine. I'm trying to freeze it properly. So, like, so on slide slide nine for the float students, that subgroup, it decreased from 67 to 41%.
And I may have missed it, and if I did, I apologize. But, anyway, that's, a 26 decrease. So I wanna know, like, why is there a decrease, and is there anything implemented to address or to currently address this? I'm gonna add, and then I'll I'm gonna look at you. The reminder that as we are looking at this progress measure specifically, that we know that we're talking about an end of year target. And so maybe part of the conversation is framed around the percentage of them that are on track to meet that benchmark by the end of the year,
but this is just telling us who has met their typical growth by this point in the year even though they are not expected to meet typical growth until the end of the year. And I think that's where the focus on instruction like what does instructional planning look like to meet the needs of the students that we have in front of us. So really thinking as we're internalizing our lessons and curriculum, how are we thinking about who's in front of me and what do they need in order to make that growth that's needed to meet this benchmark for this goal. Thank you. Director Reiner?
Oh, your mic was on. Sorry. Any other questions? Director Mallory Cherrier? No? Moving on. Alright. Thank you. We'll go to goal number two. High school graduation. And again, just to set the stage on slide three, Claudia, if you will, high school graduation, we're looking at the percent of APS students graduating in four years. The goal is for that number to increase from seventy five point nine in 2022 to seventy eight in 2026. If you go to slide four, again, this is our theory of action. These are the inputs that we feel will result in the target that was set.
And then on slide five, before we actually look at the data, just through a, a contextual background, that these are the requirements in order for a student to graduate from APS school. So they need to earn at least 22 total credits in those, particular areas, and it tells you exactly how many units in each how many units of credit in each of the subject matter, areas. And then demonstrate college and career readiness in reading, writing, communications, and mathematics by completing a menu of options in both subjects. And we've had a lot of conversation around those menu of options. So I'll turn it over to the team to share the data,
and then I'll get my assessment. Alright. So we're looking at the four year graduation rates for our APS operated schools starting from twenty twenty one, twenty two to twenty twenty five, twenty six. The purple line is the actual four year graduation rate. The yellow line is the board's target for each school year. Our graduation rate increased from seventy two point nine percent in twenty three-twenty four to seventy six point four percent in twenty four-twenty five, a three point five percent increase. After a drop in the four year graduation rate in twenty twenty three-twenty four,
the twenty twenty four-twenty five rate is higher than the previous highest rate in twenty twenty one-twenty two. We are currently 1.6 points away from hitting the twenty twenty five-twenty six target of seventy eight percent. Looking at that four year graduation rate specifically for each racial ethnic group, the teal bar represents 20 two-twenty three, purple is 20 three-twenty four, and yellow is 20 four-twenty five. Four year graduation rates were highly variable for each racial and ethnic group between twenty three-twenty four and twenty four-twenty five.
Hispanic, Asian, Native Hawaiian Pacific Islander and students who identified as two or more races increased, with Hispanic students going from 68.2% to 73.8%, a 5.6 increase. Black, white and American Indian students saw a decrease with Black students going from 82.9% to 81.3%, a 1.6 decrease. Still looking at those same years and now focusing on varied student groups,
such as ELL status, gender, and FRL status. Similar to the previous slide, teal is 22.3, purple is 23.24, and yellow is 24.25. Our MLLs, which consist of our NEP and LEP students, saw a 9.1 increase in the four year graduation rate. All student groups had their highest four year graduation rate in the 2425 compared to the previous two years. Alright. Annie just did a pretty thorough job of walking us through disproportionality.
So again, that teal bar is asking us to look at the percentage of twelfth graders within that population, and then we can see for that student group that's identified on the left, the percentage of them that are meeting that graduation for that population. So Annie used the word parity when we see that we want those bars to be similar. We can see that for students of color, we are pretty close to parity. And if you follow that trend all the way down, you see that for each of our student groups that we have named there, we're pretty close to parity.
Similar to the previous slide, this is the disproportionality I'm sorry. Claudia, will you advance to the next one? When we look by I'm sorry. One go back one. I apologize for confusing you. We wanna be on slide 10. Yeah. Alright. When we are looking at the disproportionality, specifically looking at gender, students with disabilities, and our MLL status students, When we look at gender and students with disability, we see that they are equally represented. If we look at our MLL students, NEP students are underrepresented with 14% making up the total population,
so that teal bar, while 9% make up the graduation population, the purple bar. Our FEL and FEP students are overrepresented with 29% making up the total population, teal, while 34% make up the graduation population. So superintendent's assessment, excited to share that we, have exceeded the target by 1.1 percentage point. So the graduation rate has increased by three, point five percentage points between the previous year and last. And then, as I just shared a second ago, we're already exceeding the target by 1.1
percentage points. So very confident that we will meet the target at the end of the year when the official graduation results come in. So as we interpret these results, some strengths that we've identified in this work is the continued implementation of the high school specific network has has allowed us for greater alignment and opportunities for our instructional director, instructional coordinators, and the college and careers success team to connect with all our high schools in
tracking and supporting our students. We have been able to strengthen the alignment of our dropout recovery teams across schools to ensure that capturing students accurately and identifying appropriate responses to reengage students. We've expanded the menu of options tracking with School Links as we've talked a little bit about School Links. It's a new data platform that we launched this year that is able to give us greater access and real time information. All schools created progress monitoring systems that help them review and monitor the data on
a regular basis. Seeing an increase in enrollment in and passage of AP courses, which students can use to fulfill their menu of options. And we're continuing to expand CTE programming aligned to student interest as mentioned as identified in our school links program. Next slide. As we continue to look at challenge and barriers, we've identified a need for more consistent, support around this district wide counseling practices to support students staying on or getting back on track.
What are those opportunities as we continue to build in opportunities for students to get back on track and continuing to ensure that all data systems including include our menu of options, particularly our industry recognized credentials. So the work we are doing to make sure that we stay on track and meet and exceed this goal for this year, that high school structure, the network structure has proven to allow us to pay specific attention to high schools and what they need and how their needs and goals and focus areas are different.
So this is something that's truly unique to high schools. So being able to make sure that our college and career success team is able to really focus their support on them to make sure we're really just all the supports are tailored to high school. Aligned to the destination APS strategies for the robust implementation of multi tiered systems of support, high quality instruction is really critical, really making sure that students are getting access to high quality Tier one instruction aligned to the framework, thinking through again that lesson internalization work to meet the needs of all kids in
front of us. And also to make sure that we're focusing on what are the opportunities students need to pass class the first time through. What does support look like to make sure we're responding to errors, providing additional at bats and working to improve our unit based recovery work. The P-twelve college and career learning opportunities, School Links is an incredible platform. If you want to sit and look at it with us just let us know. It really provides so much incredible data to use and support kids as a college and career platform. We can monitor data but also know students' interests and really help them to see
how their coursework is applicable to the rest of their lives and their hopes and dreams. Next slide please. And then finally the schools' community hubs work. That ninth grade success work is really, really critical to make sure that students when they start high school they stay on track in that ninth grade year knowing that they're building those habits and systems to get them through high school so that they have access to all the opportunities throughout high school to set them up for success. So that concludes the report. We'll open up for questions. Colleagues, the floor is ours. Director
Tom, you can go ahead. I just want to make a comment. So well done. I mean, we're definitely headed in the right direction and in a very short space of time, just a few years, couple of years. Excited to see how much we've put into the different menu options and building our, career and technical pathways, even when I visited a couple of the high schools to see how it's really integrated into the high school, the SIPEECH being a perfect example of that with the construction model. So it's amazing to see it, like, sort of just evolve and and and the results are being proved.
So well done. Thank you. Director Sherry, did you have your hand up? No? No other comments? Good job. Oh, you you have one. Go ahead. Doctor Kiki. Thank you. Can you explain to me how school School Links work? So it does a number of different things. I think one thing is that we're using it for our ICAP work, so the college and career and interest inventories. So what do students when the students fill out all they there's a few questionnaires and surveys that students fill out that gives us their interests. We're also, working to use it for scheduling,
to make sure that we're getting the students finding out from students what they wanna take and what they need to take, and we're also using it to track the menu of options school they can also put the colleges they've applied for. How is that connected, I guess? Good evening. So School Links is an all in one college and career platform, and it's meant to integrate what used to be multi a multitude of different things into one place to connect counselors, families, and students all through the same interface. So all college applications generally done by by the,
common app are all through this platform, and all scholarships go through this platform now. It's very user friendly, interface that essentially creates a running record of communication between those three stakeholders to ensure things are not falling through the cracks. Did that replace College Board or College Board is still? College Board is still still out there for our advanced, programs, like advanced placement. This is a separate entity. Okay. It did replace Naviance. Right? Yes. For ICAP. It did Yes. Placement. Yep. So I'm going to switch here.
So how does that does that attendance play into our students' graduation? I want to clarify the question. How does attendance play into graduation? And how does attendance play into graduation? And how many absences can students have before they're deemed chronically absent and if they don't meet certain number of hours, they can't graduate high school. I don't know if I'm making sense. We don't have a a seat time or an attendance,
policy that you have to attend, 90%. But what we do have are you we need to meet the requirements of the course, so need to show a passing rate in these courses, and then our menu of options, you have to meet the menu of options. So there's not a specific attendance number that you have to attend. Is that is that the question? We're getting there. So a student can ditch a class and turn in their homework when the teacher pester them and get an a and still is able to graduate?
I I don't think our our attendance policy is still at play at all times. So we're not me the attendance policy then and how it relates to Right. So maybe we can talk about the attendance policy. There's so many attendance absences unexcused absences that trigger response from the system. Right? Talk to them. Yeah. We we provide all kinds of support. So if if a student ditches a class, then obviously that triggers our system around what is the accountability, what is the support that needs to take place around that attendance. So we track attendance on a regular basis of our individual students and so that's
a component of how we track our students on this monitoring. So we track credits, we track grades, we track their behavior. So that's that's a component of that. So we still have when kids miss a certain amount of time, it triggers chronically absent. So that triggers a response from our counseling team, from our community based teams to see what additional supports need to be in place so the students can come to school, access the material, and pass the class. So the supports that are built in,
so attendance is a key component of passing any class and ultimately graduating. Thank you. Thank you for that. I I think it's a a good probe. Just I also think this is just not that my opinion matters. Yeah. It's But I also I also think that students who are on track to graduate are less likely to ditch and miss class and not turn in assignments. But I I do think that's good probing because that's we have to find ways
to close-up all the gaps to ensure all of our students are getting what they need. So I I do think that was a a great question. Yeah. I would just add, attendance is a is an indicator typically around for students who may be off track. It's typically because of, attendance. So that is a key component in how we reengage that student if ninth, tenth, and eleventh to ultimately graduate their twelfth grade year. And the proactive measure to that is the not the work around the ninth grade success, catching those students very early on who might have propensity to not attend class,
and have those kind of issues? How do we catch them early and get them engaged so that they don't fall off track? Doctor Kiki? Thank you. One more question. And I forgot what I was gonna ask. Mhmm. Give me a second. FAFSA. Is it part of OnTrack to is it part of ICAP? Completion FAFSA completion? No. It's not part part of ICAP. It's not part of OnTrack to Graduate. So is it something that students can do? But I thought there was a legislature that was passed a bill that was passed last session about financial literacy and making it I can't let me find that deal.
I think you're talking about graduation requirements and financial literacy. I, I owe my bed a few extra hours of sleep. Yes. And I thought it passed and is now implement where FAFSA is part of students' completion of OnTrack to Graduate. Am I making this up? I think it's two different things. FAFSA for financial support for college, which we, throughout the fall, have lots of open houses and work with our, rising seniors and seniors to complete that,
as well as CASFA. The financial literacy requirement from the state says all, students by the year so I think it's starting next year as freshmen have to graduate with financial literacy. So the instructional team currently is working on building out what that will look like with our, schools for what makes most sense within our scope and sequence of required classes in high school. There is also a FAFSA requirement that's part of 2728 where all high school students have to complete it. The FAFSA or the CASA,
which is the Colorado version of that. That is correct. But students may opt out if their guardians decline. So it holds us accountable to it, but they can opt out to it. So I didn't make that up. Yes. Okay. It's just not yet in play for our people. Years. Okay. That was that there's a few things coming with graduation requirements in Got it. 2728 that aren't live because we're working on tracking and the the state is still working out what implementation means and looks like, but that is not a current state right now. But are we tracking the FAFSA and CAFSA completion as well for our students who
are applying for college or some? Okay. Yes, we have that data. Okay. Thank you. Thank you for those questions, Doctor. Kiki. Good job, under oh, I didn't see you. Sorry. Director Under. Go ahead. Clarifying question. When we went to, or I had joined, wasn't it, Harmony, Highlands, the community partner Yep. We saw some of that was School Links. Right? Mhmm. And the information and the data that I saw in that short amount of time that students can access is amazing, overwhelming to start with,
I think, but so exciting because they can see and recognize how many opportunities they do have. And I think all of that plays into what you're thinking about about attendance, opportunity, growth, anything and everything. So thank you. It's exciting. Am I free to speak? Good job on the graduation rate. I do wonder, are we like, is eighty five percent too low? Like, we're about to be at 78, and we're setting 85 for well, excuse me, if approved, then we will set 85 for five years down the road,
and it's almost like we'll get 85 in the next two years. Good job. Next report, please. Alright. Thank you, team. Excited to share the next report also because I think it just builds on the, positive data that we're sharing already. So, Claudia, I don't know if you have it up, but we're looking at progress measure two point one and two point three tied to ninth, to twelfth grade students on track for four year graduation. If you'll go to slide three, again, 2.1, just as a reminder, looks at the percent of ninth through eleventh grade active students who are on track
to graduate based on credits earned overall in math and English. And the target is for that increase from 52.1 in 2024 to at least 57.6 in May 2026. And then progress measure 2.3, which we'll also cover in this report, looks at the percent of twelfth grade current year expected graduates, both active and inactive students, that are on track to graduate based on both credits, math and English overall, and the menu of options. And that target is from seventy one point one seven percent in May 2024 to
at least seventy eight percent in May 2026. Slide four. Sticking with our, pattern. Just sharing with you. These are the inputs that we believe will cause us to achieve the target that was set. And then I'll turn it over to the team to start to talk through, progress measure 2.1. So as the reminder that the metric that we're looking at is showing the percentage of ninth through eleventh grade students and APS operated schools who are on track in earning credits, which includes overall number of credits and the timed credits in English and math per
year. For quarter two, the earned credit expectations are ninth graders have point five ELA, point five math, three credits total. Tenth grade is 1.5 ELA, 1.5 math, nine credits total. Eleventh grade is 2.5 ELA, 2.5 math, 14.5 total. This equates to one ELA and one class I'm sorry, one math class every quarter. This metric does not capture whether students have earned the required credits in other subjects like science, social studies,
world language, etcetera. The metric is also going to be inclusive of APS students who are active and inactive. Inactive students being those who have stopped attending APS schools or who might be attending school in another state. However, APS needs to provide that information to CDE to ensure that inactive students are removed from our responsibility. Otherwise, inactive students can stay on our enrollment list with CDE as the last district a student was enrolled in. It's just that caveat. Will you please go for me? Thank you. Alright. So when we are looking at this particular chart, the purple bar represents midyear result,
the teal bar represents end of year results, and the gold bar is the established board target. From midyear to end of year in 2425, students gained about one percentage point. In prior years, we have seen that there was a drop in the percentage of students on track from midyear to the end of year. In comparing the mid year on track rate for each grade starting with ninth grade on the left, we see that each grade has reached the highest mid year on track rate in three years with at least a six percent point improvement over the previous year.
When we look at that same data and disaggregate by race and ethnicity, we also see that every race and ethnicity group experienced increases from last year at midyear to this year at midyear. This demonstrates momentum that the system needs to maintain in order to exceed our board target for this year. Similar to race and ethnicity student groups, every instructional student group also experienced increases over last year. The largest increase was for students who are not eligible for free and reduced price lunch at 10%, followed by our multilingual learners at 9%.
Just a reminder I'm sorry, Claudia. Will you go back one for me? Just a reminder that while we can technically compare between groups on this chart, Annie mentioned this for us earlier, like comparing multilingual learners to non multilingual learners. The most equitable comparison that we can make is within groups, like asking the question, how will multilingual learners results change over three years to understand how similar groups are experiencing change over time? Right. Now we're looking at on track cohorts by grade. Starting on the left hand side of this slide at the purple line,
we're looking at all students who were in ninth grade in twenty one-twenty two. Then we're looking at tenth grade students in twenty two-twenty three on the purple line. We're gonna define this as a loose cohort, meaning that they're not all the exact same students, but the students who were ninth graders in one year and looking at that trajectory of that cohort as we move from year to year. Starting on the left in 2122, 65% of ninth graders were on track, 50% of tenth graders were on track in twenty two twenty three,
and fifty two percent were on track in eleventh grade in 2324. The next cohort of students on the chart started ninth grade in 2223, which is the teal line. The third cohort of students started ninth grade in 2324, and they are the gold line. The last cohort represented is the green line. They started ninth grade in 2425, and they are tenth graders this school year. Two things to notice. First, we can see the drop in tenth grade for each of each of the cohorts, and second,
we can see the increase for tenth and eleventh graders in each cohort over time. This slide has the same information as the previous slide. It's just displayed in a different format if it's easier to read it this way. Thank you, Claudia. All right. I'm not going to do the lengthy explanation of what disproportionality is. We've covered it a few times tonight. Claudia, if you'll go ahead and go to the next slide for me. Alright. So we are looking at, again, that total population is going to be the teal bar of ninth and eleventh graders. And in this particular slide,
we're looking at students eligible for free and reduced lunch versus not is that other set of data, but we can see that for the total population of ninth and eleventh graders, and then thinking specifically about the on track population that's referenced on the left side. Again, we're looking for similar length in bars between those that parity, and so this is showing us our free and reduced eligible students are underrepresented among the population of ninth and eleventh grade students who are on track by four percentage points. And then, thank you ma'am,
this gives us really tiny all of the different student groups that we continue to look at every time we bring this information to you. So again, we can see students of color up there at the top of the bar, our Hispanic or Latine students, black students, white students, and if we go down to that bottom range, then we see our NEP, LEP, FEL, FEP, and our nonmultilingual learner students. So the purple bar represents that population of ninth through eleventh graders who are on track. Again, if we look at our students of color, we see that 80 per seven 87% of them are on track within that population.
There is a slight underrepresentation of our students of color, but you can see that for each student group. Pivoting into 2.3. Superintendent Giles, you want me to read this? Yeah. Alright. When we are looking at goal progress measure 2.3, we're looking for the percentage of twelfth grade students. So very similar to what we just looked at for our nine, ten, and 11, but now very specifically looking at twelfth grade students. That same caveat that I offered about our active versus inactive students are included within this population. The twelfth grade on track metric includes both credits and the menu of options demonstration.
These are two out of three graduation requirements, the third being completion of the ICAP, the individual career and academic planner. The credit requirements in this metric are similar, like I just said, for our ninth and eleventh graders, for ELA, math, and overall. However, again, that caveat that not all credit categories are captured in this metric because we're missing social studies and science and things like world language. If we start on the left side of the chart, we see that the teal line represents mid year results, purple represents end of year results, which is why we don't have results yet for this year,
and the gold line represents the board target. Looking at last year from midyear to end of year, twelfth graders increased from 46%, on track to graduate to 74% on track. This was just short of the 75% target. This year, if we can expect a similar 28% increase, we will be short of the target again, which means we just need to continue to boost on track status for twelfth grade students by an additional percentage point over last year's progress that we met. Here we're looking at OnTrack by Race and Ethnicity. This goal is not explicitly focused on Black and Hispanic or Latine students.
However, given some of the other conversations that we had, if we can call attention to both groups experiencing increases in on track rates over last mid year. The two groups that experienced a decrease were American Indian or Alaska Native Hawaiian and Native Hawaiian or Pacific Islander students. As Annie mentioned earlier, those are very small populations of students, so any change to that end can look like a drastic change in students meeting that. Combined, these two groups are less than 2% of the twelfth grade population, which is 52 total students. Alright,
looking at student groups now, we also saw increases in the on track rate over last year including by gender, students with and without IEPs, and students who are and who are not eligible for free and reduced price lunch. Here we are specifically looking at our multilingual learners. The majority of our twelfth grade multilingual learner students increase their percentage of on tracked graduates between one to seven percentage points with the exception of our float students. Again, that just reminder that that means primary home language is other than English.
These students were proficient in English when they enrolled in APS and did not receive English language development instruction with the district. They are also a very small population of our learners. There are four of them as twelfth graders. We are looking here at the percentage of twelfth grade students who are on track based on credit accumulation and the percentage of students who are on track based on completing a menu of options demonstration. This year, on the right side of the chart, 56.5% of twelfth graders are on track based on credit accumulation.
69.2% of twelfth graders are on track based on having completed a menu of options demonstration. This is showing us that that credit accumulation and tracking may be an area of focus in order to continue to boost on track rates through the end of the year. Again, drawing attention to disproportionality, first slide is having us look at free and reduced lunch eligible compared to not free and reduced lunch eligible within our free and reduced lunch eligible students. We see that 66 I'm sorry. 68.6% of them make up that population,
and 61.4% of them are demonstrating, being on track as twelfth graders. And this is allowing us to see that for all of our student groups, again starting with students of color. We see, goodness it's blurry everywhere, that it's 86.8% students of color making up, that percentage of population of twelfth graders. And then that purple bar showing us that 86.1% of them are meeting that on track. So a little bit of an underrepresentation, but we can see that those lines are pretty close, and we can follow that trend all the way down.
So for my assessment for goal progress measure 2.1, The trend is that we're improving year over year and the target is currently exceeded by eight percentage points. And then, Claudia, if you go to 2.3, again, it's the trend year over year is improving. However, if we're gonna meet the end of the year, our target will need to improve by 29 percentage points. We're currently at 49.3. And to reach that target, we'll need to improve by 49 percentage points. So as we interpret these results, we've touched on a number of these things in the goal two report,
but I'll just touch on a few things again. Really alignment, with our high school specific network, bringing our core district teams together with our building teams to be able to track this information in real time and provide adequate response. We're really excited about the ninth grade success work and the teams that have been established this year. General talks specifically kind of where we're headed with that work. All school leaders, are deeply engaged in the instructional work, with regular learning walks and support around the four core indicators.
And we've touched on using school links and as engagement strategies to continue to increase our our CTE programming based on student interests, to help strengthen student engagement and, keep students on track so they have choice within their high school career. Some challenges. Next slide. School Links is new. It's it's a new system to us. And and as we've talked about the robust possibility, still training our stakeholders, in how to use this data. We've talked a little bit about unit unit based recovery,
is still not being fully leveraged to get students back on track and the need for more consistent district wide counseling practices to to support students staying on track even though we're trending in the right direction and we're seeing positive gains, there's still work to be done there. So as I mentioned in the previous, presentation, that high school network structure is a major lever for us to strategically support our high schools. Around the multi tiered systems of support with high quality instruction as a focus, really high quality instruction is where it at is where we're at if students are
getting what they need and it's interesting and well planned for and they are interested in it they're going to do well. So really focusing on high quality instruction and making sure we're supporting our students, and that we as a district are supporting with professional learning to make sure school leaders and stat and school based staff have the skills that they need in order to do that really well. And then aligned to the p 12 college and career learning opportunities. Next slide please. Oh, perfect. Thank you. That ninth grade success work is a major lever and for a couple of reasons is, one,
starting on track and staying on track. If a student is on track, that means so much more of their schedule is also open to take things that interest them. And so when you all asked about attendance earlier, that's a big part of if they are interested in what they're learning and connected to their teachers and on track and able to take courses that are aligned to their future goals, ninth grade on ninth grade on track is a major lever to get them there and to make sure they have access to those. So they're not spending their coursework making up, courses they didn't pass the first time. Really thinking intentionally about implementation of school level systems to track and monitor students and
provide those appropriate supports and interventions. So we really need to do a really great job across all grades. How are students doing? And if they're not yet successful or really struggling, how are we capturing them, intervening, and really supporting to make sure they have what they need to get back on track? And then schooling's just continuing. It's a new platform. We've gotta continue to get better. It's got a lot of really great tools and information. We just need to know how to leverage it and access it to the maximum that it provides. And then I I talked about the ninth grade experience, but that's also connected to the schools' community hub.
If they have a strong ninth grade experience socially and academically and behaviorally, they're going to be set up for success throughout. Alright. Back over to, president Duncan. Colleagues, any questions? Doctor. Kiki? Can I ask a question from the previous slide? Can I go back to the The previous presentation? Presentation. It just sounded on me. Capstone, you will remember better because last year, in the last two years, we've been talking about capstones and improvement of capstone.
We know that, or at least we knew, that without students' graduation, capstone was one of the most used, for students to complete graduation. Is this still the case? Have we improved that? Yeah. So this is one of the beauties of school lengths that we're able to get this data really quickly. So when we look at this year's twelfth graders, the for ELA specifically, the most used and leveraged, mechanism is our embedded curricular based assessments, which students get about twice a year starting in the freshman year,
and then they begin to be counted in the sophomore year. That's new this year. Previous to this year, it was optional. Students could take them if they want. Teachers could administer them if they want. Now they're baked into the curriculum map. So we're having more students have more at bats to show proficiencies starting in freshman year. Forty four percent of our current seniors have passed or shown competency in ELA via the performance based assessments, with the other ones, highest being thirty three percent SAT and 35%, which is a huge number concurrent enrollment.
And this year, concurrent enrollment wise, we have, the first time every high school has concurrent enrollment classes offered, and we have had the most credits awarded this year than ever before as a district. So kids are taking advantage of those really rigorous classes. What was the percentage? For ELA, 35% concurrent enrollment. Thank you. Yep. And 13%, AP exams. So this the generally, students are showing proficiency on very rigorous, assessments. Thank you. Yep. Any other questions, comments? Director Tomi?
Thank you. I have a clarification question. Just trying to wrap around my head. So on Slide 19, it said that we had twenty two percent of our NEPs for 2025 to 2026 were on track to graduate, right? But then when you compare that to Slide 22 with this proportionality, it says that 14% about 14% of our population is NEPs, only 6.3 on track. Am I reading that correctly? What are those two? I'm trying to wrap around in my mind.
What are those two, tell like, what are the stories that are telling me? Like, we have 22% that are on track of our NEPs, But then when you look at, slide 2026%, what am I not understanding? So in slide 22, we're looking at the makeup of that population. So of the percent of twelfth graders on track, 6.3% are NET students. Yeah. Versus when we look at the percent of twelfth grader students in the district, we see 14.4%. So what we're saying is that,
they're in the population of twelfth graders on track, like, a smaller slice of that pie is NEPS students Right. Versus when we're looking at the twelfth grade students overall, NEPS students make up a a slightly larger slice of that pie, if that makes any sense. I think so. Yes. Okay. I know it's it's I'm gonna have a very small pop up. But It's it's kind of a tough subject. Right? Yes. I think so. Thank you. Any other questions? Gotta make sure I enunciate. I'm seeing my words up there on the screen like I didn't say.
Director it it said director Tommy up there. I'm like, I didn't call her director Tommy. Hearing none? Okay. Next report. Thank you. Thank you. While the team transitions, we're gonna go to our last and final report, which is guardrail progress measure one point two and one point three. It's diversity, equity, and inclusion. And so, Claudia, if you'll go to slide three, please. Just as a reminder, the guardrail reads the superintendent may not allow implementation or adoption of any program that does not prioritize diversity, equity, and inclusion. I won't read the entire interpretation,
but what I do wanna call out is that as I saw fit there, you had a a request of me that there must be a clear understanding of what diversity, equity, and inclusion are at the leadership level and throughout the system, and that there must be a framework for understanding the concepts and using it to guide all of our decisions. Take you to slide four. Slide four. My enunciation is off a little bit too, president. Again, here's our theory of action. If we do these things, so the MTSS with high quality instruction, focus on schools as community hubs, and then focus on psychological safety practices,
then we believe that the results will be positive achievement of the targets that are set. And then slide five, to point out, more explicitly, Guard World progress measure 1.2, is staff awareness and knowledge of DEI. And then Guard World progress measure 1.3 is a perception of APS's commitment. So again, we're asking right now and I wanna kinda frame this as foundational to doing the work, but asking is our staff aware of our focus on diversity, equity, and inclusion? And then what is the perception of the district's commitment to the work?
And so with that, I'll turn it over to the team to go through the data. Good evening, board. So we'll start by walking you through guardrail progress measure 1.2. As superintendent Giles shared, this focuses on staff knowledge and awareness of APS' DEI values and principles. And we do and we gather this information via our staff surveys by, creating a composite that is based on three questions. One, I know where to go where to go to get support in strengthening my understanding of APS' diversity, equity, and inclusion values and principles.
Two, over the past year, I have increased my understanding of APS's diversity, equity, and inclusion values and principles. And three, the district provides tools and resources to support my understanding of APS's diversity, equity, and inclusion values and principles. As we look at the data going forward, you will see, data points from 2025 and from 2025. Last school year during the 2425 school year, we only surveyed our staff once. I believe that was in, late March. And so and then we started with this year,
we have pivoted to surveying our staff twice, once in the fall and then we will survey them again in the spring. So that's why you see the spring data and the fall data, to provide comparison points. Next slide. On this slide, you can see, you can see our '24, '25, and our 2526 data. The teal bar shows, that positive response rate, that we're receiving from staff and the, the dark blue, shows our target. So you can see here our beginning of the year data, shows that 77% of our staff responded positively to those statements.
When we look at the composite, currently exceeding our target by nearly 16 percentage points. So we will survey staff again at the end, towards the end of the school year. I believe we are scheduled for late April this year, to really gather and see and make sure that we are maintaining that high percentage and that high perception rate. That was an increase over where we were in the spring. Next slide. And, this allows us to look, this this next two slides allow us to really look at each question, specifically as well as break it down by employee group.
So the question around the district's tools and resources, you can see here, you can see that perception, based on admin PT, which is in the dark blue. The teal shows our classified staff response perception, and the yellow shows our licensed staff perception. And you can see here in all three of these groups, we showed improvement with the largest improvement, in our perception amongst our admin PT at 109% amongst our licensed staff. On the second question here on the right side, you can see here, this is this is asking staff around I know where to go to get support
in strengthening my understanding. Again, you can see that spring data and that fall data, showing that response here. We did see, declines between spring and fall, in the positive response on this question. Next slide. And the third question, for this goal progress measure is around increasing understanding of APS's diversity, equity, and inclusion. You can see all three groups, it showed showed dramatic increases, ranging from nine percentage points all the way up to 16 percentage points with all three indicating over 80%,
positive response rate of increasing their understanding. Next slide. And then we'll walk through our guardrail measure 1.3. This asks, all of our stakeholders. So it asks students, it asks families, and it asks our staff members to respond to questions around their perception of whether we as a district have demonstrated our commitment to diversity, equity, and inclusion. Again, we combine our spring data, and compare that to our fall data currently and we'll again administer the survey for our students, families, and staff in late April.
Next slide. So again, you can see our targets here are in blue. In teal, you can see our current data. So this year when we look at that, composite, positive perception, we are at currently at the beginning of the year at 80.5%, which currently exceeds our tar end of your target by, 4.5 percentage points and showing a large increase compared to where we were at the end of last school year. Next slide. And here you can see that positive overall perception broken down, because we do ask those three individual questions so you can see what it looks
like in terms of response, to perception of APS's commitment to diversity, to equity, and inclusion. All three of those showed increases between fall and spring. Next slide. And this shows our family response rates. Again, we're seeing increases, and you can you can see here our fall rates, for this year, showed increases compared to where we were at fall of last year and in all three questions our families are, providing a positive response of over 90% or 90% or above. Next slide. And here's our student perception.
Again, when we compare, when we compare spring to fall, you can see increases compared to where we were. You can see we are relatively, steady when it comes to equity, comparing fall of last year student perception and then, very slight declines when we look at, diversity and inclusion student spring and fall and you can see slight increases here, in spring and fall and you can see slight increases here, in staff positive perception of APS demonstrating its commitment to diversity,
equity, and inclusion. Next slide. And so for the assessment, again, this is a baseline year. But as you as you've seen by the previous slide, staff awareness and knowledge of DEI, 1.2, has increased by 7.2 percentage points between, last spring and this fall. And then looking at guardrail progress measure, 1.2 currently exceeds the end of the year 2526 target by 15.6 percentage points. With regard to 1.3, the perception of APS's commitment to DEI, the overall perception of APS's commitment has improved by 6.9
percentage points across students, family, and staff. And the overall APS commitment to d e and DNI, exceeds the end of the year target by 4.5 percentage points. So some strengths and assets of this work, we really have continued to ground everything that we do in our values of diversity, equity and inclusion. Our community told us that this value was important and we made sure to stick to that in all of the work that we do here in APS. Our leaders are continuing to be engaged in learning walks around those four core indicators and that includes an indicator around linguistically and culturally sustaining practices.
All schools are engaged in early implementation of the belonging, safety, and care pillar through our schools as community hubs framework. We've also been able to do some training on culture equity and inclusion as well as culturally sustaining practices with building leaders, assistant principals, ODs, climate and culture coordinators, as well as our district leadership team, and the culture, equity and engagement department uses an internal consultancy model which includes professional learning opportunities, coaching, consulting on different programs and initiatives across our system,
grounded in our DEI framework to help schools really think about how they can operationalize diversity, equity, and inclusion in their communities. Some challenges that we continue to navigate are we just have an ongoing need to continue to integrate culturally sustaining practices, with our instructional focus and making sure these things are seen as, functioning together and not two different things that may compete against each other, and ongoing opportunities to, move beyond cultural celebration and affirmation in the way that we do this work and really start to think about how do we climb that ladder to true culturally sustaining
practices. So as we continue this work and as Jalen mentioned, really leaning into the professional learning and the coaching and the learning walks and observation feedback around the four core indicators, and in particular, what does linguistically sustaining and culturally sustaining practices look like, highlighting those practices, coaching around those practices. We've talked about schools as a community hubs. Each one of our schools has a big rock focus around belonging, safety and care for our students.
And continuing to provide our elementaries, PHs and middle schools training and support in equity centered practices and restorative approaches in support of their big rock and implementing and continuing to implement a comprehensive student mentorship program and growing those programs throughout our district. Colleagues. Excuse me. Any questions? Oh, sorry. Go ahead, director. Tell me. Just observation. I'm not sure what it's necessarily says, but comparing, family perception, commitments on slide 13,
and then our student perceptions on Slide 14. Just looking at the fall twenty twenty five, so not even comparing the previous years, but there's almost like a 10% variance between family perception and student perception. It would be interesting to see what is it our students are experiencing or observing that maybe their families are not aware of. Absolutely. And those are some questions that we want to continue to ask too when we do our needs and asset assessment. So next quarter, we're focused on our students. Our first or second quarter, we're focused on families.
So we have similar questions and want to see what's happening there. And I will just highlight some of the student focus groups that our seed team with our operation directors are going in and talking specific groups of students. I mean last week we had conversations with our high school students about their high school experience. So diving deeper into just these percentage numbers. Any other comments, questions? And and just something to think about. I don't know if it's a question or or what, but, like, APS has a line on what diversity,
equity, and inclusion means. Correct? So we're asking the community if we embody these attributes, they know what we're asking? Because they may have different perceptions and perspectives of what diversity, equity, and inclusion is. That's a good question. We do include the APS definition in the engagement survey. Thank you. Hearing none, thank you superintendent and his team for those presentation. Thank you all. Does the board have any questions or comments on the reports that have been presented? Hearing none, we agree that the reports addresses the board's goals.
Yes? Again, thank you, superintendent Giles and his team. Next on the agenda is our board work governance policy task force discussion. Director Mallory and director Tasker, take it away. Alright. So sorry. Let me switch my notes real quick. So, director Mallory and I, we well, director Mallory, she got the opportunity to not everyone. She didn't get to speak to everyone, but check-in with board members on one, one on one to see what they want, as a from a coach. And she also was able to look at the contract agreements,
from Claudia. And so looking at all of that, we kind of developed a list, and I put some input on what I'd like to see, you know, from a coach. And we realized that we all want something a little different, so we wanted to, looking at that document. Did we did everyone get to see that document? I okay. Yeah. It should be linked to board docs, and I have a printed copy in my folder. I'm not sure if anyone else did. There's also been just to be clear, there's been, like, a couple different versions.
So there was, like, a first draft, and then I accidentally sent Claudia the wrong draft. And then there's this draft that has, more feedback from people. Mhmm. That's the let me see. Well, this is correct. The one in board docs is correct. That's Okay. Is the one in board docs also the one that you sent via email, director Mallory? No. The one in board docs has been updated. Alright. And looking at this document, we kinda we kinda came to the conclusion that we were all not exactly on the same page as what we want to see
from a coach. So developing and editing this document, again, I believe we did that a couple nights ago, and, we wanna be able to encapsulate everyone's ideas. So since we didn't get to speak to each board member one on one, we would like to see our next steps as being to revisit that document to make sure we're on the same page as creating or I guess looking at this document and taking out what we don't agree on or what we agree or adding what we agree on and moving from there.
Director Mallory, any thing to add? I will just add. I think one of the things that came up quite a bit is, how many organizations provide a similar service. So they might not provide everything that I've listed on this document, but they provide something close enough. So, really, what we need to decide is what do we want. And I'm glad thanks, Claudia. So the part that we're highlighting now, the policy governance guidance, it seemed like there was interest based on the information that I got gathered from
everyone or not from everyone, but from a few of you, that there's interest in looking at different governance structures or groups that provide student outcome guidance, but call it something different, I guess. So that's why I put in the policy governance guidance, the first bullet you see here, lead the board of education in a comprehensive review of current governance model. But I also think that that might be a longer conversation for us to have more debate and to think about. But I agree with
director Tasker that our preferred next step is, taking the document as it is and then having everyone do their own red lines, comments, additions, and then come back again in a month when we, have more time to do one on one meetings with all of you. And I apologize because I've been sick for, like, the last two weeks, so that greatly impacted my ability to engage in this work. So am I hearing we're gonna table this until next month? I Or no? I would say so. Yes. And then when you all are able to connect with the board members who you
need to connect with, we can have another discussion about it. I would also say we are two months away from the contract expiring, so we need to April 1 is the expiration date. Right. Is it possible that we can speed up the, you know, how fast, I guess, we we finished. The all comment on that document and we're able to meet with you. Is there a way to fast track that? That's up to you and director Mallory. Right. Yeah. I mean, as quick as you contact the board members who you didn't contact,
get the information you need, we can bring it back for discussion. Right. So is everyone able to edit, add, or comment on what they'd like to see, what they'd like to add. Yep. And then within the next few weeks or so, we can schedule a meeting one on one. Doctor Kiki. Can we all collaborate on the same document? Yeah. I think that document there's different versions of that document. So I think, is there one version,
director Mallory? So the version that I just shared through Google Docs is the most up to date, and everyone should have gotten an individual invitation to that. Is your question about whether we can do it, like, whether everyone needs to create their own copy or whether everyone has access? I guess, access to the same document. Yeah. Everyone should have access to this via Google Docs. I just wanna make sure that there is no violation of Sunshine Law here in collaborating because I believe we've always been told not to do that.
So we wanna make sure from the legal standpoint that that's okay unless we violate Sunshine Law and then find ourselves, I guess. I don't know. Yeah. So I guess that'd be a question for There you go. You're absolutely right. And and Brandon's out sick this evening, but we have the question out to him to find out for sure. So we'll let you know. That's been true with any more than two of us email that starts going around and circulating. That is a violation. So collaborating on document via email?
I I would That being said, everyone should be able to download it and make their comments individually, and then they can provide it back to me. That shouldn't be a violation. The way we've worked in the past is provide this if it's if it has provide everything individually to Claudia who compiles it and then sends it to whichever committee or team that's working. So that's one way. Or provide it to legal, and legal does the same thing and then work with the team or the committee
that's been assigned. So I I also don't know about sending it to you directly, director Mallory, as much as I would love to. That I mean, that's fine if everyone Claudia, do you mind sending a document version to each individual? Because you should also have access to that. So Or do you want me to I can just download it. Is there is is there a option to where we could make our own edits and send what our suggestions are to director Mallory or director Tasker instead of having Claudia do it?
I'm wondering that though if we still wouldn't be at the same risk because we have an email communication circulating among all of us, I think. I I would defer to Brandon how much of that we can do. So I'll make Can I one more thing? Sorry. I'd very much appreciate if it can go through Claudia to send one final document out because I'm, at the moment, confused as to which one I'm supposed to be looking at. So can we table this until we get the answers we need? Yeah. Can we set a timeline as to when we need what and to where,
to whom? As far as the timeline, I guess, when do we have to get our answer first from Brandon and then continue the this work? I think we can have that answered to you by tomorrow. Okay. So with that being said, within what's the state? So, basically, we're not So with them oh, go ahead. Changing anything, adding anything, retracting anything, sending anything until we get these answers, from Brandon tomorrow. Right? Mhmm. Correct. Okay. I would go so far. All be able to see the current
the current draft in BoardDocs. It's up it's up there. Okay. K. Well, I think that's safer to look at it there. And when you, director Mallory, are sending one email to all of us inclusively, that's when we're leaning on the sunshine law. I don't think I I think I sent each one of you the first draft individually. But I think if it starts a conversation and and, again, I defer to Brandon. And this I mean, I I understand the concern. This is why I suggested that maybe we need to have a broader,
longer, in person, on record meeting to kind of hash this thing this out. Because Tiffany and I I mean, I I don't wanna speak for Tiffany. So I don't think that everyone's on the same page on was it whether what we want in a board consultant and whether we want a board consultant and what work we're gonna get from it. Mhmm. Copy. So do we all agree to table this until we have more information to talk about it? I don't want us to continue to talk about it when we don't have the answers we need to make a decision. Can we wait to hear from legal
and then decide if there is a time? I think she's right that if there was a time that we could work together and have the conversation on record. I think that would be the best way. If it's not possible, it's not possible. Everybody has busy schedules. I think it's possible to do that. So do we just move on? Okay. Make sure that we get the answers to you tomorrow, and I'll send it, via email communication. Okay. A blind copy. Next on the agenda is school assignments and committees. I know that's been a hot topic since our retreat at CASB, and I just wanna make sure that these are the schools that schools and committees
that we're agreeing to. And if there's any changes or adjustments that need to be made, that we do it now and forever hold our peace. Are we now all good on the school on the schools? Because director Reinhardt did raise a good point last time, and I think it was equally not equally, but it was fairly distributed now. Well, so I can get Is everyone is everybody okay with the number of this business now? I'm fine.
I can only speak for myself. I'm fine. But the school's fine. What about our committees? I think, for the committee, I think I switched with director Tom Wing being with APS Foundation, and she agreed. And that has not been changed yet. Yes. I agree. I think, yeah, doctor Hughes in APS Foundation, and I was going to join director Tasco with the deck. Yeah. Okay. Currently, it says on the sheet I have, no one has signed up for CEC. But I thought someone had. I can take CEC too.
Well, I don't I I I my name is not on here. So Say that again? I said my name isn't on here. So Oh. I'll just put my name down. Okay. Yeah. CEC, yes. Just Duncan? Yes. Mhmm. Any other questions or comments about our committee and school assignments? Hearing none. Moving on. Our board monitoring, Tremaine will provide the time spent for board meetings. So, we are at one hour and thirty four minutes that we spent talking about board business. For concluding items, the board of education's next regularly scheduled board meeting will be held on 02/17/2026.
Do I hear a motion to adjourn? So moved. Second? Second. It was moved and properly seconded. Claudia, can you call Roe, please? Yes, sir. Director Cherrier? Aye. Director Duncan? Aye. Doctor Kiki? Aye. Director Mallory? Aye. Director Reinhart? Aye. Director Tasker? Aye. Director Tomlin? Aye. Thank you. That meeting was adjourned at 07:36. So do we go first day? That's it. Okay. I think we're good to go. Yay.