Now turn it over for the presentation needs of reports for call progress monitoring. Hello. Seventeen point nine percent in '23, '24 midyear assessment to at least twenty nine percent on the '25, '26 midyear assessment. As you already noticed, we have not taken the midyear assessment. We will not take that until February. So the data we share with you is more predictive as to where we are at this point and where we hopefully will be when we take the assessment in February. Claudia, if you go to slide four four, please. Again, you can see our theory of action.
I won't read through all of them, but I will point out the belief was that if we did the grade level aligned networks, which we've, spoke quite a bit about, how those support structures help to improve, instructional I mean, academic outcomes. Tier one instruction has intense focus using the e two framework, embedding the PSA tools in the practice and using data from the Horizon practice PSAT to address gaps. And then, a big rock focus on ninth grade experience as a part of the everybody's work across the district, a concerted effort around that. So the belief is if we implemented those strategies with fidelity,
that the the outcome will be that we achieve the targets that we set in our progress measures. And so, at this point, I'll turn it over to the team to go through the data slides before they turn it back to me to talk about the assessment. All right. So, this slide has us looking at ninth grade, black, and the Cine students on their practice PSAT math and performance. Just to orient what we're looking at up there on the screen, you'll see that we have 'twenty three-'twenty four school year, 'twenty four-'twenty five, 'twenty five-'twenty five-'twenty six. The purple line is looking at the practice one.
The teal line is looking at practice two. And then the gold line is looking at the target that we are attempting to meet. So our percentage of black and Latine students that are meeting the practice PSAT math benchmark has decreased slightly by point two percentage point between horizon one on twenty fourtwenty five to twenty fivetwenty six. And the naming of meeting our ability to meet that progress measure target for this year would mean that we would need to increase by 7.9 percentage points from horizon one to horizon practice two,
which superintendent Giles just said won't happen until a little later next month. When we disaggregate the data by race, we see different patterns for our Black and Hispanic or Latine student population. For the Black or African American students, performance has remained relatively flat. 26% met benchmarks at the beginning of the year compared to 26% meeting benchmark last year. For our Hispanic or Latine students, we also see a consistent pattern of 20% last year compared to 20% at this year. What is important to note is that both groups are performing below the overall and
so something that we want to just continue to pay attention to. So, we continue to talk about our non English proficient students and understanding what that means in terms of their trajectory of proficiency, that NEP students, which means limited English proficiency and our LEP students, that they are at the early stages of their English language acquisition. And so we know that the state is identifying that they have a six year timeframe in order to be able to meet that trajectory. And so when we previously met, you were asking for, when we think about ninth grade, what does that mean for the percentage of how many of them that were tested
at the beginning of the year are NEP or LEP students? And so that is the information that's being provided in this particular slide. Of our ninth graders, fifteen percent are NEP students, nineteen percent are LEP students. If we disaggregate that a little bit further, of our Hispanic or Latin A students that tested at the beginning of the year, forty six percent of them are NEP or LEP students with the breakdown of 21% of them being NEP, twenty five percent of them being LEP students. And of our Black or African American ninth graders tested, fifteen percent are NEP or LEP.
And of our white ninth graders tested, eight percent are NEP or LEP. When we look at the disaggregation of different identity intersections, we see up here on the screen that we have our English language learners, students who have an IEP, our free or reduced lunch, and then our gender, male or female. Between 'twenty four and 'twenty five and 'twenty five, 'twenty six beginning of the year, we see that, that percentage of our Black and Hispanic or Latine students that are meeting the math benchmark has just very slightly increased by one percentage point. The percentage of ninth grade Black and HispanicLatine students on IEPs meeting math benchmarks increased
by that two percentage points. And then the percentage of ninth grade Black and HispanicLatine students meeting the math benchmarks declined by one percentage point for our male students but remained stable for our female students. And we continue to look at disproportionality. And so again, just to orient, when we are looking at the tested population of students, we see that eighty eight percent of them were proficient. When we look at I'm sorry. 88% of them were students of color. When we look at the students of color who demonstrated proficiency, seventy six point seven percent of those students were students of color who demonstrated proficiency.
That same line of logic applies as you go down. Sixteen point three percent of the population that was tested were black students, fifteen point four percent of them met or exceeded the population. I'm sorry, met or preceded the proficiency. What we're looking for is parity between the overall tested population of that particular group and then the percentage of students who met or exceeded the proficiency of that population. So, we're pretty close to parity when you look at our black students. When you look at our Hispanic or Latinx students,
you see that fifty nine point seven percent of them is the tested population whereas forty two point five percentage of them are the ones who met or exceeded proficiency. And if you continue to go down, we can see that data for students with an IEP. We can look specifically at our NEP or LEP students, again, with the reminder that there is not an expectation that they're demonstrating proficiency at this point in their learning progression. And then you can see that our PEL and our PEP students, while they're 25% of the population, thirty eight point five percentage of them met or exceeded proficiency at the beginning of
the year. And our students who are not language learners are 40.7% of the population, while 54.3% of them met proficiency. So as we took time to interpret these results, we've noticed and named a few things as a result. First and foremost, we've we've talked a little bit about this, but how we've reallocated time for professional learning, specifically around our grade level aligned network meetings. We're in year two of having our network seven, which is designated specifically around high school support.
So our leaders come together monthly. This gives us more time and opportunity to dive into PSAT, the results of these assessments, what does that mean for next step instruction? We get our experts in the room with teaching and learning, with our school leaders, with school leadership and support to analyze the results and plan next steps. So we're seeing some momentum in this space. As also, as we're preparing our students at the at the middle school level, we are in year two of our partnership with, TNTP and University of Virginia.
So as we look at specifically observation feedback, what does instruction look like both at the middle school and in the high school in preparation for these assessments? Our high school educators and students are becoming more familiar with the PSAT as not only, this is multiple years for our educators to get familiar with the assessment, what the assessment is asking, how do we plan for the assessment, as well as improvement of the use of Desmos, which is still a work in progress,
that we need to do. And because there's such a critical language component of these math assessments, we are we have a new ELD curriculum that we are seeing some momentum in that space. Challenges and barriers, because our data is still flat and we recognize that and we need to do things differently, there's still a disconnect between the curriculum and the assessment. So spending time in PLCs, plan spending time in professional development is what is the connection to the opportunities they have within the curriculum and within instruction and the connection to what is being asked
of PSAT is still work we need to continue to develop. We talked about this. Our eighth graders last year did have, a chance to take the PSAT and become more familiar with the with the assessment. We're still waiting to see what those what those results look like. And as I talked about a little bit with Desmos, Desmos isn't currently used, is not allowed to be used on CMASS and in the middle school. So we're continuing to embed strategies at the middle school level, for our teachers and our students to be more familiar with Desmos,
which is such a critical tool in taking these assessments at the high school level. So the overall assessment at this particular point, we're calling it basically baseline data or checkpoint data. As you can see at the beginning of the year, PSAT, 21, 12% of ninth grade black and Latin a students met college and career ready benchmarks. That's pretty much consistent with the performance of the ninth grade black and Latin a students in 2425. And then, additionally, we noted that the percentage of ninth grade black and Hispanic, Latin a students meeting college and career readiness benchmarks increased by four percentage points last
year. Well, we know that our target is set for '29. So if we're gonna meet that target, we're gonna have to grow by 7.88 as opposed to just four percentage points. And the belief is that the work that we've been putting in place will prove positive so that we can address that that target. Next slide, please. So, you heard Craig talk a little bit about some of the work that we are doing, and this is aligned to the work that we've been doing this year. Specifically, one of the biggest changes that we've made is similar to how we hired a director of literacy. We also hired a director of math and science, and the reason was to really,
tighten our focus and be more intentional about how we're using time to One of the areas around the in the strategic plan is around the high quality instruction, specifically honing in on tier one instruction in the MTSS strategy. So what does high quality instruction look like aligned to our instructional framework that is newly adopted? And the the leaders in the high school network and in all of our networks, but are really going deep into what does it look like. They're analyzing data. How are they using data to plan and intentionally drive their instruction and align instruction to, the learning that needs to happen and who the students are in front of them.
So what do multilingual learner needs and what are the individual needs in the classroom? So they're doing that work in their PLCs, to get better. We are also, making sure that they're intentional at bats and SAT aligned questions happening in class. So as part of that tier one instruction, that students are getting intentional opportunities to really practice answering SAT style questions. And so they're not just seeing it on the horizon assessment or when they sit for PSAT and SAT, that they're really seeing them on a regular, more frequent basis. And then all of our high schools are participating in a partnership with the University
of Virginia, the PLE program, and going deep into that's where you have these focus areas around the ninth grade success work and things like that. And then three of our high schools are also partnering with TNTP to go deeper into what does instruction look like in their classrooms on a regular basis. And then the other strategy is around, like, schools as community hubs work. So part of that UVA work that we're doing has identified aligned to the big rock, or aligned to the belonging, safety, and care pillar. They a big rock from their UVA work is around ninth grade success and really
making sure that we are strategic and intentional about how we are setting up ninth graders to be successful, academically, social, emotionally, behaviorally, relationally, and to be really set up for success in both ninth grade, but also from ninth grade to throughout their high school experience. So with that, director Duncan, we'll turn it back over to you and the board for questions. Does the board have any questions or comments on the report that was currently present? Director Mallory. Thank you. Can we go to slide nine? So I think we touched on this, maybe a little bit in December. But for our Hispanic and Latino students and the,
I believe you were calling it. We're looking for parity. And, clearly, there is no parity here. So if we take out from that population our NEP and LEP students, what do our numbers then look for that like for that population? I don't have an answer to that question in this moment but can circle back, but that is the reason. Will you advance to the slide before this? One more. That is why this information was included, to be able to see of that population of students, what is the percentage of them that are NEP or LEP. But I can certainly come back with that filter that you're asking for.
Okay. So, essentially, what the you'll come back with is what the 54% that is not NEP or LEP where they're at? Correct. Okay. Perfect. And then this is possibly just a ignorance question because I don't come from the field of education. So, for the PSAT specifically in math, are they only able to take math assessments in English? Yes. Yes. And there are there there are no testing opportune because this is, like, one of the things that kind of boggles my mind that,
like, people study math all over the world in every single language all over the world. And yet, here, we come here, and we have such a large Hispanic population and a large English language population, and yet we're testing them in English or English only. And so what you're telling me is our only option for this metric is an English only test. For the PSAT metric? Yes. For for anything in math. Well, I'm gonna have For ninth grade. Answer this question in two parts. We are right now looking at horizon data, which doesn't have the capacity to be able to test in different languages.
That doesn't mean that we couldn't look at something else that did. I don't know how aligned it would be to PSAT, but PSAT was created by college board, and that test is in English. Got it. Thank you. And I guess my question's kinda connected to director Mallory's because I was looking at the NEP and LEP data, for example. So NEP, there was, like, 15.2% who were tested, and then 2.5% met or exceeded. And that's a big, like, gap in between there. So I I guess it's not really a a question,
or I don't know how to frame the question. It's that that group of students, they may understand the concept, but they just don't understand the test. So it's kinda like how do we or what's being done to assure that? I don't know. Yeah. The good news is that while we're assessing them in English, we are kind of constantly assessing them on a daily basis. So while they may not show proficiency in this test, it doesn't mean to your point that they're not proficient in some of these skills. And so while their teachers may have anecdotal and data, like, formative assessment data,
The summative assessment of a PSAT and horizon data isn't going to show us. And so that's part of why we also are looking really intentionally about how they're tracking along the access growth because, ultimately, that is also still how they're assessed. But we have we, schools and teachers, are internally tracking to make sure students are learning those concepts and that they're remediating on it. So this data that's why there's a there's a significant difference between what the PSAT and horizon assessment is gonna show us and what we may be seeing in a
classroom on a daily basis. And still, SAT and PSAT is how we're assessed by the state because it's the state selected assessment. I think I know the answer to this. But to clarify, so as a result, SAT itself does not allow the option from doing the test in different languages, right? Director Ronald. Thank you. One along these lines and then a different question. Many tests, especially math tests are now kids have headphones and they're red. I don't know if these are or not and I don't know how many students that would help if they were hearing it just in English as opposed to just
seeing it on paper. Math is fairly universal if you a lot of our students, if they see a plus sign, if they see a multiplication sign, they figure those things out. So in print, and I haven't seen tests in a long time, are they like very wordy questions on the PSAT? So they have a lot of verbiage. It's not just looking at a at a calculation, a lot of okay. Mhmm. So that's It's not just, like, a math problem. It it's word solving. It's it's Multi steps. Above. Yes. Multi steps for that level.
Of course. Yeah. Okay. Are they red do they hear them? Them? That's an accommodation. And so for a student to have that accommodation provided to them, there is a process that the state identifies for, number one, who's allowed to receive the accommodation and then what kind of evidence you have to provide in order for that student to receive the accommodation. That part I have done in the past. UVA and TNTP. UVA, I think, used to be an administrative level support. So it's program for administrative leadership for what TNTP. Do our are any of these things involving our teachers?
Yes. TNTP is. And I'll ask Sean or Sulin, you want to come up and talk a little bit about the TNTP work? Yes. Good evening. To first address UVA, it is leader centric. However, it is designed to support leaders in change management and supporting teachers in how they're building systems. For for example, in UVA, all of our schools have big rocks. All of our high schools have big rocks around PLCs and then also observation and feedback. And so UVA supports our t our principles in building a system for how they're
getting into classrooms and supporting teachers, with this level of instruction. TNTP at a high school level, currently is supporting Aurora Central, Hinkley, and Gateway. They have a consultant that they work with who, monthly walks classrooms with them, goes into classroom, goes into PLCs, and supports with high level rigorous instruction, supporting, our leaders but also our teachers in how to provide that access to our students, specifically our disaggregated groups, so our black, Hispanic, MLLs, and ESS students. Doctor Kiki. Thank you.
And happy New Year to you all. It's good to be back. The district does not make the decision to test in any language. Right? We just get the instruction from the state. Is that correct? So as far as the language, the question about if we're testing our kids in English only or Spanish as well, it's more like a state aligned question. And I wanted to say that was what the twelve fourteen accountability task force last
year grappled with. I want to remind my colleagues, this year, the accountability work group is going to work on some of those recommendations. It's important to pay attention so that we can bring those things in forefront. I remember us talking about this, last year. But we couldn't, if you would, move forward because, again, even with a district like APS, there are other districts, many other districts that do not have students, as many students,
you know, Hispanic students, you know, in their district. And for the sake of balance, you know, whatever resolutions that were recommended moved forward. But again, here's another, opportunity to voice that and make sure that our students, our Hispanic students or Spanish speaking students, are elevated. And, you know, this is revised. So this is more for my colleagues. Thank you, doctor Kiki. Any other questions? Director Madler? Okay. So just so that I'm crystal clear, so we if if a student is an NEP or ELP or LEP,
student, are they receiving instruction in Spanish, for instance, or could they be receiving math instruction in Spanish? Not no. They are they have opportunities to collaborate with peers in home languages, but they're not receiving math instruction in a native language. And I think one of the things is that we can't offer instruction in all students' native languages. Right? Like, we have a lot of students whose home language is Spanish, but that not it's not all of our multilingual learners. So that would serve a population of our students, but also be when they're assessed in English,
the best practice is to teach in English, allow some, it's called translanguaging where you're receiving the instruction in English, doing some sense making in your native language with a peer or whatever or however, and then putting out kind of, English response so that they're getting practice, because one of the things is we wanna build math skills but also, at the same time, language skills. And so coupling them and making sure we have those opportunities to integrate and build language, is really important also. So it's kind of a both end, but we're not instructing in home languages.
Understood. I don't know if I'm satisfied with that, but I understand. Yeah. Any other questions? I think this is why dual language programs are important. I I do have a question, miss Troy. Coming from DPS, they have, like, 10 lead schools where we have to serve specific populations in their language. Is that for a specific reason, or is that something that APS could explore to be able to have more options or avenues to serving multiple or our Latino population?
That is a model that's mandated in, the consent decree that Denver is under that is very different from ours. Ours has a different approach to it, under the OCR compliance document that we have. And so that is the Tinley model is explicitly named as as like, explicitly identified in the consent decree in Denver. Thank you. No more questions yet. Thank you. Thank you, team. Alright. So the next progress monitoring report are are guardrails. We're looking at progress measure four point one and four point two.
Claudia, you can go to slide three. Just as a reminder, this is guardrail four, which is the overarching umbrella, which is, focused on family student and family climate and culture. I won't read the actual guardrail. You have it there before you. But I'll go to slide four and just remind us of guardrail progress measure, point 4.1, which is student physical safety. Looking at the percentage of students in grades five through 12 who responded positively to questions about their perception of physical safety and that it will increase from 77.9
in 2324 to at least 80% in 2526. And then similarly, Guardrail progress measure 4.2 looks at student psychological safety. And the target is the percentage of students in grades five to 12 responding positive lead to questions about their perception of psychological safety will increase from 73, six in 2324 to at least 85%, 85.8 in, 2025. And as stated in the description, this is perception data. The students and families are tell what students are telling us whether they feel a
sense of physical safety and or psychological safety. Slide five. Again, here's our theory of action. Continue to support the use of district wide safety practices use including the red bag, the standard response protocol, the multi tier systems of support with high quality instruction, schools as community hub, really building that model out so students feel a sense of, belonging and the resources easily accessible within their schools, and then psychological safety practices as resources. If we do those things well, then we'll deliver on our promise of achieving those targets that was stated.
Slide six. Just as a note, looking at the year over year survey comparisons, those of you who have been on the board know that there has been some shift in the survey, particularly in the language, the questions that are asked. So in 2324, students only had the option to respond positively, meaning that they either agree or strongly agree or they negate or they disagree or strongly disagree. Through some coaching and then and with a desire to be able to disaggregate and nuance the data a little bit more, in 2425 in '25 to '26, we developed a new survey in an effort to be more nuanced.
And looking at adding neither disagree or disagree, neither agree or neither disagree to, the the options that the students were able to choose from. And so to compare the data between '23, '24, and '24, '25, and '25, 26, the neutral responses were excluded from the, calculation of progress measures. And so on slide seven, just as a reminder, I know when we spoke about this not too long ago, there were questions around what exactly are being is being asked of the students. And so 4.1, to ensure that the students feel physically safe in school by asking them to compare
to share their perception of physical safety. The questions that were asked, students responded to, I feel physically safe in the hallways, in the bathrooms at schools, and I feel physically safe in my classrooms. Just as a point of, I wanna highlight is that you can see the participation in the surveys has significantly increased since 2324. So the end of the year survey, we only had just under 4,000 students who completed the survey. At the beginning of the year in 2425, we had about 8,011. Decline. And we've talked about some of the reason for that decline at the end of 2425,
but then we made a significant jump back up this year at the beginning of the year with 9,993 with some very, concerted and intentional strategies. So with that, I'll turn it over to the data team to go through the data before I talk about the, assessment. Thank you. Good evening, board. So for the purposes of progress monitoring, we're gonna focus on the most recent data that we have, which is from our fall or our 2526 beginning of the year survey data. So you can see here at the beginning of the year, eighty four percent of our students, responded positively to those questions around their perception of physical safety.
This was a two percentage point increase from the beginning of the 2425 school year, and currently exceeds our target of 80%. Next slide. And this next slide breaks that down, by question, by those two questions that Superintendent Giles indicated make up that overall composite. You can see both in twenty four-twenty five and twenty five-twenty six, six, eighty seven percent of students indicated they feel physically safe in their classrooms. So we are staying staying stable in that perception of physical safety at eighty seven percent.
While the percentage of students who reported feeling hallways and bathrooms increased by three percentage points, between the '24 and '25, showing that we're moving in the right direction. And this was something I know we noted last year as a place where we needed to do a little bit more, focus and just awareness around. Next slide. So, as we move on, you can see our composite data disaggregated by, race and ethnicity. Here, in '25, we see positive perception of physical safety ranging from eighty two percent to eighty seven percent, with some slight variations year over year.
Next slide. And you can see that same data then broken down by gender as well as by students with IEP. When you look at the gender and IEP data, we do see slight increases for both male and female and the of the and those positive perceptions are within one percentage points. And for students with IEPs, we see increases for both students with and without IEPs. Although a higher physical safety perception among students without IEPs. Next slide. And then what's interesting is this graph shows and looks at, it by grade span. So looking at our high school data, our middle school grades,
and then at the elementary, we survey as young as fifth grade currently. And so when we break down that overarching data by grade level, we actually see that our highest percentage of students responding positively around physical safety, is at the high school level at eighty nine percent. And that has increased since the same point in time last year, an increase that we see across all grade spans. Next slide. So moving on then to our second measure on psychological safety, 4.2. To share a little bit more around 4.2 and as Superintendent Giles shared what gets included in this question.
There are three questions we ask to better understand whether students are perceiving that that they feel psychologically safe. One, we asked, questions about, I am teased or picked on and their agreement rate. We asked their agreement rate on the statement of I am bullied because of certain characteristics, and we ask their agreement on I feel like I belong in my school community. One thing to note here is that a positive response we know for those first two questions is actually we want students to disagree. Right? We want them to disagree that I'm teased or picked on. We want them to disagree that they feel bullied.
And so one of the things that, we do through our data is that we actually reverse code those questions. So we're all calculating. We're actually trying to compare these similarly by making sure we're all looking at the answers. We're looking for the positive answers here. So that's how we use it to create the, overarching. And you'll see that on the next couple slides. Next slide. So you can see where we look at our our perception of, psychological safety, student perception, in both fall twenty four and fall and, 2425 and 2526, we stay stable at seventy two percent of students.
That is currently below our end of year target of eighty six percent. So we will work towards making a 14 percentage point increase, between now and our end of year survey. Next slide. So now if we break down those questions, you can see I feel like I belong in my school community. 82% of our students are reporting that they feel like they belong. That is a, two percentage point increase from last fall, so trending in the right direction. And the next slide. And these two these are our two reverse coded questions. So this is where I'll talk you through a little try to talk you through
a little bit. Really, the way to read this is the percentage of students who disagree with the statement I have been teased or picked on. So we're seeing 65 of our students are saying are disagreeing that they have been teased or picked on. They're saying that has not been the case. Well, eight, when we look at percentage of students disagreeing with the statement I've experienced bullying bullying, that is 70% of students. Next slide. Here you can see our composites broken down by race and ethnicity. Again, seeing general increases across the majority of our races and ethnicities.
Next slide. And we can see our disaggregation again by gender as well as by IEP status. You can see again slight increases here, for, students without IEPs, students with IEPs, and male students, and a one percentage point decrease amongst female students. Next slide. And here again, similar to what we saw with physical safety, you can see that it is fairly similar in that our high school students have the highest positive perception of being, feeling psychologically safe. But in all cases, we are staying relatively stable compared to where we were at the start of,
last year. Next slide. So as we look at interpret the results of these, two different metrics, some strengths and things we wanna continue to build on, we've we've mentioned earlier, we are in year two of revising our standard response protocol in partnership with the I Love You Guys Foundation. We have done a lot of training. We have implemented red bags. We have trained with our with our students and with our staff around what do safety, precautions, what do safety response look like. We've done tabletop exercises. We've done a lot of work,
involving some of our some of our students, to ensure that they know how to respond if there is an unsafe situation. We made a significant investment this year, in ensuring, that we have additional support at our elementaries, middle schools, and our p eights in hiring our culture of our culture and climate coordinators. And so with a very specific focus on supporting behavior and decreasing exclusionary practices, and we've seen really positive results in the second semester or the second quarter of
this work. We're seeing declines in suspensions and expulsions among our schools also participating in our safe technology pilot, which we've touched on a little bit. But we've got our pilot schools in preparation for ensuring that we have a district wide, policy going into next school year. Challenges and barriers as as we still continue this work. The CCC role, which I just mentioned, is a new role, so we are ensuring, consistent support. That group comes together twice a month to receive professional learning, to work with each other across schools and school sites.
Some of the work, to support student psychological safety is new, and we're in the early implementation phase of some of this work. And opportunities remain to ensure our instruction is culturally responsive and sustaining to affirm our student backgrounds, things that we've identified that we need to continue to work on. K. So the, overall assessment in progress measure 4.1, looking at student physical safety, you can see that we've demonstrated some growth where we're growth where we're improving from 77.9 to 84% currently,
and the target is 80. So we need to maintain 84 or continue to improve so so that we can hit that year end target. And then when you look at 4.2, which is student psychological safety, you see that the, we've pretty much stable from 72 previously to 72 right now, but the target is 85.8. So we have a significant gap, but we believe with the things that we're putting in place, we'll move towards achieving that target. So some of the work that we're doing, as Craig mentioned, we're continuing the use of the district wide safety practices and implementing the standard response
protocol in Red Bag. I'm ensuring there's, trainings for schools and families. We're also supporting schools and families using the interpretation and translation services to make sure that families feel connected and know what's going on in the schools. And then aligned to our destination APS, strategic plan work around the high quality tier one instruction, making sure that we're really one of the indicators is culturally sustaining. One is, culturally and linguistically diverse strategies. So really making sure that as we're thinking about what inclusive classrooms look like and
psychological safety looks like in classrooms, really making sure that we're providing those supports. We'll we'll also continue to support our schools with the schools as community hub strategy with the primary focus on fostering a culture of belonging, safety, and care. And we'll continue to support our schools' culture and climate coordinators with intentional training and wraparound support, as well as our phone free schools pilot in eight of our schools and, ongoing support for our comprehensive student mentorship program. That concludes the progress report. Director Duncan.
Colleagues, any questions? Director Tommy? Thank you for this information. I wanted to I know we have a couple schools that's piloting the, no phones. Right? So when we're presenting the data after that's been captured, like, will we be able to see, like, a comparison between those who were part of the pilot versus those that, were not to see the effectiveness? Yes, absolutely. We have that data, and we can absolutely provide that data. No no other questions? Well, my hand was up, but, you know, it's it's okay. We we forget Gala's on.
It's okay. Go ahead. Go ahead. I wish they had you in front of me yesterday. I know. I'm so sorry. So going back to what you were, saying about having psychologists are are you having psychologists come in to to lead, the coursework in developing ways to identify, what safety measures should be taken when it when it concerns students, like, with staff, with educators, and are they are they trained on how to, I guess, subjectively notice if something if there's a change in a student's behavior and,
address it with the student, or do they take what they see and pass it off to, a vice principal or principal or psychologist or whomever come that comes in. So I guess that that question is twofold. One, are are the educators taking these, every two months, I believe you said it, or two two sessions per month, are they trained to identify, certain behaviors in students and address it then and there, or do they take it to a different, level? Does that make sense?
Does does that That that does make sense. So, yes, our our climate and culture coordinators receive training from, different different teams. And so our mental health team is one of the teams that provides training in conjunction with our seed team, with our operation directors. So we have a number of teams that are providing support for this position. So mental health is one part of the training. Okay. My second question. Just just to clarify. Sorry. I just so they yes.
As you stated. But if a child or student needs, an intense level of service, we do have school psychologists that are on-site that they can then be referred to to determine what the next step is. Okay. I had another one that I forgot where I put it. I'll come back. Sorry. I have a couple questions. Maybe more. Give me a couple, but, is it possible to get disaggregated suspension data up to this point for the school year? Yes. Can you tell me, or is it possible to know what our daily attendance rate is for the district?
I'm not gonna venture. I I can give you that data as as in about two minutes as I pull it up. So I'm not gonna give you the exact number, but, it right now, but I'll give it to you in a couple minutes. Okay. I'll wait. Oh, go ahead, director Sherry. Hey. There you go. You're you're muted. Okay. So you you reminded me of what I wanted to ask. Is there a way to, I guess, is there a way to gauge if, I don't wanna say retaliation, but with with dealing with children with that are on IEPs and five zero fours especially,
behaviors can be one way or the other. How do you how do I say, make sure or make be certain that educators do not become, I guess, don't don't get retaliated against for speaking out if if they feel unsafe. If the educators themselves in a classroom with students who are behavioral problems and or, you you know, stimming or what have you, they don't feel as though they would be,
retaliated against you. Is there a way to measure their safety? Educator safety. Not necessarily all the time students, but I understand we're speaking about students, but educators, they go hand in hand, of course, in a classroom. So is there a way that they can report, about their concerns on if they feel safe or not with particular students in that classroom? Our educators do have the normal reporting process within each of the individual schools if they feel they're in unsafe environments, if they feel like they need additional support and resources.
I and and directly responding to your question from my knowledge basis, that does come up quite a bit. I've not heard an educator say that they fear retaliation. I've heard them say that there's frustration that they can't maybe get more resources, maybe more adults in the classroom, more support for for training, those kind of things. I haven't heard retaliation. So if that's something that you're hearing, I would love to be able to kinda tap in with you and figure out where that's happening so we can address that. But the the concerns that I've heard is more around frustration or maybe lack of resources, more adult bodies, and more professional development. Okay.
Thank you. Yep. And I I would just add the other second component of that is our safe to tell, aspect. So we have had staff members, utilize, that tool as well as community members, students. So that is an anonymous way to, post some things. And so we've had some things that we responded, that have come from staff members. Is it is it can we get it tonight, or do we need to put it in an RFI? Okay. Alright. Is that a work? Yeah. That's fine. Can we also get the, delineation between attendance in schools that are part of the pilot program and attendance in
the schools that are not part of this phone free, pilot programs? Yes. We can do that. Thank you. So I'm I'm I'm curious. I don't I don't know why. There's 20% of students that don't feel safe in the hallways or bathrooms at school, and I'm just trying to figure out what are we doing to mitigate that issue. Yeah. So we're doing a series of things. Like I like I said, one of the things that we heard early over the course of of last year as as you think of our elementary schools.
Our elementary schools, they don't have a robust team of campus monitors, deans and that sort of thing. So one of the things was we need more support. We need more eyes in our hallways and support and that sort of thing. So we were very intentional to say, okay. We need to hire, this coordinator of climate culture to help establish systems and also be be another another person that can help be super supervision in these spaces. So that is one thing that we have been intentional in doing. Our climate and culture teams are working with our staff,
and one of the things we talk about is threshold. Be at the threshold, especially on in secondary schools where kids are moving on a regular basis. So as kids enter your your classroom, you're standing at the doorway for multiple reasons. One, to welcome your students into to the classroom, make sure they have what they need, but also another line of sight. So we're teaching and making sure those expectations of our staff members are in the hallways and also working with our students and our student groups around how do we report unsafe behavior
and restorative practices in our schools and what does that look like. So we're taking a number of strategies. And also we we're doing minute meetings with our counselors are meeting with students, to one. One of the things that's connected is do you have a trusted adult in this building? Like, if you feel unsafe. And, again, who do you report to? Who do you talk to? So there's a lot of different strategies that we're putting in place because we know 80% is not where we wanna be. We want a 100% of our students feeling safe in our building. So those are some of the things we're putting in place. And I'd I'd echo all of that.
Oh, I'm sorry. Go ahead. Everything you just said, I but I just being fully transparent, I think the hardest part the the hallways, I think, we can solve for a little easier than the bathrooms. That really is the hardest part. So the conversations that, I know our security and our our building leaders are having around making sure that the bathrooms are being, constantly checked on a routine basis, that we're doing hall sweeps, swinging by bathrooms, just to let students know that there will be a presence there at some point. But students are pretty savvy too. They kinda figure out when in between. You know, nobody's in the hallway.
Nobody's checking on the bathroom. But I just wanna call that elephant out that that is probably, of the two, the hardest to really monitor. So my question is regarding, the schools that are piloting the no cell Policies. So there is data that shows that cell phone policies can disproportionately increase disciplinary actions, particularly among black students. What are we doing to address that to assure we aren't being biased to a specific pop population of students? I'm gonna have Marissa come up to talk specifically because she's worked very closely with
our pilot schools in the implementation and rollout of this work. As Marissa is coming up, and I should know, but I don't, when are we given that report? The cell phone policy, the pilot. To to To the board. To the board? It's it's going to DLT. I just had a conversation with doctor Rodriguez. So we haven't solidified a date that But it is coming. But it's it's coming this month to DLT and then to DL after DLT. So we've had a significant we've had task force. Mister Macklin, our network seven operations director, has worked with the task force at the high school,
with various stakeholders to come up with a recommended policy around that. And I'm gonna have Marissa talk, about the pilot work, the significant pilot work that has taken place over the course of of this year. Doctor. Duncan, if you may. Before we go into the the work proper, so policy talking about policy, we currently do not have a policy, a cell phone policy. Right? Or do we have a somewhat general We have a general general policy that says it is site based. So schools set their own policy currently.
And to be compliant with the bill that passed last year, we are going to come up with a Absolutely. Global, a universal A district. Yes. Perfect. Yep. And thank you for the question. And that's why not to negate any questions that are being asked. I was trying to get out that we will have a full report coming to the board so that we can share with you that this is the policy moving forward. So I just wanted all the board members to know that that is forthcoming. So So is it a so a policy recommendation will be offered to the board?
Right. When is the one that they Awesome. Yeah. Okay. Thank you. Good evening, board of directors, superintendent Giles. I believe the question was specifically around disproportionality, in discipline. So in our pilot schools, some of the work that we're doing with the phone free initiative is that they have all adopted a universal policy. So there is a very consistent implementation in those eight schools related to discipline. And particularly in our middle schools, we have a goal related to disproportionality of suspensions.
So all of our middle schools have a goal related to reducing the number of out of school suspensions and exclusionary practices that they're enacting. And just to share a little bit of that data with you, so, for example, we had eight seventy eight out of school suspensions year to date last year in the eight pilot schools. And this year, we have six forty two. So, that is a 27% reduction in out of school suspensions. And to be more specific about physical safety, last year to date,
we had two ninety nine physical fights in those eight pilot schools and this year, we have two zero seven, which is still too many. However, that is a very significant reduction, a 31% reduction in physical altercations. Our school leaders, and specifically our climate and culture coordinators, they speak about the phone free school initiative as a game changer, as something that has made their schools not only physically safer for students, but also psychologically safer for staff to work in.
Can you, all name those pilot schools? Absolutely. So we have Columbia, Aurora Hills, Aurora Highlands, Aurora West, Marachek, East, North, and Murphy Creek. I, personally went to Murphy Creek, visiting Murphy Creek, and I was fortunate to witness how it was done. Students will come, and they have this slip box. I think I shared that with you. And they will put their phone they they will be given a pouch, and put their phones in.
And those that those that those the students who forgot their pouches at home, they have that little box thing. I I guess, the principal called it cell phone jail or whatever for lack of better word. But it wasn't jail because the kids themselves will voluntarily come and say, I want to put my phone there. And, I was asking about, you know, how it looks during breaks and and and and lunches. And they say there's better,
you know, interpersonal connection with, between students and and actually conversations going on versus, you know, students sitting in silos. So it seems like something that they liked there. Yeah. But I I think just to just to double tap on the question about disproportionality, It's really an all means all policy. And there's it starts at the door. It starts at the beginning of the school day as students walk in. So it's not that certain kids are targeted or singled out for the implementation of
the policy. And kids are much more accepting of that when they see that it's universal. And families are too, frankly. So, yeah. Okay. But I do wanna follow-up on Tiffany's question because I think her and you can correct me if I'm wrong, but the question was more about, like, when we are applying the cell phone policy. Not in, like, the suspension overall because, clearly, suspensions happened last year when we weren't doing a pilot program. But when we're looking at discipline specifically on the phone policy, do we have are we tracking who is getting disciplined and at what rate for
violating the phone policy? Is is that what your question was going to or no? Because I think what I heard was that the research is showing that black students may be punished at a higher rate for violating these policies. Yeah. So basically, because of biases that do exist, these these a specific population of students, so black students, for instance, can be singled out because of this. And there's this disproportionate of disciplining those students over their counterparts. Can I just add add I appreciate the question because we're talking specifically about the
cell phone policy? But the reality is in discipline in general, we should be disaggregating and looking at that data, and we do. But I appreciate you calling that out as we're speaking specifically about the cell phone policy. And just to add, the other thing that we are continuing to monitor with any pilot and implementation of the pilot is also the perception. And so we had very specific questions to our to our families and students or just our families? Families, students, and staff. And staff around the implementation and asking very specific we're monitoring their feedback to us
around the implementation of this work. And I just wanna keep us grounded on a conversation about psychological safety and student physical safety. How are we capturing student psychological safety within the classroom? I can I just add? My my initial response to you, you guys feel free to go deeper, is that that is so nuanced. It really is. So right now with this fee with this, progress measure, it it really is simply the the the perception that the student provides. And, reading deeper in your question, we know that that's not enough to tell the whole story.
Yeah. So I guess what I'm getting at is I don't want and I'll speak for Tremaine in this moment. I feel like I'm being told that psychological safety for a student solely relies on am I teased or picked on, am I bullied because of certain characteristics. I feel like I belong in my school community, and I think psychological safety encompasses more than that, which is why I asked about give give me your disaggregated suspension data and tell me what your daily attendance rate is. And then we can make a little bit more inference about psychological in my opinion,
psychological safety for students within the district. Because what I'm reading here, are the numbers good? Yes. But it's not great. And I almost wonder, like, who are these students responding to the survey? Are the kids at Aurora Central, Aurora West? Like, these are questions that I wonder about. I don't know if those surveys can be disaggregated so we can know exactly where that's coming from, but I don't wanna be painted a picture that psychological safety is good when certain
kids from certain schools are responding to those questions. Yeah. Can I also add something, please? Go ahead. And that and that to more to your point, president Duncan, and that's why I asked one of the questions on how, the educators are being trained to see what is happening in a a child's, I guess, if they're missing more of class, if they're missing more of school, if they if if something's going on at home, how are they able to recognize,
this child was on a pattern that was, you know, straight a's and now, something is going on, like, when we see that, not not simply because, they're they're having more outburst and or, failing certain courses when they didn't, but how are educators if if it's just, two courses per month or twice per month where a psychologist comes in and does the training, I guess my question is is is what what I I I want to sit in him on one of those trainings to actually if if that makes sense.
If I if I'm allowed to to find out how we are recognizing if a child is suffering, even outside of school because, I mean, if it I don't know. Sorry. Miss Cherrier? Miss Cherrier? It's not a full answer. However, part of the thirty eight culture and climate coordinator's role is to lead attendance and mental health teams in their buildings. So, for example, we have culture and climate coordinators who run attendance teams with the counseling teams in
the school to do exactly what you're just describing in terms of looking at attendance data, noticing who's in our top 10 or our bottom 10, who are we seeing where they're starting to not attend, and then the counselors and the climate culture coordinator are working through that problem solving process to intervene and to provide supports and interventions for those students. And then to President Duncan's question about how are we measuring psychological safety in the classroom, Part of the work around reducing exclusionary practices and discipline is centered on the idea
that the less we kick kids out of an environment, the more belonging that they'll experience. So what alternatives can we have in place for suspensions? What alternatives can we have that keep students in the school building and keep them incorporated into the school community? Because we all make mistakes, and there should be an opportunity to repair that harm. That was actually one of my next questions, but I'm gonna give doctor Chichi. Still on this physical safety issue, and and that would be, slide 12. When we say that students' perception of physical safety increased,
does that also mean that we have found a way to decrease the the percentage or the amount of school fights that are happening in within the district? I can't speak for the whole district in this moment. But for the eight pilot schools, we have seen a 31% decrease in the physical fights. Is that all because of phone free? No. Is it all because of climate culture coordinator? No. However, there's some very promising data that indicates that these two initiatives are having a significant
impact for how our students experience a physically safe school. Thank you. Any other questions? Director Talley? Yep. First, let me just sort of acknowledge, you know, what I'm hearing from you all, which I think we all know is just like this is there's so many layers to this and it really takes everyone. The burden certainly should not fall without teachers. In isolation and we need to continue to support them, knowing, of course, that they have the closest relationship with the students. So kudos to everyone that's involved to put all these different layers together and systems
in place. One of the things looking at sort of, like, the psychological ratings or results, you know, the questions were just, you know, am I being bullied, or do I feel like I'm being bullied or, targeted? And I'm kind of curious. And, again, I know this is probably one of those things that has to be addressed in one of those layers. Is that how much of this is it that they feel like they're being bullied and teased in the school building in their classrooms? Or, of course, because of social media and everything, all the other variables outside. Right? Where is that coming, you know, from? Right? Something to look at.
And and, yeah, and then to you know, I know a couple of you mentioned it in this it's just there's variables. Right? So it's not necessarily anything that's happening in the classroom. There's all the additional of what's happening in the world today and what's happening in my neighborhood. And so maybe even to President Duncan's point, having a heat map of where these students fall within the different regions in our district would be helpful to see if it is not just what's going on in the classroom but the variables and stuff that's happening in those communities. Thank you. Any other question? Director Mallory?
Sorry. One more follow-up. Once a student identifies on this survey that they do not feel safe, what are the steps? Like, one, do we collect more information from them? In what ways? And then two, how do we address that 20%? So these are anonymous. And so we don't collect that student information to be able to have that individual follow-up through this format. Does the survey allow for them to give more detail to opt in to giving us more detail about, like, what about the bathroom makes you feel unsafe?
Or what about the hallway makes you feel unsafe? Currently, it doesn't have open ended, but that is something as we look towards the new guardrail progress measures for next year and consider using perception. That's something we've been talking about in our surveys of how can we get to deeper level of data and deeper level of information that might help us get to some of that root cause. I have one more. What since you you brought it up tell me your name again. Marissa. Marissa. What do you do in the district? I'm an operations director for Network six, which is the middle schools. Okay.
Thank you. What what are some of the alternatives to suspension that are used Yes. And effective? So I would say I'll I'll list a few. So restorative practices would be one alternative that can be used, restorative conferencing, depending on the infraction. Another alternative that our schools have found some real success with is something that they call Base Ed, which is where they utilize an SEL, a social emotional learning curriculum, in conjunction with what we might be more familiar with in terms of an in
school suspension experience, but it's really a more transformative experience than that. And the students have a lesson, for example, related to whatever the behavior was. If it was vaping, it might be a lesson around, the dangers of vaping and intoxication and how they can then reflect on that at the end of their time in the base ed room. So those are a couple to list for you. Would you like a few more? Those are two that I can think of right now. No. Okay. Okay. Thank you. I guess that's it. I have one more question.
Thank you, team. The Board of Education I'm in the right spot. Alright. Does the board agree that the reports addressed to the board's goals? Director, She nodded? Okay. Thank you superintendent Giles and your team for these reports. The Board of Education will take time to discuss this professional development, specifically the contract renewal for Council of Great City Schools as it nears the end of its term. I believe miss miss Claudia put a copy of the contractual language in your folders, or you can pull it up digitally. I don't know if you wanna take a couple minutes to review it.
If you haven't looked at it thoroughly yet. Or if you have questions, ask away. And AJ is online. So the contract that I see in the agenda is the one that was signed last year. And I thought in our previous agenda so I probably have it saved. We had the one that they're proposing for this year, and I don't I just don't see that in board docs right now. Options. The contract that is in board docs was signed April 25 last spring,
which was kind of sprung on us at the time. Some of us weren't sure that that had existed, but that was settled and solved and paid. And so this is this now a proposal of that same contract? This is a opportunity to discuss if we want to renew a contract with Council of Great City Schools. But with different options? With different options. Yeah. We were supposed to have this conversation at our Mhmm. CASB retreat, but we moved it to today. So just wanna make sure we have that conversation because we have to renew in April, I believe,
or before April. May I? Director Reiner? So, yeah, it would come due in in April. I understand that. I also, understand, I think, that this is for a two year commitment. Is that right? Is that right, superintendent? I don't believe so. I believe that the the proposal that they currently gave is for one year. One year but with two options? Yes. One with more service than the other. Right. And I think the one we, contracted in April was also included the prior that we did not pay for since
2019. Right. Because it kind of appeared out of nowhere that we needed to pay for that. Because it was never paid. Correct. Well, yep. But I I I will put it out there and I'm learning the board budget. I've not served as treasurer until now. The fee for a year's full support from the council is $40,000 That is not built into the board budget that you see. So a consideration is where does the money come from, what do you wanna take it from,
what gets cut? What gets reduced? What gets how do we pay $40,000 plus travel expenses that doesn't exist in the current board budget? Where is it going to come from? I've been involved in this since its inception in with our board for so five years. I've learned from it, no doubt. I think this board is in a place to carry on with results and limitations, goals and guardrails, monitoring ourselves, staying focused without that full support. And the price tag bothers me a lot as to where these thousands of dollars
are coming from. So do I hear you saying you're open to continuing to work, just not at the current language of the contract or at the current $40,000 product side? I believe this board can carry forward this work if that's what it agrees to put keeping these things in place, developing goals and guardrails, monitoring monitoring ourselves, monitoring with the superintendent and his team without signing a contract with this group or another group. I also think, if this board chooses to, there are other options for support that can be reviewed and discussed as far as
bringing in some form of coaching or support to the board. I can't answer that there would be cost to something else. I know we can go to CASB, we can talk about policy governance. I don't know if they charge us anything, we belong to CASB. Matt Cook is available to discuss it, what just policy governance means. I think we're at a stage that we can monitor the work we're doing continuing working with our superintendent and his team on goals and guardrails without spending that amount of money. I don't think we need to spend the money.
Doctor. Mally? Just to add on to what Vicky said. So contracts actually is my wheelhouse. This is something I know something about because this is what I do for a living. And I do think it is in our best interest to see always what the market holds. I think when you continue to go with a single sole source or a sole source over and over again, that's where you end up spending more and more money. And it might and maybe this is the best value. Maybe what we're getting is a great bargain, but I think it would be in our best interest to see if there are other entities,
consultants, or organizations that can provide us the same amount of support for the same or less money. Direct excuse me. Doctor Kiki? I am not married to any decision that will be taken here, but I do wanna point something out. Director Reinhardt, every year, you have mentioned that there are other alternatives. I would love for you to bring those alternatives for the board to review. That's one. Second, in my own research, I have not seen any anything that is free out there. However, if you can find something that's free,
it will be welcome. Even CASB, though we are a member, do charge for those services. I tell you this because other, districts, request those, and sometimes we are, you know, CASB staff does go, there. As a matter of fact, as we are talking today, our LPS, Littleton is using CASB today, and they're paying. And I do understand that and I have not ever said that everything or anything else is free, that it would have to be asked. And a year and a half ago at an August retreat when I was not
informed that I was gonna be asked to present those in the last half hour of that day. I had a list of some but it was scribbled notes and I had mentioned them at that time. We kept on the work with the council and I will do everything I can to find that same notebook that has those scribbled notes in it. I will I am told I am really open to explore your alternative. And I think any one of us, if we chose to, can look up school board governance and find and we can share the information that we find. Just wanna make sure it's it's student outcomes focused governance Mhmm.
Because that's the current governance model we are under. Mhmm. If and when that comes to a conversation about us changing it, we'll have that conversation. But, like, if we're talking about bringing something to the table, I would hope that it's strictly student outcomes focused governance. Absolutely. It should always be student out it may not be called that because I think AJ has some rights to what he's termed his model. I don't know that for sure. That's our governance model right now though. Right. Student outcomes governance. Whether it's his or somebody else's, the focus should always be on students.
You're right about that. So, again, because I'm new, do do we have a purchasing department that could do research and provide us alternatives and quotes to consider or market research to consider? We do, but I'll be honest with you. I kinda like for the board to kinda do their research and figure what's out there and then maybe bring some proposals, I think, since this is really the board's coaching. Right on point. That is board work. It is gonna be something that the board would do and not put on the district. So we will have to do our own research and and bring that.
However, director Reinhardt, remind me, how did we end up with with this? Was it something that, the previous board did? And then and then or please remind us. Will you clarify the question, how did we end up with this? Student, Working with AJ? Yes. This, policy governance. Coming out of COVID, we were at somewhat at odds about how we were functioning basically as a newer board. And we explored some options. And this was brought to us, I believe,
Superintendent Mahn at the time had we had some affiliation with council. And he brought it to our attention, if you will, I think, at that time. And we explored it and we adopted it and yes, we knew there was, I don't know, whatever, the two year commit, whatever, at that time, follow the model. But we also had an understanding at that time that other than travel expenses, there was no fee if we were adhering to the model. And we've found out different since then. So So was yeah. The board adopted it. So and I think now that you're saying it,
I think you're right. The council, which we are also a member of, does have a playbook of governance models they have. So this is one option we could we could look into. But AJ, did you say Claudia said AJ was there was on? AJ, if you wanted to talk about this because I remember you and I hashing this out a little bit some time ago. When the initial contract was no no fee,
no payment, right, given some conditions. Am I correct, AJ? I don't think that's accurate. Initially, very early on in this work, the council was still trying to figure out what was the actual cost of, providing services, and as this was a fairly new arena for the council to support, more and more of our districts who just reached out asking for this type of support, and the council had never provided it. And finally, just over the weight of requests, the council started being responsive,
to those requests, and you're one of those districts, you know, making the request. And so the the council essentially, operated this work at a massive loss, in the first few years, by essentially saying, we'll give you a major, major discount, as long as, the board actually follows through on this work, essentially saying that, if this is work that a board takes seriously, the council will just eat, as it does to this day, roughly 50% of the cost. And so,
these services are provided both to council districts and to non council districts. But council districts pay 50% of what non council districts are, charged, and the council just eats that other half and just doesn't mention it in the contract. Whereas early on, it actively mentioned in the contract, hey. We'll just eat this other portion of the cost as long as you all are honoring your word, to do this work. And so that still happens to this day. It's just no longer mentioned in the contract language. So I just want some clarifications on so you said it's board work,
but I don't think that we, as a board, have access to the other tools that, like, our purchasing division would have such as Colorado bids or a bidding platform. And what I'm saying is I think Adrian might be the best value and might be the best at what he does. But I think if we have we have a governance model that's already established and we have perimeters and coaching that we're looking for, it behooves us to see what other professionals in this industry might bid on this
process to see what it's actually worth. Otherwise, you sent what we're doing is we're giving him a sole source contract year after year after year in perpetuity. And that's if if he was the only person in the world that provides that, then that's fine. But what I'm hearing is that he's not, and so I don't understand what the process is. Unless you guys are authorizing me, I will happily write requirements and go out and get bids from people if that's the direction we wanna go. But I do think it's important that we see what the market has to bear and to see what we can get these services for.
The other thing that I will say is I found the contracts, in my email. And, AJ, just to be very frank with you, when I look at section three and it's the nonrefundable base fee and you say, you're gonna pay a $100,000. And if it's unanimous in this vote, I'll give you $10,000 off. Well, this is our money. Like, I work in government contracts, and I've never, in my ten years of working in that industry, had a supplier tell me, I'll give you a discount if every single person agrees.
I think that that's wild, and it feels a little bit like, that alone put a sour taste in my mouth because we're the one with the purchasing power. Again, I'm sorry. But he did mention that we did we started this, and I say we because we are the board, right during COVID. So, honestly, whatever we had before, the board had to look for, someone like AJ to come in and help us and guide us through all of this. This isn't this isn't like a a corporation. We are we are department of education.
We are, going off of this governance model to, produce student outcomes. So it it literally, whatever he's written in a contract, again, like doctor Kiki has mentioned, we can go out and look for other means to, if if that's what we want to do. But as a board, we're not electing one person to go out and do the the groundwork. Again, we are a board, so we all can do that. And I I don't of course, we don't know everything, and I don't wanna get into a back and forth match about this.
And I I don't presume to know everything, but what I do know is as a board, we come to a conclusion. That's it. That's that's that's how we work. We don't pick and choose, and one person goes and does one thing and the other thing. As a board, we can all equally do our fair share of work. So, director Rottenhart said that she was able to come up with some names. I can go and and look for some names, doctor Kiki. Everyone can pitch in. It's not, so I don't I don't understand why we're discussing this.
I I I'm sorry. I'm I'm okay. I'm gonna be quiet. Doctor. Reiner? I don't think it's a matter of one of us. However, Doctor. Kiki did direct toward me to look at the models I had said I had in the past, which I'm happy to do. I'm not a government contract person. I've never worked with contracts, so thank you for pointing those specifics out. Along with being student outcomes focused, I think everybody in this room will agree with that statement, We are elected to be, fiscally responsible stewards of taxpayer dollars. So to shop this, for lack of a better term,
to look at what's available and make decisions based on that, I don't think is anyone stepping out of line. I'm happy for others to say, I looked at this, here's my thoughts, this is what I found. That's the way this should work. You're absolutely right about that. And I don't think Director Mallory was saying she was going to write something. She said she would if we asked her to. So should I I think we should look at the education world, CDE, CASB, whatever else we come up with that knows our industry and the work that we
do, what we should be focused on. But I'm happy to bring back at a given time I started looking. This is old notebook. AJ had a question. AJ? No, sir. Just a couple of comments. One, to clarify for folks, you do not have a contract with me. You never have you probably never will. You all are a member of the Council of Great City Schools. That's a choice that you all have made. And then you all the former version of you all went to the council and requested services. The council does not advertise for services. The council is not seeking,
your business. If if a district asks the council, the council tries to provide support. That's just the way the membership organization works. And so consistent with that, whatever you all need support with, that's consistent with how the council operates. And so if you all need support with governance, then we're happy to support. If you don't need help with governance, we're happy to step away. If you need help finding others who can help you with governance, we're happy to help support you with that. The council is not is a for is not a for profit organization.
It's not looking to do more business. And so whatever would be supportive of you all, you know, we're excited to do, but that's just true for any of our members. Thank you for pointing that out, AJ, that it's the council is not a business seeking entity. It is not a for profit. It's a nonprofit, and we pay into it. Director Tom Lee? Oh, I was thinking, you know, with based off the conversations that we're having, I know what we've done in the past, with Doctor. Keith, with some of these initiatives is we just create, like,
sort of a task force. So a few of the board members will work together, volunteer to work together, and you'd come back with you know, if if we decide we need to go and do further research in terms of other organizations or support systems that exist. Correct. Superintendent Jeff? Come on. One of y'all got a problem. Just two things that I I I think is important to clarify, and that they're all valid, points. Number one, is it the is it the cost of the service? And number two, is it a satisfaction or dissatisfaction with the service? I think that's important to to to try to figure out.
And then, AJ, if you're still on the phone, my question is I'm very clear on the, the full service price point. I don't know that we got an estimate on what the kinda a la carte, unless somebody at the board did. But I wonder if that contributes to the conversation, if it brings the price point down. So I don't know if you can answer that, AJ. So, honestly, I am not involved in the financial aspects of the council, and so I don't negotiate the contracts. These are not my contracts. And so I can definitely connect you with, the person at the council who who handles all of that.
My team and I, we just show up in support boards when they ask us to support boards. Thank you. I appreciate that. If you can connect them with this, I think that'd be helpful just to know. Yeah. I'll make sure that they, reach out to you tomorrow. Yeah. I I go ahead, director Mallory. I know you had a question. I think a question for us to consider as a board is what what services do we need? Because while we go and research prices when we don't even know what we're looking for. And thinking, just hearing AJ speak is, like, he's right. What what are we asking for? What is it that we need?
Is it governance help? Is it something else? I I I don't know. I wasn't there when we drafted the first contract, so I don't even know why we have it in the first place. But we need to really articulate what our needs are to then be able to go and search for someone to come in and support what our needs are. But the superintendent did pause a great set of questions here for us to grapple with. Is it the cost or is it the dissatisfaction? And we need to to to talk about it. Then what are we looking for to,
you know, as a follow-up and yeah. But we need to talk about it. Is it the cost, or is it the dissatisfaction of the service? Director Mallard. Okay. So to make some things clear, I wasn't saying that I would do this by myself. I would bring what I find to the body. But I will say in my line of work, the first thing we gather is what I call the requirements. And so that is what are we looking for, and then we take that to market, and we did get different quotes. Because even if you're satisfied with the supplier, it doesn't mean that it's bringing the best value or that that's the only person
that you might be satisfied. So I haven't been on the board long enough to be satisfied or unsatisfied with AJ. I just think from a from a business standpoint, even if it's a nonprofit, there's still money exchanging hands. And to Vicky's point, this isn't a line item that we have budgeted. So I do think it would be in our best interest to first come up with a list of services that we are interested in in gathering from anyone and then, two, get some competitive quotes to see, you know, maybe the what is it,
the greater schools council of greater schools, maybe they're the they are the best value, but I don't think at this point I have enough information to feel confident in that. Yeah. I just wanna I wanna speak on a budget issue. That that was a superintendent budget line item. I've talked to the superintendent about us potentially I guess, that money that he allocated for paying for great City of Great City Schools can be put into our budget so we can then afford it, whether it be the entire 40 or half of 40, and we come up with the other 20.
The superintendent has already said that he's willing to help us figure out that price piece when it comes to the contract. But it still has to come from somewhere. The board budget is also now going to include further am I using the right word? Stipends to board members that will be new in the budget. My understanding is that most of us will be receiving that monthly, so that's another dollar amount that gets added to the board budget. Money doesn't fall out of the sky. Lord knows I wish it would grow on a tree in my backyard,
but it doesn't. So where whether Superintendent Giles, his office, the board budget is increased by x number of dollars, they're coming from somewhere. I'm gonna bet the state's gonna produce some cuts for us this year. I've heard today that our state has now been frozen for some sort of meals or childcare or something by the feds. We're not gonna get money in some respect. I didn't read it all from them. How does that impact school based budgets? I don't know. I am not of a mindset to say,
yep. Let's just put another $40,000 plus, plus, plus. I don't think anyone's advocating for that, to just put the 40 in there and just just say It has to come my point is it has to come from somewhere, and I know all of us know that. Correct. And I I also don't think we should as much as we should be mindful about things that are coming down the pipeline, I don't think that should deter us from making the decision that is gonna grow our board and keep our board an effective board. So I want us to keep that in mind too. Yes. There are other compensating factors. Mhmm. But our board has been running effectively.
It has. And that's my point, president Duncan. We're council we're coaching you. Coaching you too. Yes. I believe we can continue to do that without the full support of the council. Great. That's my opinion. I'm making my statement. Okay. I hear you. I heard you. Yes, ma'am. Director Tomlin. Yeah. I think it does, yeah, I think it does make sense, to sort of review what it is that we still need, because, of course, when we started with them years ago, we were in a different place. Right? So, obviously, there would have been a lot more support that was needed at that time. But now that we have matured and we put systems and structures and policies in
place, because I I at first, my first thought was like, oh, every two years, you do get new board members, and we wanna make sure that getting them up and running is also that they will be the best that they can be, right, with the support they need. But, again, we're not starting from time zero. We've put a lot of work into where we're at today. And so I think it makes sense to see, k, where we're on the maturity of our governance model, where we think we still need growth or support in, And then then we can decide and go back, of course, to, Council of Great City Schools and let them know what it is that we're looking
for and then, obviously, and potentially other vendors. So it sounds to me and colleagues chime in. But it sounds to me that we're gonna bypass continuing on with the contract, put some type of RFP out for other organizations to come in and bid on that service. And if it's Council of Great City Schools, it's Council of Great City Schools. We'll get into a contract with them again, and if someone else would do that. But come April 1, when that contract is due and expires, we're We're just gonna let it expire.
If if I'm not hearing that, please chime in. An example, if I were to contact CASB or someone at CDE and ask them to refer me to someone to speak to about, an option that is not a council. Are we working with a deadline? Is this to whenever you can get it? Is it Well, the deadline is April 1. So if I were to contact those those organizations, would you want me to have information here at a March meeting? What what what am I doing? What am I presenting? What am I getting? I guess I'll pose this. If we are one to
not get into contract with Council of Grey City Schools again. We have beyond April 1 to figure out who our next partner is gonna be. If we want to get in contract with Council of Grey City Schools again, we can, but the current contract, as it stands, expires April 1. So we need to either determine if we're gonna get in contract with them to extend past April 1 or say, no. We're gonna let it expire, do our research, and go look at other organizations and come back and determine if we're gonna use you or someone else. And if we need to put a timeline on that, I would say August. I I can talk to people.
I can ask them their availability. Would I be asking someone if they have information to share for what we're asking for, would I be asking someone to come into a board meeting? What am what am I asking for? I She's not asking just me so, right? No. I'm not no. She's asking everybody. I I know. More to more to more to director Reinhart's point. Are we are are we gonna find out what we need before we invite others to come in and sit at meetings? Or, like like you were saying earlier,
president Duncan, the things that we we need, we would have to determine that first. Right? Like, where the place is or where the risk is or where the, the shortfall will be because we we can work in what ifs all day long. We know that cuts are coming. We know that cuts especially to, Medicaid, Medicare, which students and families primarily use in schools, that affects students in in large ways. We know that those cuts are coming. But, working in what ifs I mean, like like director Reinhardt is saying,
what does she ask for? What what should we be looking for? I see. Okay. My suggestion would be we spend the next two months creating our requirements as a board, and maybe this lends itself to the task force that we put someone as point. We create our requirements, and then we move forward from there. Because the other thing is even if the contract lapses in April, let's say we go April, May, June without support, I have faith in us as professionals that we can have a small lapse in
in coaching, support and pick something up. But I think our first step has to be the seven of us have to decide what is it what support do we want? And Oh, I'm sorry. Go ahead. So I hear you saying that you wanna start that task force. Yes. Cool. Is there someone else that would like to rent your tasker? Yes. Look. There we go. Look. See more information. I love research. I I'm happy to help. I'm I'm That would be a blessing. Don't know what I'm going out to ask people. I mean, I can make calls tomorrow. Yeah. That was the thing that I was agreeing with,
director Einhardt and director that we need to figure out our needs and our wants because we can't just have people come to the come to us and speak to us, and we're like, oh, that's great. That's great. And then we have the next person come we don't know what we're looking for. Mhmm. We need to make a list and define that and then venture out and look at other organizations. And I think looking at other organizations, you get to that point and that's you talk to them about what they have available. Somebody can come and define just pure policy governance.
It's a little bit different than this model. Somebody could come and define whatever the next model might be or levels of support like we have seen in here. But, yes, I think that has to happen first. Doctor Kiki? I would advocate we do all of that before April. I do not feel comfortable letting anything lapse. That's just me, but I'm talking as doctor Kiki's. And I agree. Because if we spend the next two months, April's, like, right there, and we're down to making a quick short decision. I'm think we should
maybe even next few weeks or something like that. Okay. Task force. I think I think mister AG I think mister Craybill had his hand up. He does. He does. He has a comment. Okay. Thank you all for helping me facilitate this meeting. AJ? Actually, the things that you all said was all that I was going to you all covered most of what I was going to say is that, what we would coach you to do in these situations is to follow through with, quality professional services practices. So one of the things that I'll share with you all is a guidance document that we provide boards about professional services,
but it basically says all the things that you all said. The step first thing you need to do is, consider what are your requirements. Most boards that go through this will put together a committee exactly as you all have described. That committee will be advised by your purchasing, department regarding what their RFP process is. And then often what people will do will, send out an RFP that goes through all the same normal channels. We'd recommend you do that for any type of professional services. One of the other comments was made. Also, you'll see in our guidance document, we recommend you go out for professional services every five to eight years,
because you don't wanna keep using the same people without reexamining. So all of this is just good governance practice, but I'll send we have a guidance document that covers all of this stuff, but it's basically the things that you all have already said. I'll send that, to, board services, send that to Claudia, and she can send that out to you all. But that's exactly what we would recommend to any board, regardless of what the topic was, whether it's governance support or legal support or whatever, that this is the type of rational process you'd go through. And And then at the end of that, you all will be in a much better place, to discuss these things and make a decision than you are today.
Doctor Kiki. So just to make to make sure I understand, the purchasing department only comes in after we have done our own homework. Is that correct, AJ? They're not doing homework for us. We certainly recommend that for governance professional services that the board needs to define its own requirements. Just like if the superintendent needed, to purchase something, his team would define the requirements. The board need needs services. The board needs to define the requirements. But then once you have those, his professional purchasing team, they can run the full process for you.
You all don't need to be, designing RFPs and all this. You have professionals who can do that. But what they can't do is they can't be the elected representatives. They can't be the ones to say, here's what we want to accomplish as a board, and here's the support that we think that we need, to those get there. You know? So, for example, the you don't want staff deciding, does the board want, episodic training, or does the board want, part time coaching? Does the board want full time coaching? Does it want support for individuals? Does it want support for the full board only? Like, those are all types of decisions around requirements that only you as board members should
be making. But then once you've arrived at those conclusions, then yes, you can hand that over to the Purchasing Department and they can run the technical aspects of the process for you, because that is appropriate. But you all need to be the ones deciding what are our needs as a governing team to help us be, at our most optimal effectiveness for our students. And like I said, you'll get a, I'll send that document to Claudia so you all will have that and be able to read through it, but it it basically reiterates these same topics. And one other thing I would add, don't be pressured or bullied by any timeline.
This is about your effectiveness. And so it doesn't actually matter when a contract runs out, never let that be kind of a deciding factor for you. Let your needs be the deciding factor for you. And, whatever you need, whatever support you need through this process, we're happy to lean in. We're also very happy to lean out. Of again, that's just something that you all would tell, us because the council works for its members, not the other way around. Thank you, AJ. Any other questions? Director Tomi? Yeah.
So just to clarify on next steps, we have our task force, director Tasca, director Mallory, and director Reinhardt. And then is our ask for them to, in the next, you know, over the next month or two to come back or at least work with us to come back with those requirements? Is that kind of the timeline we're looking at? I think if we're just focusing on the requirements aspect and following with the superintendent's agreement that we can use their purchasing people and process, then if this board can send us their thoughts of the support that we need,
we can have that by the first meeting in February or have a good start of a requirements document. I am more than happy to join, but I can't we can't have three of us together all at one time. I can be an air in the background. You need my phone number or whatever. But to put all three of us together is violation of the sunshine law. Right. Unless we publish it, right? Well, it would have to be A meeting? Yeah. It would have to be to be note of notice as a meeting. Yes. Within twenty four hours? Could it be that
if director Mallory and myself are on the committee, but we open it up to board members. If you find anything that interests you or picks your interest, you just send it over to us. That way, we're not meeting in a three or more. Yeah. And I I think when we did the policy review, we just coordinated with Claudia, and she would share it with the rest of the board members for input if needed, a shared document or something. Can I just jump in real quick? And I appreciate how AJ articulated what I was trying to say earlier. It's not that we can't support this work.
We absolutely can with RFP, but I didn't want us to be in front of figuring out what it is that you actually needed as a board. So to echo that, you guys do that upfront work, and then our team can jump in with the RFP process when you reach that point. Does that but we should be looking at who we want it to go to or the organizations that are available to send it to. Yeah. You can do that, but and we can, you know, push out to them. But I think more importantly is what do you want from it. Yeah. Yep. Also, I just I don't know if this matters or not.
But I think we need to keep in mind of what because I keep hearing director Reiner talking about policy governance. And student outcomes focused governance, to my knowledge, is not the same as policy governance. It's a form of it, but it's not policy governance. So if we're gonna go and search for someone to come and coach us, it needs to be someone who is doing student outcomes focused governance. Have we all agreed to that? That's the work that the superintendents' guardrails and goals are derived. I understand that. So, yes, we have. Okay. Yeah. And I'm saying been saying all along,
I believe we can continue that built around that same philosophy. I I know. What I'm saying is that the organizations that we're bringing to the table need to be representative of the governance model that we currently operate in, director Mallory? When and I'm not suggesting we do this, but just for my knowledge. When do we consider our governance model? I came into this. I I don't I don't know. I think as a board, we can, at any time, determine that, but we also have to be mindful of the impact that it makes when we
change our governance model. Yes. And we had those discussions five years ago when this model was adopted, rolled out, put into place. So And then there was this thing, whatever that came from that we were at, this five year mark, and then contracts appeared and then we have to renew a contract when some of us five years ago didn't know we had a contract. So there's a learning curve. A process. Yeah. I think it would come up if we if we determine all by data, and we're not getting the results we want. Right? I would say to answer that question,
we can consider our governance model anytime we want. We just choose to remain in that governance model, but it's not set in stone. If today we wanted to change and say, we wanna go with the cover model, we can just throw everything away and just, I'm just saying. Just to answer your question, I am not before anybody freaks out. Well, I She's answering the question. Start losing employees, though. So Like, I don't wanna joke about it. Like, this is serious. Saying. It is serious, but her question is also serious.
When do we consider? It's anytime. It's board work. It's just that. We just choose this one because that's what fits what we want for our students here. Any other questions, comments? Hearing none. GuardRail three discussion. I know I sent the email out about three options that we could consider. I heard from some of you. I didn't hear from everyone. So I figured we should put it on the agenda to have a conversation just to make sure we were all on the same page. Comments. Do I need to reiterate what it was? Yes, please. So option oh,
okay. Did you find it? Yeah. I Okay. I responded to your email. Do you need a comment from me at this point? Yeah. I'm just curious. So so the consensus was that we keep the guardrail and eliminate the controversial, progress measure. I know, Vicky, you say you wanted to eliminate it. Tiffany talked about changing some of the language inside of it. But the consensus was that we keep the guardrail and take out that progress measure. Well, I didn't hear from everyone, so I wanted to make sure everybody knew what our consensus was.
Mhmm. Director Mallory. Does, and I again, I'm not making any determination. I told you I would follow your lead. I just wonder, is this going to impact whether that whether this is a smart goal, and how will we determine now if we meet it? Well, it's not. Can you repeat that? Because this is a guardrail. It's not a bull. Right? Oh oh, still. Don't guardrails have to be met? Through the progress measures. Through the progress measures. So how will we tell if we meet it? The two progress measures. And just to clarify,
doc director Mallory, so this is a current guardrail that we have? Correct. And we currently measure it, and this is I'm just showing her the trends of what we've had historically. So they do the superintendent and leadership team can track it and has been tracking. It's yeah. So then we'd just be narrowed down to retention gaps and composition of APS educators. Is that correct? That would be the progress measure, and those are SMART goals. Any other question? Director Jasmine? Yeah. So I did answer your email. And I was just kinda thinking, like, if we did shift the language a little because I was thinking back to the
retreat where the goal or the guardrail was developed, and we agreed that using the term status quo was vague. And you right? So and there was, I guess, I think there was concern about going against was it title seven, I think. Right? And the going against the equal protection clause of the fourteenth amendment if we used it the way it's written that we discussed. And I was thinking about changing the language to the superintendent shall ensure that hiring
and retention processes are rooted in an undeficit ideology dismantling deficit based biases to ensure that all qualified candidates are evaluated on their on their unique assets thereby fostering a workforce that reflects the diverse needs of our students. And that way it avoids going against those things. And when we use the term deficit ideology, which has been used heavily, I guess, in the education field, we are talking about, deficit ideology is a harmful worldview that blames marginalized individuals and communities for their struggles,
attributing inequality to supposed internal feelings rather than systemic structural barriers like racism, poverty, and unjust policies. So yeah. Thank you, director. Mhmm. Thank you, director Tasker. Any other comments, suggestions, edits? Not the superintendent to take this back and present. What do you need to present? I mean, his team. Superintendent Johnson. No. No. I'll take the feedback. We we we what we've submitted, I I'll take I'll take time to consider what you shared, but it still comes down to how do you measure that. And that's where I think we get lost. And so at this particular junction,
I think what we submitted is what we recommend be the, the guardrail. Thank you, superintendent. We move on to our board's self evaluation q two. So you should have an evaluation sheet in your folder. And to our new board members, we do this quarterly. I mean, will it does it stop now? Well, I'll wait to ask that question later. You should have a scoring sheet in the actual packet that explains each. So on October 7, we were we scored a 66. So here we are in January 6. So for vision and results, we scored a 25 last time.
Are we still at a 25? If not, where are we? And to our new board members, I know this is your first one. So feel free to chime in where you feel comfortable. If you don't feel comfortable, you do not have to chime in. I remember correctly, we're waiting on the, community feedback for our goals, for defining our upcoming goals and, guardrails, which we've completed. Any reason for us not to be 35 out of those items that remain? Director Tasker. I I thought oh,
wait. Is this vision results for on vision? Who's this? Yeah. Yeah. We're in vision. So I thought it was because we were kinda questioning, on the root cause analysis, the board. And where we the board it says the board relied on the root cause analysis, comprehensive student needs assessment, and or similar research based tool to inform identification prioritization of potential results. But I could be wrong, but I thought that we were focusing on whether that's complete or not. What is your interpretation of that? Like, when they say prioritization of potential results, What are we looking for there?
Somebody have clarity on that? Is AJ still on? AJ, can you chime in and help us out? What what was the quest? We're looking at the third, bullet point in the blue column of vision and results. The board relied on a root cause analysis, and it ends with a prioritization of potential results. Could you clarify what is it that they're looking for in that third point third paragraph? Let's see. Okay. So this is specifically as it relates to the adoption of your goals. And so as that goal setting process is happening,
ideally, the goals aren't pulled from nowhere. Ideally, they're pulled from a confluence of what are what's the voice of our community on one hand, and what are is the reality of the needs of our students on the other hand. You all go gather the voice of your community directly through the listening. But the question is, how do you know what the needs of your students are? And that is the responsibility of your superintendent to provide that. And, typically, these this is just describing what are the different ways that the superintendent might provide
that insight to you, might provide for you a sense of what where the areas of highest need and highest leverage for students so that you can marry that with a community voice when you are developing your goals. And so the superintendent, ideally, has already provided you some of that data, but these are the different forms that that might take. It might take the form of a root cause analysis or a needs assessment or something of that nature. Is that responsive to your inquiry? It does. And I think, yeah, we we've done that. I feel confident we've done that with the data and the analysis that we've done that and that's how we came about.
Yeah. I was fairly confident the answer to this was yes. Mhmm. Alright. I feel strong 35. I do as well. I agree. The values and limitations? Oh, excuse me. Let me go back. Director Reinert. You're good? Okay. You good? Yeah. Director is she still on? Sherry, are you still on? Gail director Sherry, are you still on? I'm still here. I'm had to excuse myself for a moment. Oh, okay. Values and limitations. Last time, we scored a 10. Are we still at 10, or did we graduate to 15? I think this is also part of when we defined our guardrails and limitations,
same process of getting that feedback from our community. And then with the superintendent leadership's analysis of the data, we're able to reach that third first and third point. Any disagreement with that? 15 it is. Monitoring and accountability. Last time we scored a 20. Are we still at 20, or do we progress to 30? Do we invest no less than 50%? You know who's gonna ask. Is that like, oh. Yeah. I I don't know. I mean, yeah, That's, yeah, one of those things that I know. Only board work was discussed and or acted on during board authorized public meetings?
Mhmm. 20? Do we move to 30? What are you taking points off of four? I say 30. 30. I think it depends on the definition and who's defining board work. I'm more on a It's like the Tom Wing said we do, so we do. I was well, what about the the board invest no less than 50% of this total board authorized public meeting amenities month into monitoring? You're the timekeeper. I am. So how do we do that? I haven't done the I don't do the percentages, though. I just take the time. I could say yes. Mhmm. But That sounds good. I don't know if that would be I I would go out on a limb
and say that from the minutes you've reported out yep. Mhmm. Agree. Okay. 30 it is. Remember, this is about us. If they wanna prove it or We've been very hard on ourselves the past few years. Communication and collaboration, last time we scored five. What do we need to do to get to a 10? Communicate more. She's waiting for that one. The board schedule the second point in the blue column, the board schedules are no more than three topics for discussion. I think there have to be more I mean, some yeah. Sometimes and does it mean,
like, the board as in us or the because I I'm assuming we don't have to include things that the superintendent's putting in there. Right? Yeah. I'm a ask a bigger question. Is it three topics on open, like, dialogue or three topics you mean? Because, yeah, you mean, like general. I thought that last time we discussed this, there was something along the lines where some topics we can't necessarily help with being on the agenda. So we went ahead and said we do. I I could be wrong again,
but I thought that was what we discussed. And I think an agenda review was due. We did not do that. So probably need to go back if you look at the timeline, the implementation timeline. You will see that the agenda review was due, and we did not do that. What was he due? He can look at the timeline. I don't have it in front of me. It should have been due back in probably yeah. Thank you, Claudia. Okay. So we have a question about second item. So to answer your question about the three topics
we have. So last year or the year prior, we did an agenda review. That's how we came up with, you know, to minimize the time. We will have the, you know, stuff sent to us in advance, so that we don't spend a whole lot of time discussing that, unless, you know, it is needed. That was because we reviewed the full agenda and found out what we wanted to be sent to the board directly. That was due again. We didn't do it. Okay. If that doesn't matter,
then we are at ten. We can keep moving up. Yeah. Just let me know what page that's on. The agenda review. As long as it's between December and January, that's on me. So ten it is, or are we still out of five? My 2¢ is that I think we've gotten you all have gotten really good about cleaning up the agenda. I really do over the past two years. And to doctor Kiki's point, when we send information ahead, you review it, and it doesn't have to sit and go and consent. So I wouldn't be so hard on yourself around, you know, whether you have more than three items.
Cool. Yeah. I concur. It's a 10. Unity and trust. We were out of five. Oh, we were we were out there. We were out there. Ask if people know that was their last meeting. Are we still out of five? No reason we would not be. Uh-oh. It's the third bullet point in blue. Shh. We got new board members. You ready for your pop quiz? No. So it looks like we're going back to a three. We got two new board members. I'll vote three. Does anyone else vote five with director Tom Wing? Yes. Thank you. Continuous improvement.
We got a one last time. Are we still out of one? Can someone provide background on why we ended up at a one last time before improvement? Before we do that, for unity and trust, you put five down. Correct? Or three. Three. Three. Yeah. Three. Is it because we didn't have them or we didn't think we had them publicly displayed? We did. I know we do now. I do we no doubt. Was that we is that why we were one? No. We had them when we last Oh, okay. So why is it that Have we led or co led a training session?
Oh. No. No. Oh, yeah. Oh, we did during the campaign. Oh, that was I I can't hear you. I don't think we had During the campaign. Coming and covalent with yeah. So we have done that. I haven't, but So three? Central board, not a board member. Central board. So where at? Okay. Oh, the board includes so we should be out of five minutes. That puts us at 98 for the tour. Are we out of five? Do we go five or three for continuous improvement? President Duncan wants to go five.
Yeah. So so the it says the board included students as presenters. Mhmm. Prior to being prior to being selected, all newly selected board members received training on it, SOVG. But was it for math? So yeah. I'd say it's a five. I go I'm going five too. So, again, we're at 98. As long as it's not six, seven. Don't. Don't. Don't. Kids love it actually. I I have to ask is what's the highest score that any board has gotten? Because I think 98 is pretty I think we're the first. K. You know how stressful this has been the past two years?
I mean, not on our board, but, like, in general. We've been hard on ourselves trying to get up to master's student outcomes while we get there. It's a solid a. So I'm pretty proud of it. Let me go to my scripts. Are we all in agreement that our total score for quarter two evaluation is a 98? Is a 100 the max? Next up is our monitoring time. And right now, we're at two hours and thirteen minutes. So that's more than 50% of the time. So, I'm a get this one day. The next regularly scheduled board of education meeting will be held on January 13,
which is next next Tuesday. Do I hear a motion to adjourn? So moved. Second. I have a question. So sorry. The school assignments. Can I bring that up? One person has 17 buildings. And no, Doctor. Kiki has 17 buildings. Yeah. Some of us have three or four, some of us have seven or eight. I think this should be much more evenly distributed. I know it was posted in December. I didn't even notice it in the room. I didn't pay attention to it. I think this is unfair. It's not equitable. It needs to be looked at again. I appreciate you bringing that up.
All I said to Claudia is whatever is not taken I know. Can put on there so that it doesn't stay up in the air. Gotcha. But you can take any and everything. I would love to share. I would I just think it should be redistributed so it's more equitable, and I will contact you. And you've got 10 or so. I'll contact you. I don't remember, but I just that just doesn't look. I actually I actually spoke with Claudia. Oh, I put it in an email, so everybody probably saw it. But I I I kind of said the same thing that I thought that I
had more, but she did point out that, apparently, whatever I wrote, it was on there. I just didn't look at the second page. However, I know that we are able to go to any school that we want, as long as we let Claudia know and she can schedule it for us. So I don't mind whatever I have sharing with whomever wants it. I I I don't I don't mind doing that. I don't know if you all can hear me. I don't think it's yes. Thank you. Oh, okay. I don't think it's a matter of who has what school. I just think it should be more fairly district. Director Mallory. I was gonna say, I also sent an email because I was under the assumption that we would we
were writing down, like, our top choices, and then what was left over would be evenly distributed. So I was a little caught off guard when I only got three. I so I don't know whether we want people to and I don't I will serve any school. I will be the I will go to anywhere that the need is. So I'm not particularly picky, but I do think if we could make these more even so that we each have, close to the same, I think would be a good step. I don't think anyone is opposed to that, how we do it.
I don't I don't think we should put the list back up and then go through the process over again. I think to doctor Kiki and we also said it at the retreat that if there's a school that you won or a committee that you wanna be a part of, just let that person know and take it. If it's me, clearly, I have some that you may want or Keke at doctor Keke at 17. If there's some she you want from her list, just just take it. I don't I don't want it to be an issue. No. It's not. It's not that it is a specific school or two schools or three schools. It's the distribution should be more equitable,
I believe. Yeah. Okay. But I will contact you. I guess I'll take the list and split it up, and then just distribute it out to everybody. So Well well, yeah, that I was gonna ask. Does it do we have to go by list? Can't we just, I mean, do we have to have school assignments? Can't we just go to certain schools in districts in in our district? Or I don't I don't know if that's Yeah. I I think, traditionally, there's been school assignments. And I I think they're important, especially when our district isn't like,
when we're all at large and we're responsible for the entire district, I think it's important for us to ask for something. Contact. A building has a contact. Yeah. That would mean that you can't go to another school, but to have a contact, I think, is the point. Okay. Thank you. Yeah. There's a motion on the floor and has been seconded. Do I need to repeat it? So the motion was to adjourn. Who made the motion? Second. I did. I have director Tasker, who motioned and director Mallory seconded. Am I correct? Claudia King Carl. Yes, sir. Director Charrier? Yes. Director Duncan?
Yes. Doctor. Kiki? Yes. Director Mallory? Yes. Director Reinhart? Aye. Director Tasker? Aye. Director Tom Weing? Aye. Thank you. We are adjourned at 08:24. Thank you. Recording stop.