Good evening. Uh, this work session of the ISD279 school board is being held in the forum room of the educational service center on Tuesday, May 6, 2025. The work session is being audio recorded. The recording will be made available on the district website within two business days after the work session
has ended. With regard to the audio recording, our communication staff has asked that we share a friendly reminder. The side conversations during the work session are picked up by the recorder and can affect sound quality. Also, conversations during transitions between agenda items are on the
recording as well. The intent of the schoolboard work session is to allow for schoolboard discussion of topics. Work sessions do not include an opportunity for audience members to address the board. To acknowledge attendance this evening, I'll ask that all present at the table state their name starting with
the person to the left. Tanya Prince, school board member. Erica Foster, school board member. Keith Tay, school board member. Kelly Parart, assistant superintendent of secondary schools. Steve Flisk, assistant superintendent for the elementary. Brian Bass, assistant superintendent for equity and
achievement. John Morstead, executive director of finance and operations. Kala, executive director of community relations. Anthony Patternis, executive director of technology. Ivon Schwarz Land, executive director of human resources. Brian Severson Hall, executive director of community
engagement. Amy Moore, general counsel. Sarah Mitchell, school board member. Kelsey Bass, school board member. Kim High also agrees. And I, Thomas Brooks, schoolboard member and present. Uh, the purpose of the schoolboard work sessions is to build trust and teamwork, to exchange information, and when
applicable to provide direction in order to facilitate efficient and effective decision-m at regular board meetings. Dr. Hy, will you be sure to check in? Yes, thank you. So, thank you, Vice Chair Brooks and Chair Princ. Board members. We're excited today to give you an update on attendance boundary
changes. And so I'll have Kay introduce who's speaking with um so my Yes. So Superintendent Hy and school board members, thank you for this opportunity to update you. Um executive director or director of operations, finance and operations John Morstead will be
assisting in um sharing more on the next steps here. But our presentation tonight will share the process done to create proposals, summarize community feedback, and review the recommended scenario. Um we also have some members of our core team here with us tonight. um principles
David Branch, Jeff Zastro, and Brian Chance. And I know Tisha was going to u make an appearance sometime tonight as well. So um thank you. Um just a little bit of um history on why we are doing this now. So um in the simplest way, it
has to do with where our students are going and what schools can hold. This can obviously change from year to year or decade to decade even. The Enrollment and Capacity Management Advisory Committee or ECMAC has been monitoring enrollment shifts in conjunction with our school building capacities for the
last several years. Their most recent reports have detailed that a significant enrollment imbalance exists that is to the point that it should be addressed. Specifically, there is significant growth in the northwest portions of the district and future housing and redevelopment are expected in these same
areas. In addition to this, there are also some district schools that are under capacity. ECMAX work helped to form 2023's building a better future referendum. Um during that time, the oversight task agreed that with XMAX suggestions and additional facility
space became a part of the referendum in 2023 as a result. Again, thanks to our community support of building a better future in 2023, a new elementary school and additions to Maple Grove Senior High School were approved to address the space constraints. During the 2023 building a
better future referendum, it was additionally noted that attendance boundary changes were needed no matter the outcome of the election. With the additional facility space being added with the community referendum support, attendance boundary changes would be limited to elementary and middle schools only and thus impacting fewer families
as promised. So just to be clear um for those listening in um there are no changes being made to the high school. We understand that community members make lots of decisions based on their household school assignments. So this process is not something that we want to be doing often. In fact, it's been more
than 15 years since we've last done changes on this scale. Although we've come to a point where it's needed. So this is a quick look at our timeline that um that we have taken as part of this change process. It started last summer with the establishment of a core
team including uh and it included three in community engagement opportunities and is concluding this month with a review of the final recommendation and board vote. So, the review is taking place this evening and the vote will occur on May 20th. As a reminder, our communication
goals were to have clear, comprehensive communication that was timely and easily accessible, understandable, avoid of misinformation. We also wanted to make sure we were easing anxiety with communication that reflected the district's care and concern for staff, students, and parents, and caregivers.
Also, we set out to create opportunities for our audiences to share their thoughts and ask questions. And last, but certainly not least, we wanted to maintain the students enrolled in our district. This is a look at um the community engagement numbers that we had. Um this first one highlights the
thought exchange and that is really that first community engagement opportunity that we had asking our families, our staff, and community members what they'd like us to consider as we go to the drawing board. Um the next two are those that attended the two community two sets
of community informational meetings we had. So we had two in January. Um you can see some attended and or live streamed and then have seen the recording afterward. Same with our two communityformational meetings in March. Um we definitely had a lot of people
going to our website and checking out the information. So over 60,000 views to our boundaries website since um we shared about this change process in uh on January 14th originally um with the scenarios. Uh we've had two hotlines at the district level. The better future
email which we had 175 emails to that thus far and then 19 phone calls and I know our schools um have been getting some questions additionally to this but that's our um kind of our main hotline numbers. This is a look or a word cloud from our first community engagement opportunity. That one about
considerations. So the core team really kept this at the forefront of their work. The that exchange question posed to our community was what should uh be considered as our community works to create new attendance boundaries at the elementary and middle school levels. The topics most frequently mentioned were, and you can kind of see this standing
out a little bit in the word cloud, um student social networks and neighborhood schools including middle high school alignment, um minimizing disruption, proximity to school and transportation efficiency, class size, future housing developments, diversity and equity,
safety considerations, a lot about roadways specifically, and then open enrollment. So as a result of this first community engagement um some community built parameters were established um as part of that work. Um these uh really guided
the next steps um and these were all used to create the scenarios. So um just wanted to go through them real quickly here. Um, centering our core values, ensuring scenarios can function in our system, ensuring scenarios have longevity, following established class
targets, considering number of students impacted, considering demographics, uh, connecting schools level to level, keeping neighborhoods intact, minimizing non-adjoining uh, areas, maintaining current walk zones, maintaining safety
standards, avoiding lengthy travel time on buses, and complying with laws. policies and agreements. Um, as John will share in a little bit here, these parameters have been adhered to as much as possible in each of the proposed [Music]
scenarios. Um, before we jump into the scenario specific feedback, we wanted to u share where the responses came from. So, as part of uh both the uh January, we'll call it um community engagement opportunity and March community engagement opportunity, uh we had two um
surveys that went out as part of that and that's where the majority of our feedback came in uh through. So, uh feedback survey one in the blue is from January and the orange is from the March. Uh so, you can see not surprisingly um the majority of the responses came from parents and
caregivers, but we also heard from students. We heard from community members that don't currently have students attending our schools and staff members as well. This is a chart um with the um greatest participation in order. So this is the both surveys combined. Um so the
top um areas that we received information from were Maple Grove followed by Plymouth and then Brooklyn Park. Maple Grove was fairly representative of the students attending our schools that reside in that city. Um, Plymouth, however, was uh the outlier with about a third of the total feedback and 4% residential makeup of
our district. Brooklyn Park had nearly 13% of the feedback, but makeup of the residents in our district are at about 35% of this. Um, seeing an under representation from Brooklyn Park and Brooklyn Center early on. Additional researchers were made to elementary and middle school families in these two
cities, including cables at conferences, flyers, and backpacks, and distributed at pickup and drop off times. We have some fire information in in school e- newswsletters. Uh we did see some increases in this but not um quite where we were hoping to get to
it. This is a sample. Um so really the core team just showing um the depth um to which uh we really tried to analyze the feedback and u where it was coming from. Um, this map was one of the tools, an example of how we really dug into
seeing if there were some, um, even areas or neighborhoods that had some consistent concerns or what some of the things were behind that. So, we could really zoom in and see um, some specific information um, with so all the red houses represent um, in this example the
um, January feedback that was received. Uh, participation by language. Um, these are from both of the surveys. combined. So, um we had um about 2,300 community members participate in the surveys. Um about 1250 on the first and 1046 on the second. Um and we had about
0.2% of those participants um utilize a different language. Um we also had our RSV BP form um share languages. So, we were able to connect ahead of time families um that were requesting um information in a different language u which was helpful.
So, I'm going to turn it to John now to talk about the presented scenarios and the community response to them. Thank you, Kate. The core team talked through several possible scenarios late uh late fall. These were whittleled down to four that most closely aligned with a community built parameters. Scenarios
one, two, three, and four. Of these four, some adhered to certain parameter parameters more strongly than others. This second community engagement opportunity was a great way for the core team and cabinet to see which parameters were most important to our community. All in all, community members
favored scenario two fairly strongly, while scenario three was least liked with a similar strength. Scenarios one and four were consistently in the middle, but the feedback on scenario four was a bit stronger on the lack of longevity. The full report details the community's pros and cons for each of
the presented scenarios. Based on the community feedback in January, scenarios one and two were moved forward with some tweaks. The tweaks include, starting with scenario one, balancing capacity between buildings to include current in district transfers and current open enrollment
students, shifting Fernbrook Elementary school boundaries further west, adjustments to Elm Creek and Edinburgh schools boundaries to account for future development. reduce the size of Woodland Elementary's boundary to balance capacity for indistrict transfer and open enrollment
students. For scenario two, some similarities um balancing capacity between buildings include in current indisters and open enrolled adjustments again to Elm Creek and Edinburgh for future development. Reduce travel distance to the new elementary by
shifting the southern area back to Fernbrook Elementary School. reduce Woodland Elementary School's boundaries to balance capacity for indist transfer and open enrolled students. The updated scenarios were presented as scenario 1A and 2A. It was noted that these were not
exactly the same as pre previous scenarios one and two. A lot of the January 14th and February 7th community feedback requested phasing in or special considerations be made for certain grades. Even though the schoolboard procedure 558 prohibits the district
from offering in district transfer to impacted schools during an attendance boundary transition year, the core team and cabinet agreed to offer special considerations for fifth and eighth grade students in the 2026 27 school year. These students will have the
opportunity to maintain enrollment at their current assigned school. If families with fifth and eighth graders decide to stay at their current school, transportation will be the responsibility of the family. The new opportunity was presented during the February 28th and March 21st community
feedback opportunities. So now the feedback on 1 A and 2 A. This shows that most participants rated 1A as a one or poor. And this shows that participants
rated 2A as a five or excellent. So, all in all, scenario 2A was by far the most liked, which impacts fewer students and is more efficient for our school system, most notably transportation. The full report details the community's pros and cons for each
scenario. Based on the community feedback from February 28th and March 21st, scenario 2A was the final scenario chosen by both the core team and cabinet. Two edits were discussed that have been incorporated into the final recommended scenario that is being
called amended scenario to a final recommendation. It's a mouthful. That's okay. The two tweaks include um the very northwestern part of Edinbrook's boundary will switch to OIO Middle School and all of the Sundance neighborhood will remain with Fernbrook
Elementary School where it had been previously split. Approximately 2,000 elementary and middle school students would be impacted by this scenario, which is about 320 fewer than the January's initial proposal and 120 fewer than the March
proposal. Some of these strengths in this scenario are its low number of changes, functionality within the system, including efficiencies with building use and transportation services, the elimination of non-adjoining geographic areas, and an improved feeder-like structure as
students would move with classmates from elementary to middle school. This scenario would last for the foreseeable future. At the elementary level, neighborhoods would remain mostly intact as more natural barriers, major roadways, parks, creeks, and lakes are utilized. All but
one school building would be within their own attendance boundary. Oak View will be adjacent to their boundary. This means students closest to each school would be able to attend and potentially walk. At middle school, non-adjoining geographic areas that currently exist near Northview Middle School would be
eliminated. All but one school building would be within their attendance boundary. BMS will also be adjacent to their attendance boundary. Again, meaning that students closest to each school have the potential to be able to walk. Please see the appendix portion of the report for more details on how each
school is impacted by amended scenario 2A, the final recommendation. All right, next steps. So, once approved, an update will be shared with families, staff, and community members. Some of these audiences will hear further updates as fine-tuning work will need to take place
with special education school assignments and transportation routing. One elementary school in particular will likely be moved to an earlier start and end time to better accommodate busing, moving from tier 4 to tier three. A
school staffing process will also kick off. School staff are still needed to service our students throughout the district, but they too will need to be balanced. This means some staff will be transferring to other district schools to address student educational needs and support alongside the new
attendance boundaries. The district will follow the processes set forth in our labor contracts to do this. Please know our goal is to ensure families and staff are informed and warmly welcomed as they start their new journeys in the fall of 2026. Every effort will be made to help
make this possible. Changing attendance boundaries is one of the most challenging projects a school can district can undertake. The participation numbers show that our community strongly engaged in this process and appreciated the opportunity to share their ideas and thoughts.
Several community comments were received about how well this change process was organized and that they genuinely felt heard and valued. In conclusion, the final scenario, amended scenario 2A, final recommendation, has been built in partnership with our community and is
thus unanimously supported by both the core team and cabinet. So, we'll we'll wrap up with the let's close the loop slide. The information we just shared is a whole lot to ask you to digest. So, we want to make sure and double check that there is
anything that seems unclear, something you need to feel fully equipped, or anything that would strengthen our shared communication, please let us know. Board members, any questions? Have a question. What would be the earliest um start time for an elementary school
adjustment that would be made? Um, so when you're moving from tier tier four, so we we do our there's four tiers. Let me let me just start with that. Start with high school, middle school, the first wave of elementary, the second wave of elementary. So I believe the
first wave of elementary is about 9:00 right now. 8:50 to 9:00 is where their start time. Yeah. And then the other one is 9:30. It's 40 minutes apart between each tier. So what we're proposing is taking one school off tier 4. We need to move two schools, but we have a new one
coming. So, we'll just put that in tier three. We need to move one off tier four forward to balance the number of buses because as we move kids and shift there that we created a little discrepancy and there weren't there were more kids in the late tier at those schools than there are in the earlier one. So, it's
just shifting one school. Um what we've already found in a initial conversations with um elementary principles is they are lining up saying me please. So, it's going to be more which one do we choose? um their transportation has some recommendations um and and we'll kind of
work our way through that. But again, they said on Yeah. So, so is 8:50 still the earliest? Yep. So, we're not changing bell times. Y I'm good. Can you explain a little bit more what you mean about the special special
education school assignments? Yeah. So, um, while we're doing this, we're also trying to balance where special education is offered in the district because today we have a number of schools that due to capacity reasons
either did not offer it. An example I'll give you is um today Basswood doesn't have any special ed um specific classrooms within the school. So, we're working with student services have made some suggestions on where those should go to rebalance and and Mr. Zastro over
here would tell you with the the size of his school and the capacity we had to pull a lot of programs away. We'd like to be able to put those back so we have much more balanced what I would call full service elementary schools. Um and so that's what we're talking about trying to get special ed available in
all sites so we don't have to transport as many kids as many places to do that. Um then each the goal is that every site for elementary can offer a four-star program and a specialed programming on site. So again, we're trying to serve within our neighborhood as many people
as possible. That also helps us on the back end reduce transportation to not have to move kids building to building so much. So we've been looking at these reports since last week. So I think we've dug into them quite a bit. Um and as far as a question like feeling fully equipped,
I think um the package that we have with the detail and which is available to the public, the important part that's got every school site and some explanation about what the change is and why I think is really really helpful. Um, so I feel um fully equipped personally of kind of
all of the communication and interactions and adjustments and I've appreciated that throughout the process um board direction and input has been taken in multiple stakeholders. Um, and I think the fact that we haven't had any
public comment I think on this like nobody's come in right and had expressed concerns like we have one sorry but I but I think it just illustrates like the degree of engagement that people have had there's been the right mechanisms in place um
for people that participating in the process. I think that's really good. I was curious if the principles had anything to add or if you want to share with us while you're here. No, this has been an exhaustive process and he and John have navigated input from more
directions than I would care to in my career and have come to I agree this kind of detailed information. I've been in OSA 23 years. I think this is efficient and effective as we've ever been on the whole community process. I would add too I think there I agree
with Jeff and I think the changes they made like they shared about um allowing fifth graders to finish their school year and eighth graders however the team came to that but it was really through feedback in the process.
So, I think it was I think the team the whole core planning team and Kay and John said they were going to listen to input and make recommendations based on what was listened to. And that's just one of probably three or four examples at least that I can think of. There
might be more um that were true, right? So, you anytime I think you um follow through on your word that's going to help, right? So that seems obvious, but that's not easy to do to Jeff's point when you're getting a lot
of feedback from a lot of different directions, right? But I I would say I I experienced the same thing. I think people followed the team followed the input they gave. That's why you see 1 A, 2 A, and whatever you called the final
recommended amended just report. So that I would just add that to the space. I thought that was pretty impressive when they would come back and say, "Here's the changes the core planning team made based on the community gatherings and definitely not the
I say anecdotally too when you're sitting there talking with families as they were kind of in the in the sessions even if it was something that they didn't necessarily like or it meant something different for them. Um, repeatedly I heard families say, "Well, thank you for listening and engaging in
that." So, um, that was that was really good to hear sitting there because not everybody got what essentially what they had hoped to get out of it, but I think they got heard. So, that that's what was shared at least at the tables that I and a
tremendous just amount of work was done to everyone, everyone was in the committee as well as uh King and John, all of the staff members that came to these sessions to sit at the tables and led the work. EMO um was very aggressive
very much a district um and community. I think it definitely went a long way towards that concept of transparency and trust building it with the community and this whole process really put a lot of um a lot of chips in our court for how how transparent we've been in this
process. And I've told you guys this the whole time. I I've been super impressed by how the process has been handled. Um, and as a board member, it makes it really easy to go, "Yeah, we have full trust in this process and here's who you talk to and they're going to listen." Like the second meeting I went to,
excuse me, somebody came up and told me something. I said, "Well, here's who you go talk to." And she's like, "Are they going to listen?" I said, "Absolutely they're going to listen. They may not do it." Um, so just even the flexibility, I really appreciated that because I know this isn't an easy process. And um I
think it just earns us a lot of trust with the community that you guys were willing to be flexible on items. Yeah. And I was um straight up dreading this whole this whole thing when I heard about it. So um but I've been like
really pleasantly surprised with how this feedback has just been like amazing. uh like the number of responses we got, the number of forums and you know different ways we've reached out to folks. It's it's just been really cool to see. So yeah, appreciate it.
I mean I would concur coming back from the board I was like oh god like to this you know um what I really really appreciated is that you know when we talk about community engagement it isn't just us telling people something you know it's really about a two-way
relationship and I think that this is like this has been like a really great example of how we've done that because I mean even those first sessions I mean people were upset about some things you know and I think that you were able to take that and kind of like okay like
take the you know bring it back to the team and you had like a great team um very diverse in every way you know um coming together and I think just um being very responsive um while recognizing the complexity of it all I mean you even talking about the transportation like oh my god I would
not you know that's that's a lot of work um to to do that and we have um such a large district the other thing I was kind of going in kind of is kind of wonderings about is just where are we getting the feedback, right? like and we
you know you know and and really engaging and like talking to people and I think that intentionality of going back to look at like okay who are we hearing from like to me that's like I know it took like a lot of extra work on everyone's part and you all have lives
outside of this and so um but you know like even to me as a parent you know I mean that means a lot you know that just that extra care um is really important um so I I just kind of want to ask you guys like what are you most proud of of this process? I'm
curious. You weren't ready for that. Everybody's looking at me. Um, I I think um just reflecting back because I've done this um before in a previous role and I just
think that um this process the way we laid it out just made it so that people could really feel like they were heard throughout it. Um I think holding space helped with that a lot. I think because you come in with emotion. This is an emotionally driven in my viewpoint,
right? It's an emotionally driven topic. Um, people are coming in hot. Um, I remember talking to one parent like thinking like the color codes meant something and they were afraid to speak up um in the large like they thought it was going to be this like open mic sort of a situation. So, I'm like no, it's
not about that. We really um want um to hear what you have to say and and having there were so many people that came as a team effort, our core team. um we had um admin assistants help us out extra hours to really like make those groups small
and intimate so you could have those one-on-one conversations. So I think just by structuring it in that way um giving ample opportunity we did continual reminders. So, like I just I feel really proud of all the team that came together to make it happen. Um
because it it takes so many to really come up with a solution um that is going to be um something that can hold in our district for a long time because we don't want to be doing this again time and time again. So, um proud of all that team effort, proud of the team effort
just to respond to people and interact with people. Um, so, uh, it's it it just was amazing and I just feel, um, cuz I have to say like I like you kind of dread it a little bit too going into I have to say like but
just after this experience I think that like it can be done well and it has to be done um in tandem and really getting to know um the the community too so that that people can express their their concerns and and feel that they um are getting
their thoughts that's expressed as well. So I don't know if that was just the right she did a good job. I to add one thing to that and I'm going to actually use a term that K coined which is communitybuilt solution. Okay. We came
into this with no agenda. We just knew there was a problem and the problem needed to be solved. And you can look at the current maps we have and pretty much figure out, oh that's probably that seems odd. This seems odd. we we probably need to make some adjustments. That's pretty much where we started and
then we said to the community, okay, what what's important to you? And step by step, we we never in that process did the district say or did we have a meeting that said, which one do we want? We let it just work itself out. Um, you
know, so, so I think that's what's really cool to me and what I'm proud of is the fact that we could do that and see that to the end and didn't have to interject. we could just say, "Nope, we're going to take your feedback and make some tweaks and then you tell us if that's any good and we'll do it again and we'll just keep doing that until we
get to a solution that seems to work." So, that's that's what I'm proud of. But it's K's turn. I just wanted to agree with K that, you know, we held space. We truly held space and we truly allowed everyone to be valued and respected and
we didn't hijack it. We didn't come and hijack it the way we wanted. There was so many times where people would come and go, "Are you truly coming to this cause or does this matter?" You know, and to let our um community know that their voice matter that you're important
because know I live by that. So, so I'm excited that this is how it's supposed to work and we're sending examples to other districts of how to work around. I'm a little competitive, too. I do hope you guys present this at MSBA sessions for the community built
solution. Yeah, I don't have much else to add. Um I echo everything that was um said by board members and admin. Um, it's like it's pretty simple, but I appreciated
the extra level of detail and uh with the data in terms of walking us through how we got from the initial scenarios where we are today um versus just showing us the different scenarios and having us come to our own conclusions. So, I thank you for all the
work on this and um I will have my fingers crossed that everything continues to go smoothly over the next couple of weeks. So, um All right. Uh Dr. Hyle, back over to you. All right. Thank you. All right.
We're going to blow your mind again. Okay. Here we go. So, once again, thank you and your friends and board members. We are ecstatic tonight that we're going to present what marks another step towards our commitment uh for transparency in our district and
accountability in service of what our missions are, our core values. Thank you, gentlemen. Um um and our strategic directing that was adopted back in December 2021. So, as a district, we have worked to be intentional about
aligning uh our systems to support our scholar success. So that has been our main focus and the vision cards are one of these key ways that we track and communicate that progress. So if you may remember back in January we shared the why behind our work in our vision cards because we wanted to reimagine what they
should look like. So the update centers about three big goals this evening. It's going to center around how we going to go about eliminating redundancies. So we have a clear picture of what matters and how do we provide high level meaningful
data that helps you and our broader community to see exactly what we're doing as a district and how do we become more closely aligned uh each measure to the strategic priorities that the board has provided us. So what you'll see this evening will actually reflect strategic
direction C and D. So these two directions focus on the following meaningful community engagement and operational innovation and excellence. And all of this works towards that our foundational work of building trust and having sustaining impact. So this
evening uh Dr. Bass will be reporting with our other superstar team and I'll let him introduce. Thank you uh Dr. Hy. Good evening, uh, Chair Prince, Vice Chair Brooks, and members of the board. Um, to say I'm excited. I don't even know if excitement is is is Yeah,
absolutely. Um, we've enjoyed how much time we've had to to really sit with process and trying to make this as transparent in terms of what we mean by strategic alignment. So, with me this evening is Dr. K, our director of learning and achievement. Senator John
Choy Aristad. Um uh Tom Watkins wasn't able to be with us this evening, but we've we've got it also um presenting on uh some of the communication and marketing pieces will be K uh and uh the recruitment and retention pieces in D. Uh Ivon Schwarz will be joining us for
for that piece. So team effort all the way around uh today. So um yeah. Okay, there we go. So um our outcomes include uh the following. first to learn about and discuss the data measures for
the high priority initiatives for for strategic direction CN. And so this is capturing what we talked about in January, the items that we want to keep, but then how do we um add to that so that we really tell a thoughtful story out and up out um out uh to you and and
to the community. And then the second one is this is where some of that excitement and and bubbly energy is coming from is this uh we're going to explore the enhanced alignment between strategic priorities are strategies that we're using in the system and the
measures or the metrics that show our implementation fidelity. So what are the actual things that we're doing at sites and across the system to to reflect that there's fidelity in our efforts. And then the last piece then is on our cards would be the impact. what do we see growing and having impact with these
efforts across uh the system so that we are achieving our mission. So that's where we're headed tonight. Um this is a reminder slide for newer members to the process. Uh our vision cards serve as critical data points toward the realization of our district's mission.
And so as Dr. Ohio open in her comments. Uh we have the strategic road map um that has our mission, vision, core values and strategic directions that you all set and approved officially in December 2021. Then we have vision cards that help us monitor our progress. Uh we
look at the school and department operational plans as the space where we identify what is this work that we're prioritizing that aligns to these strategic directions that you've set for us. And then our monitoring reports go into greater detail giving you the highle pieces but also some of that
granular level data that gives you even more of the story. Again, here's our strategic uh priorities document. As we've said at the beginning of the slide, this is about C and D and C is to promote inclusive participation of our community
and provide timely, relevant, and easily accessible communication. Uh we had a lot of conversation around what we mean by that. uh and then what metrics really help us understand the extent to which we're doing that what strategies are helping us with this and then the same
with D create a system of operational innovation excellence accountability and sustainability and so trying to to to do this in a way that we've had time to sit with these strategic directions for three years and and what we understand about them today versus what we
understood in that first year when we were trying to say okay what measures really speak to this that we already capture in the system and now we're looking at it like no no what measures what metrics capture this and if we've got to create some new data we're going to create new data in order to make sure
that we're showing not only implementation fidelity but that we're having the growth and impact we want to see so I don't know if I'm talking too fast or not but I'm so anyways uh all right next slide so this is something that Dr. Ohio um has shared not only
with you all as a board but also has reinforced throughout our system and our leaders are using this language about alignment alignment alignment across the system. And so in tonight's presentation this question this question of are all of our initiatives aligned to the
strategic priorities. Well, tonight is is a way that we're trying to capture that in this process of articulating this. We didn't want to in this first iteration have like 15 to 20 different strategies and trying to like map this whole process out. So we just started
with a couple right to get started this year and then we'll build on that each year and add more and more transparency to all of the things that we're doing. But in order to help us not have overwhelm and we only have so much capacity and so much time. Uh this we we
we're starting on a smaller scale. So, not all the data will be populated yet, but but this year, next time, we'll be excited that we'll have a really full and complete card. This is kind of the beginning articulation of this of this realigned and reimagined version. So, is
that my last? That's your last one. All right. So, good evening everyone. I'm going to apologize for double devices. Uh Dpack is actually meeting right now to finalize it report that'll be in front of you for in a couple weeks. So, that's the other computer. Um so, thank you for your time tonight. Uh we also
partnered with a national nonprofit called education resource strategies and they work with districts across the country to sort of align not just the strategies, outcomes and measures but also the financial pieces of that. And so what you see on the screen is sort of what we call the system strategy
snapshot uh that has priority strategies, expected outcomes and measures. That's where we're going to focus our time tonight. And then as this vision card steering committee learns more and gets better at aligning things and clearly articulating and being very
uh mindful about how we what we're focusing our time, energy and effort on we'll start talking about the return on investment piece as well. So when I was a classroom teacher for 18 years and one of the things that I always talked about was what's the biggest lesson what's the biggest point of my lesson for the day
and that is this slide right here. Like if there was a quiz at the end this would be what my quiz would be on. Um but it's really the alignment of how everything sort of flows together. So we have our strategic directions. Within each strategic direction, we have a high priority and a focus priority. And
that's really what is what's the most important things we want to achieve within that strategic direction. For each of those priorities, there's one or more expected outcomes. What's the goal? What are we going to be measuring? How are we going to determine if we've met that priority? And then there are
several strategies underneath that. We'll highlight a few of them for you tonight in each of the strategic directions, but there could be several of them. We're not going to go into detail on all of them tonight. Uh the next place is that process measure. So along the way, how are we checking for understanding? How are we checking that
we're implementing things with fidelity and that uh whoever is in charge of implementing that knows what's happening? And then lastly is are those outcome measures. How do we know if we're having impact and success with each of these? So, we'll walk through this for several of our strategic directions and our
priorities and focus priorities. And right now, we're going to just jump into strategic direction C. So, we're going to take a look at that same graphic. So, our our highest priority is to standardize the use of communication tools for timely, accessible, and accurate information.
And the expected outcome there is that 90 plus% of our district and site communication is timely and accessible. We have two main strategies that we're going to talk about tonight. the implementation of the district communication plan and the other strategy of the implementation of school communication plans. Our process measure
is going to look at the usage and engagement with the communication tools. And then our outcome measure is the family stakeholder survey. And we'll talk about how they tie together. So again, this is just another way to look at it. We've combined C1, which is that highest priority, standardize the use of communication
tools, and C2, fostering inclusion for diverse community voices, engagement, and collaboration. And there are three strategies that really work in tandem to accomplish those priorities. Our, as I already mentioned, our district communication plan and our school communication plans, but we also have
our family and communication community engagement rubrics that we use to sort of monitor our progress and look at that from a a higher level. So, we've identified those and then we looked at our process measures, our implementation measures. And you'll see that some of them are in this indigo
color and some are in black. Anything in indigo is a measure we currently have in our system and that we use. Anything that's in black is something that is in development. So, in our process measures, we have our advisory committee participation data. We have how our sites have completed the face rubric. We
have our usage and engagement with communication tools. On the outcome measures, we also have our staff stakeholder survey and our family stakeholder survey. What's in development is our senior exit survey to look at that preK12 experience and our community survey. And so with that, I'm going to
turn it over to K to talk about the usage and engagement communication tools. So the process measure of usage and engagement with communication tools uses data from talking points mass notification and parent view um also known as synergy um the family
communication component of that with talking point staff can send a message or announcement to family members in English and it is automatically translated into the family's home language when family members reply that is also automatically translated back into English. For these measures, we are reporting the number of messages and
announcements sent by staff to families using Talking Points during the first trimester of each of the last three school years. Messages and announcements both increased to more than three times as much from fall 2020 to fall 2021. Um
they returned to baseline levels in fall 2022 and increased again to the progress range in fall 2023. In the fall of 2024, talking points messages reach the vision range and announcements return to the baseline range in fall of 2024. Our second measure on this card is
our mass notification data. This is the system that our district and school teams use for regular communication including voice, email, and text. Both regular updates and emergency messaging can be sent through this system. Our new SM'more e- newswsletters, they've been around for about um a year, year and a
half now for all of our sites. They're also used um we can share them via this tool as well. Messages can be autorated through the system. However, our system uh chooses to utilize our multilingual specialists um when possible so that more accurate messages are shared uh via
this route. Language line information is included on the bottom of all emails. Our fall 2024 mass notification median message delivery rate of 86% remains slightly above our baseline rate of 85%. Our third measure for priority C2
is the percent of parents using parent view. Parent view allows parents to check attendance, course grades, health records, high school credits, test scores, and other student data. The information systems department began reporting parent view use data in January of 2023. The average across the
months of January through March for students in grades K through 12 were used for this report. The baseline level for this priority was 87% and it's increased slightly to 88% in 2024 and remained at 88% in
2025. These are some future um I know in your report you had a link to some of these things but we'll dive a little bit more into these um moving forward. Um so these are process measures especially our community relations team takes a look at regularly. Um so the website um
like who's uh we take a look at this weekly who's visiting our website what are they looking at um and it varies from week to week to week and we can see what people are interested and adjust our coverage based on that as well. Um social media is pretty um similar to
that but seeing if people are engaging on the posts that we're sharing what interests them. Uh also our media coverage we take a look at weekly as well. Um are the things we're regularly sharing information with our uh media professionals are they getting covered? Are we uh in our local especially our
hyper local so like the Sunpost Preston news um CCX was our kind of our hyper local. We want to make sure we're for sure um getting captured in um those media outlets. Um but we also take a look at our you know is our name out there you know in WCCCO or other even
national outlets. So, making sure that we just know what's going on and that people are reaching out if they if they should be. Um, and then our e- newswsletters as well, we want to make sure that um those are being read and um things are getting clicked on. So, seeing again what people are um taking a
look at contentwise. I would say too with our switch to more e newsletters, we switched as a district um a little bit after our schools did and I would say we're definitely receiving some more engagement on that. So we'll dive a little bit deeper in our next go round of sharing um about C um so you can
learn a little bit more about these process measures as well and then I think I'm turning over to Jen. Yes. Okay. Thank you. Uh the staff stakeholder survey is another data source within this priority and specifically we have four questions
within the environment and communication scale. Not all staff respond to each question. The table shows here who responds to each of the questions asked. Um, and staff will respond by
selecting strongly agree or always or agree or usually. So, this scale saw an overall improvement of 5% going from 75% during the 2122 school year to 80% selecting often
or always. The largest improvement at the survey item level came from staff create space for me to provide feedback regarding my scholar and staff used my feedback to support my scholar which showed an improvement of 11% across both
survey items. Jax, what's the asteroid one for 2025? This one's only um up at the top 2025. I think it was um in the monitoring report it said the
number of um respondents. Oh, thank you. Thank you. Um okay, thank you. So this slide shows the family stakeholder survey inclusive communication with community scale. This survey was most recently conducted in
the spring of the 2223 school year. A scientific sample based on district demographics of families with children enrolled in the district was used and 1,339 families responded. The scale is
based on the following six questions and the percentages show the two most positive responses often and always for each survey item. The scale saw an overall improvement of 5% going
from 75% during the 2122 school year to 80% selecting often or always in the 2324 school year. The largest improvements at the survey item level came from staff create space for me to
provide feedback regarding my scholar and staff used my feedback to support my scholar which showed an improvement of 11% across both survey items. This next graph shows that those same scale percentages segmented by student race and ethnicity groups over
the last two survey administrations. And in 22 or 2023 24 Asian families had the highest ratings at over or over overall at 84% followed closely by black families at
83%. And although not among the top percentages, rates among white families improved the most over time with an 11% increase in positive responses. And this graph shows those scale responses broken up by student service
groups. So students receiving English learner services um had the highest percentage at 84% followed by those receiving free reduced price meals at 81%. Students receiving special ed services had a scale rating of
79%. And the largest improvement over time was among families of students receiving sped services with a 5% increase. And last but not least on the family stakeholder survey, this graph shows those same scale percentages broken out
by families um with students at the elementary or early childhood, elementary, middle school, and high school levels. Families of students in early childhood had the highest percentage at 88%. This was followed by elementary
school students at 84%. Families of middle school students had the lowest percentage at 73%. And the question within the scale that brought down the average at the middle school and high school levels the most was school staff have helped my
scholars set goals for their future at 42% and 54% respectively. I'll turn it back over to Brian. Okay. So, this concludes um what we have um to share this evening on uh strategic
direction C and those uh process and outcome measures. Um we we share with the board uh last week that we were going to pause and process some of the data because in previous uh presentations on vision cards, it kind of went on and on um and lots and lots of data and not a lot of opportunity for
us to pause and process. So those questions were shared with you um and they are here um in the prompt. Wanted to allow you just a few minutes um there are post-it notes. There should be some by your placard or by your um seating area. And if you want to just jot down a few thoughts to the questions that you
may have had prior to this meeting. If you have if you don't have notes with you um if you have notes with you then you're ready to go but take uh like three to three three minutes here just to jot down a few thoughts that you have for each of uh the questions there. The first question around alignment um how
well do these measures uh the metrics that we've shared tonight reflect the strategies and priorities um for strategic direction C. Our second area um for question is priorities and action. Where are these measures feeling strong in showing progress and where
could they be even better to connect to our goals? And then our last one is this outandup focus to you and to our community. Do these measures clearly communicate our progress out and up to the board and community or are they still feeling more internal? Um, and
what could strengthen this community connection that we seek to have with how we're communicating our progress? So, we'll pause here. I'll set the timer on 3 minutes and then we'll break up into um two groups of three to to process.
And I think we are um situated uh Keith, Erica, and Tanya. And then Thomas, Kelsey, and Sarah in terms of our two groups of three to to share out um our thoughts. And then we've got chart paper here behind us where we can put our post-it notes uh
when we're done according to the questions. So, we have that to bring back to the vision card steering committee. I'll be quiet now. Four, three, two, one. All right. So, which group would like to jump in and get us started with feedback
and thoughts? [Music] Go ahead. Thank you. I think we'll all, you know, participate, but um so one of the things that kind of stuck out to us is like it's very clear the communication. It's very well done. Um we've had great
results. Um I think one distinction we were kind of wondering because of the vision card is like um kind of discussing the difference between communication and engagement because it seemed a little later on engagement and along with that like one of the rubrics were like for example the face team or
like the face team rubric I'm saying that right? Um, yep. And is the the ex so a couple questions is is the expectation that that team is the the engagement team and if so I mean are they they have such a lean staff like we have a huge district and I
mean how are I mean how successful could they really be with I don't know six people or how many people on the team and so just some clarity around their their role um in that I mean I think that we've all talked about the boundary process of
like it kind kind of speaks volumes to as it relates to it's like a perfect example of kind of communication and engagement although you know it's like one time every like 15 years and so like how do we kind of um take that and like model that on the engagement side
because I think the communication side is very it's clearer you know um and I just want to personally add as a parent I um I mean I see the communication all the time all the time for my kids school and I always joke like I have two middle schoolers. I
don't have time to know what which teacher goes with which of my students and it's up to me to make sure I'm reading it. You know, it's nothing to do with the district. Um, and I just want to put a plug in like I love uh talking points. I think that's like a great addition because it's just easy. It's
like text. Um and so I think that I think we can give a little bit of light on uh the school's operational plans and uh family and community engagement shows up on their operational plan. Do you all want to talk about like how how
principles are approaching that? Sure. So as part of their uh three are operational plans. So in addition to uh having plans around reading, math and uh student behavior, we also have a a
subset all around family engagement. And so all of the principles have to have steps whether it's standard uh learning work rather that they're doing this coming year, implementation work or the standard work. of the three columns that we use for the three-year operational
plans. Every single school has to have a plan for how they're going to engage families and they have to have steps in their plan and work the plan and be very very intentional around that. And we have them use feedback from our um family community stakeholder surveys
that are sent out to the families. And so that helps inform their plans, but it it yes, they have to have very strategic specific steps that they're going to do each year to engage families. And I would only add for the elementary as
well. Um I would add too that we encourage them and and many of the the leaders do connect with some of the phase team to really sort of think about how to develop that plan. Where what are we missing? Um what should we be considering? And and so there's there's
been kind of a nice sort of relationship that has evolved. I'm sure there's more that could be leveraged, but that that does definitely show up. So our hope with the FACE team is that it's helping to teach us how to fish as opposed to doing the fishing for the school, right? That they're teaching them and building
that capacity. Um and that rubric is asking each of the principles to self assess their school's effort at the engagement piece. And if you look, they're honest. They're not giving themselves high marks. They're saying there's a lot of room for improvement around learning these evidence-based practices that contribute to families
coming in and being more engaged. So, I think as we go like year-over-year and we get stronger and stronger at this um we'll see we'll see more and more progress um in engagement. But this is K's team went out to sites. I was just going to add that. Thank you for teaming
up, Brian. Yeah, we went out to sites all last school year to talk about school communication plans and I know we've been talking a little bit about that in the presentation. So, every school now has a school communication plan. Um, so working with a lot of these tools because we have so many tools to communicate like what should you use,
when should you use it, what should we be using at the classroom level as well. So, um, a lot of them had some sort of thoughts but we really fine-tuned that. will continue to check in with them on how that's going and and a lot of them have that on their um operational plans that uh Kelly mentioned um and probably
will be adding more to as we go forward here. Yeah. I mean, I think that I mean, I and I'm just now kind of going off script from our earlier discussion, but I, you know, I remember when we established again, Brian, like the community engagement piece that had been like a previous board had talked about it, they didn't do anything and then we
came on because wanting to ensure that, you know, engagement was a huge piece of what, you know, our priority and so I think just um knowing that they're a small team and knowing Yeah, and I agree like you know, the schools need to that's part of their you know, the principles and work and stuff, but Um,
just making sure I think we don't want them to feel like when I we see face rubric it was kind of like we don't want all of it to be on them, right? I mean, and so just some more explanation about that cuz they are I mean I work at Henipin County and like it's a huge place and you
know it's hard to have like one group kind of be the the the main people to do all the things, right? And so just making sure I mean for me just wanting I think it's such a great team to make sure they have the support that they need um to do to do that and to teach that and to kind of model that
engagement is really important. Yeah, they authored the rubric. Yeah, I I Yeah, I just we have some thoughts about how we might help. Okay. All right. Other feedback. Well, and I think we all agreed on the standardizing um the communication the participation with parent view. I was kind of blown away by
that. That's 88%. Yeah. I mean, that's impressive. Um, I don't know if we're already getting to one of the concerns, the number the lowest, the 42% helping reach goals um with students. Was that we were talking about was that only at the middle school level? High school, right? Middle and high school. Middle
school. Yeah. Middle was 42% and high school is 54%. Okay. Okay. So, yeah, that was just another um concern just looking, you know, how we're going to address that going forward. So we actually have uh an advisory program improvement process that we'll
be starting to look at our 612 advisory program and so getting to that very issue. How are we helping them make sure they have students have goals but also have plans for what happens after they graduate from high school college and career readiness. That is something we're working.
All right. Is that okay? All right. and our other group. So I'd say we would probably echo some of what they said like there the words in C1 and C2 communication inclusion engagement
collaboration and I think um some of the measures it seems really heavy communication versus engagement and inclusion and the expected outcome being 90% um of communication that feels disjointed to that's not the expected outcome I have for engagement or
inclusion like that it's measuring C1, but it doesn't feel like it measures the expected outcome for C2. Um, but I think like so we were just kind of talking about like kind of how the different metrics sort of fit or didn't fit or
there was gaps or room conversation or even just refining that language in the two priorities. I wonder if maybe there's too much in there even or like if we need feedback that it's like well there's like so much in this like do we need to do any refining even
possibly so that it's clear or like which one needs to change almost yeah and I I love this really small by fall of 2028. So is that is that eventually kind of make it over into the expected outcome bucket? That's kind of the idea. Okay. So this is just
the 2025 focus. These will be the the next area focus and stuff. Sorry, that was my really small print. So um those were the things. Um so we haven't developed a community survey yet. So, those are some of the things like if we were to um look back at our
district-wide communication plan, like some of the goals and objectives that we had in there, um some of those things would be getting at um whether or not we were achieving um what we set out to achieve. So, um those would be some of the things that we could include
potentially as question types on the community survey. We need to work through that a little bit. So that was just something that we wanted to keep um top of mind as we as we work through that. Yeah. Because I mean to me that's the kind of like maybe some of the really exciting stuff that's going to happen, right? is is the actual
stakeholders feedback like just yeah feeling informed and understanding and yeah it's kind of like their experience um and like the quality of our communication and engagement I would say overall like if you look at like the family stakeholder survey the staff
stakeholder soon to be senior exit survey and community survey like that will give us that full kind of what is their experience picture if that makes sense. Yeah. Yeah. You know, one thing I was just thinking and I like I love I love the senior exit survey, but also
I've had a senior who's, you know, was completely checked out her senior year, like couldn't care less. And so even like a end of junior year, cuz I think that like my daughter really want to go to school her, you know. That's why I in one of
our my I shouldn't name it, but in my prior district, in order for them to complete their graduation requirements, they had to that's what our high schools do now have as well. It's part of their cap and it's a check off thing graduating to finish this. Well, this this is fantastic
feedback for us to be able to say, okay, we've hit the mark on the communication efforts. Now, how are we doing on the engagement and the experience side of it? So, we'll make sure that as we look at those new uh tools that are coming on, new surveys that are coming on, they're going to give us some outcome measures around that that we're that
we're making sure that we have engagement represented in those uh metrics. So, thank you for that feedback. For the sorry, I had a couple thoughts in the last two questions. Do you mind? Sorry. Um for the priorities in action, we are really strong in
showing the results. Like it's very clear there's a lot of data there, which is fabulous. Um, I saw a growth area for why like why are we seeing these changes in results, especially where there were large jumps. Is there anything we can contribute it to? Like can we tie it to something so we're understanding the
what's driving those factors? Um, and then for the out and up front, I said definitely I feel like this is well communicated to the board. The community might struggle to access it and unpack it. They because they just might not know to look for it.
um when I wrote it note on the back here for myself. Um and then like even in how this is included like for me I'm all about summaries and so even just adding a tagline of this was our goal, we achieved it or this is what we're going
to work towards and I know sometimes that highlights discrepancies between meeting a goal and not meeting a goal but I think people are always I mean it's that it's on that transparency like you can't fix something you don't know is broken. Um, and so even just highlighting that like, hey, we we're
totally nailing this right now. We're at our baseline and having it right on that summary. I love call outs. Yeah, the up and out. Um, you know, that being kind of new to us in through this experience. I do wonder I think the
board has different needs in the community. So, and I think this is the intention's always been for this to be a to the board. How are we doing? So, I would say I just I just don't know if those are always the same thing. The community might need maybe different
measures or different headlines. A headline. Yeah. Yeah. You could boil it. I mean, the K team can boil it down and make it I think the community wants to know like are schools well performing or like it's just a different set of information that
they're interested in than the board from a governance and oversight perspective. I just I just I just wonder if we can even accomplish both. Just just a curious wondering in this field because I I always think about like when I see you know like the grids from year to year, right? It's like oh we're up and
we're a little down and we're a little up and we're you know what I mean? But like are we doing good? You know what I mean? At the end you're just kind of like you know because there's just variability and stuff throughout the years and things. So, and then understanding right where we were placing our focus at that time. You
know, maybe that's why some of those other things fell and this one kind of gained. But yeah, I did appreciate that you guys broke it out into a smaller thing to look through tonight. Like that was super helpful to have a
more focused approach for tonight. All right. Thank you so much. All right. Well, if we want to return to our seats and we'll jump into strategic direction. uh measures, strategies,
priority, expected outcomes. See, uh and I love this initial framing of as you all uh tackled the questions like so what do we hit the mark on? What might still be a gap there? Um as we're as we're listening to the presentation like what's what's
what's standing out in terms of the analysis that we just activated. That's awesome. Me. Oh, okay. So, as Dr. Bass said, we are going to move on to strategic direction D. Under strategic direction D, our highest priority work is to refine district department and site
operation plans to serve as a tool to monitor the impact of continuous improvement efforts on student achievement. The expected outcome is that 100% of district department and site operational plans have been developed and used for continuous improve monitoring continuous improvement. Under this uh work we have
two main strategies that is our operational plan and our system staff stakeholder survey. Our implementation process measure would be looking at the completion of the three-year operational plans and our outcome measure is the staff stakeholder survey.
So again in uh strategic direction D we have a high priority which I just talked about and then we also have a focus priority which is the ensure consistent systemwide implementation of evidence-based retention strategies. So those are our priorities. D1 for strategies we have our enrollment
marketing plan and we also have our operational plans and for D2 we have our recruitment and retention plans. So for process measures, the vision card steering committee had lots of conversations around process and outcome measures and how to tease out what's a
process measure and versus what's an outcome measure. And so we didn't select any outcome measures or process measures, comma yet. Right? That's sort of the work in processes teasing out which part portions are implementation versus impact. We do have again impact
measures or outcome measures. Uh the ones in indigo are measures we currently have which are student stakeholder survey, our family stakeholder survey, the percent of staff of color in our system and the percent of staff of color retained. And then we have two that are in development. Our marketing or sorry I
think I messed that up. Our marketing within community relations plan is also in is developed and our percent of operational plans. Those should be bolded indigo as well. And then our staff stakeholder surveys in development. We'll talk about that in a moment. Okay, this is you. All right, so this is
um these are numbers you're seeing for the first time. Um potentially a little bit capture rate is probably something that we've talked about um as as John uh goes through the enrollment trend presentation um annually. Uh but this I just wanted to explain this a little
bit. So this is um as uh we mentioned outcome measures. Um so really this is helpful in um making sure that as a school district right we're continually um maintaining our students or even increasing our students right to be a
viable school district u from a financial lens right that's something we need to do so um we've done some um more focused I would say marketing efforts like trying to increase that enrollment um over the last um I would say this last school year very heavily even more
So, but have started probably about two two three years ago um pushing that a little bit further. So, we're looking at all the data that we have and we have some more data um that we have had even in years past and we'll continue to try to do that um with our community survey. So, you can see that's not quite um
here. Some of the questions that we might ask um just for an example on the community survey would be like um are you proud of our schools and would you recommend them to other community members would be a good um question from a marketing lens that we would want to ask. But on the top row here um for data
that we have currently um we're talking about enrollment numbers. So, um you can see uh kind of the baseline was if we and we might tease this out because we talked about some different ways we could capture this. But, um for this year, we focused on, you know, are we um
m uh maintaining or or slightly increasing or um going dipping below 150 students? Are we we were considering oursel in the progress um if we were go u above 151 to 300 and then envision if we're above 301. So just looking at our
November 1 numbers for the last five years here, um we were at baseline in 22 uh 2023 and 2024 and then we made some progress um in 2025 here. Um so definitely um and as we u talk with
schools because we as you know like just one example of a tactic that we've done recently is a school choice fair that's fairly new. um as we work with schools a little bit more, we want to ensure that um that they're seeing these numbers and the progress um being made too um from a
school lens. So K question, is this enrollment numbers for both grade? Is this K12? This is K12 transition. Yep. K12 K12. Yep. Good. Very good point. Um the capture rate um this is something that we've talked a lot about with
schools. Um and I know that we've discussed with the enrollment trends, but this the capture rate is the um thinking of the our attendance boundaries, those that live within our attendance boundaries and those that have children and attend our schools. Um
so because we have right uh families can choose charter schools or private schools. So these are the families that live within our boundaries that are choosing us. Um uh I've had a lot of conversations um with other colleagues um throughout the state and and nation
even um to have a healthy um capture rate you need to be above 70%. Um we have now we're all in the red um and and as intervene based on the scale that we created because we are below um 70% but
you can see um we made um8% am I remembering that correctly because my slide um we made some gains though last year and I I really think it was because of that strong um marketing push that we did this last school year um school choice fair like I said just one example
of many of that we've really done some tailored um efforts um with regard to social media as well. Um and then the student retention rate that's um a new number. So we're taking a look at um K12 like are we from like in cohorts right
year 1, year three, year five. So what you're seeing here is a year one like are we retaining the students that we have enrolled? Um so based on the scale that we created at this um current moment we again might need to dive into
that a little bit more but um for 2122 um we were baseline and then uh just a little and then a little bit of a jump um in 2023 and 2024 and data is still yet to come for 2025
and I'm going to kick it over to do you have a number for the is kind of like you said the healthy um capture rate being above 70 is is it above 80 or what's the healthy? Yeah, I haven't I don't know a lot of the districts that that do this so I haven't been able to
get as sure of like a healthy number but I'm researching that a little bit. That's helpful. Yeah, I I think we're fairly unique in the fact that we're capturing this which is great. Um it's just it's obviously time to to dig in
and to keep that going. Um but like I think we're fairly unique in that we have that data set. So but I will be looking into further like what is that that strong number. Yeah. I mean every district is so different like I know like I work at the in my real job I work at the Brooklyn Center and like they
talk about they always get people from other districts most of their you know so it's hard to compare. So moving on to operational plans. This is our theory of action. This outlines a resultsdriven improvement cycle that begins with the development of three-year plans at the site,
department, and district level. The three-year operational plans are aligned with strategic directions. And each plan sort of details if it's an A, B, C, D, or E. And these plans are where sites, departments, and the district identify the stat strategies. Progress is monitored
routinely with both qualitative and quantitative data to make sure and it can be done in a variety of ways. It might be at a formal PLT meeting, a data dig, a principal PLT, or in just smaller conversations. Based on this data,
adjustments are made to ensure the desired impact is achieved. This continuous process ultimately cultivates a system that promotes operational innovation, excellence, accountability, and sustainability. The strategies in the operational plan fall into three different categories. Learning work,
implementation work, and standard work. Learning work is where we do the research, the testing, the piloting, uh the learning of is this going to be a good fit for AIO area schools. Not everything is a good fit. Those things don't make it into implementation work. When something makes it into
implementation work, it's when we start securing resources, creating processes, providing professional learning to those who are involved with implementation. It's also where we develop those process and outcome measures to ensure successful implementation. And lastly, we have the standard workware. And this
is established when at least 85 or 80% are applying it effectively based off of the process measures that have been identified this year. 100% of all of our sites and departments have completed the three-year operational plan. So we are uh that is our baseline year. It's also
at vision. So uh we feel pretty successful with this measure. The student stakeholder survey measures the student perspective on how we are doing at achieving our mission. There are three scales or groups of questions from the student stakeholder survey that were used for this priority.
So we have achieved dreams, lifelong learning, and classroom learning. Because there were significant revisions to the survey for the spring of 2024, it was treated as a new baseline. New school ranges were developed around the new baseline, and the results for spring will 2025 will be added once they are
final. We continue to report the percent positive, which is the percentage of students responding yes, always, or mostly less yes to each question. This can also be thought of as the percent agreeing. So our first scale is going to that we'll look at is achieve the dream
achieve dream scale. The percent positive for each question on each scale in spring 2024 ranges widely reflecting different aspects of each scale. Students in grades 5 through 12 responded to these questions. Fully 84%
agreed they have dreams for their future but only 48% indicated that someone at school helped them identify their dreams. Again, this is where we brought in the program improvement process for advisory to ensure that that number starts trending upward. Do we ask the littles this question? We only ask 5
through 12. Thank you. Yeah. Lifelong learning students in grades 5 through 12 also responded to the lifelong learning scale. Although the percent positive was similar across the four questions, students were slightly more likely to indicate that they plan ahead and make
good choices and less likely to say that they ask for help when they can't figure something out on their own. And lastly, the classroom learning scale was for all students taking the student stakeholder survey. So, grades 3 through 12 take this student stakeholder survey. 73% of students indicate that
their race and culture are important and valued in what they are learning. And 52% said that students avoid getting distracted by cell phones during class. And 70% of students found what they you learn in school is useful.
This graph shows the scale percentage segmented by student race and ethnicity group. We can see that white students had significantly higher agreement than all other racial groups on lifelong learning. Black and white students had a higher percentage percent positive than Asian students on achieved dreams and white students reported higher levels of
agreement than all other groups except Hispanic on the classroom learning scale. Now, Jenna will talk about the family stakeholder survey. All right. Uh the family stakeholder survey innovation, excellence, accountability, and sustainability scale
is used as an outcome indicator for this priority. And as mentioned earlier, these results were from the 2324 school year and represent the responses of 1,339 families. And we had four questions in
this scale. Families who received the survey could respond to these questions by selecting never, not often, sometimes, often, or always. The percentage reported here is the combination of those two most positive
responses. So often, and always, and it's average across all four questions there for that overall median of groups. The trend data from the scale show that items within the scale as well as the overall median of groups uh group rates of positive responses
have increased. The item my scholar is provided with the appropriate technology they need to learn remains at a higher rate with 94% responding with the two most positive responses. And the item with the largest increase in positive
responses from the 22 to the 20 24 administration was uh school staff have helped my scholars set goals for the future with an increase of 11%. So this graph shows that same scale segmented by our student race and
ethnicity groups. These data show increases in the rate of positive responses by families of white, Asian, and American Indian students with an increase of 11% among our white families, 10% increase among our Asian
families, and 4% increase among our American Indian um families. positive responses trended downward for our families of black and Hispanic students by three and six% respectively.
Our next chart shows the scale responses broken out by our student service groups and students receiving English learner services had the highest percentage at 91% followed by those receiving free or reduced price meals at 86% and then
students receiving special ed services had a scale rating of 82%. There was an increase in positive responses among each of these groups from the 2022 administration. And the next chart shows percentages of positive responses among
families with students in early childhood, elementary school, middle school, and high school um as we saw previously. And specifically, this chart shows that families of students in early childhood had the highest percentage at
91%. This was followed by elementary school students at 89% and high school students at 79%. Families of middle school students had the lowest percentage at 75%. The question within the scale that
brought down the average at the middle and high school levels was, "School staff have helped my scholars set goals for their future at 54% and 65% respectively. All grade levels showed improvement in positive responses to the scale over
time with the exception of early childhood for the focus uh work in strategic direction D ensure consistent systemwide implementation of evidence-based staff staff retention strategies. The expected outcome is to strive to grow our workforce to be more representative of the scholars and
families we serve. There are two primary strategies, individual career paths and crossf functional training. A process measure is the percent of employees receiving stay interviews and an outcome measure is the percent of staff retained. And here to talk more is Ivon.
Thank you. Um Dr. kind before I uh talk through um just the trends that we've seen over the last several years, I'd love to just highlight um two of these strategies that were that talk about the two strategies that we're highlighting today. So, we know that building a
strong, engaged, diverse workforce requires us to be intentional with our recruitment and retention efforts. Um the two strategies that I'd like to highlight today are individual career paths and crossunctional training. Um, with regard to individual career
pathways, we're committed to supporting and developing uh the and develop the de development and advancement of underrepresented staff through targeted programs that directly align with our workforce and district needs. One of the ways that we bring this to life is
through our career pathways programs which are supported by grantf funded initiatives including our grow your own grants. Excuse me. Um the grow your own programs uh focus specifically on uh supporting
uh bipok black indigenous and people of color professionals and it plays a crucial role in expanding access to license opportunities especially in special education which we've um as you all know we have um you know certainly uh shortages in that area and it's a
high need area for the district. Through these efforts like grow your own programs, we're not only building a more representative workforce that reflects our student body. Um, but we're also creating sustainable career trajectories for our employees. And then a second
strategy that I wanted to highlight tonight is cross functional training. So this initiative is designed to provide our staff with training opportunities that are aligned with individual professional goals and broader district goals. By engaging employees in cross
functional learning objectives, we support their development and pre prepare them for future leadership roles. This approach helps us to identify internal talent, support succession planning, and foster stronger connection between the day-to-day work and the long-term goals. And we
definitely like to think of it as multifaceted. It could include formal training. It could it could include experiential learning. Ultimately, it's a win-win for the staff in our system. And I wanted to highlight um some of the data on the next slide.
Thank you. Um which shows you the trend over um about the last 12 years. And so I'm going to um maybe just speak to the um the data that's broken down by um smaller groups, licensed staff of color,
non-licensed staff of color, and administrators of color. And so you can see um you know, our trend has been uh we have been trending in the upward area in terms of having our workforce become um more and more diverse. um it's no se
secret that there is a national teaching teacher shortage um and that our licensed um staff and our licensed staff of color that that's been a slow um slow progress. That being said, when you look at the trend between um 2020 and 2025,
we've actually made some really um nice progress. Um and so over these last five years, we have 19.2% 2% of staff overall um that identified as um uh persons of color and this was up
13.8% from 2020. So again um you know if you look at all of these groups um you can see that uh in the above chart you can see that in 2023 and 2024 we were making more significant progress towards
our vision. Um and in particular, you know, with that overall demographic, more significant progress with our licensed um teachers of color. And then we are in 2025, we are at vision. Um again, the work is never done. Um but we
had a we had set a vision um or goal for over 18% and we um achieved that goal at 19.2%. And then with that, I know there'll be time for more questions later, but I'll turn it back over to Dr. U. So
benefit eligible, I would say about 2500 total about 4,500 because we have a really large 10 casual workforce. Say that again. So um basically full-time is 2500. Total workforce is about 4,500.
So again, just a slice of some of the data that we're going to be uh populating uh for this vision uh card as well. And so we're at the point where we want to pause. Um I think you get a the essence of what we're trying to do in
terms of this this strategy snapshot of seeing uh an expected outcome, a goal, what are the strategies? Um Ivonne, thank you for that narrative on those two strategies of individual career path and cross functional training. Those aren't terms that we necessarily hear frequently uh at board work session. So
thank you for that additional background on those pieces. And then we looked at those uh those measures to show how we're doing and the progress that we're making. So, um, as you'll see some of these, um, it'd be great to have your feedback on when we hit a at vision, you
know, how aggressively then do we get to reset to a new baseline that we then aspire to an even greater goal. So, that's something that we'll also when we start to hit those those uh measures of vision, where do we set it after that? So, we'll pause here um and and give you
again some individual time to reflect on now strategic direction D and the information and data that we've shared um in in the context of those three questions and then we'll break up into those groups again and give you uh time to discuss and provide us with some feedback. I recognize that um we could
have had more time but um we certainly even the feedback that you gave us was was phenomenal um for the amount of time that we are setting aside. So we'll set uh the timer for 3 to 4 minutes here for the indivi independent time and then we'll um meet in groups and that was more like 12 minutes last time. So we'll
stay with 12 minutes. We're ahead of schedule too. So this is great. All right. We can again stay where we're at and if we want to uh start with this side first since they started first last time. [Music] Yeah. I mean, we had like a lot of
different thoughts and reactions. I don't know that we have like one group thought out. Um, okay. So, um, so I think like to me the way that I read this one was how do we know we're
excellent? So, I struggling with the system of operationalization, excellence, accountability, sustainability. Um, it didn't feel like these are like operational continuous improvement type of things. So what I said back is that okay it seems like this is saying how do we know that we're
excellent from a staff perspective a community perspective and a student perspective. So I really like the student measures as far as if we're excellent we're achieving the mission. So that made sense to me that those were the measures and that's the defines that
were excellent in the district. Um enrollment data was really good. I think we didn't understand the marketing with community the data source versus marketing within community relations but whatever we didn't know what that meant but the enrollment data is meaningful and well aligned with um our district of
excellence um I think we said that the operational plans completion doesn't necessarily give us indication of quality or kind of okay so it's completed what does that mean Um and uh yeah, recruitment um were
good. Those were good measures um for kind of a staff perception if we're an excellent school district and good recruitment and retention numbers. So this one felt well aligned to me from that perspective, but it also had a lot of different
measures which can be I don't know. Keith, do you want to elaborate on that perspective or Well, I mean I like this. I love this view, right? Um because I can see um so the intent is to get the D like the C because I mean then I can
kind of like draw, you know, conclusions between how these kind of continue to roll up into each other, right? And the relationships there when when we still got the list, it's it's hard, right? It's hard to kind of it's it's a long list. uh and it's um
yeah how they interrelate and how they you know affect each other and things like that is kind of lost right with this. So I I I love that we're kind of going in this direction for sure. Yeah. Yeah. We we slowed down and we said, "Okay, so operational innovation, how do we measure that operational excellence?
How are we measuring that?" Right? And so we look at the operational plan as a structure that helps us progress monitor, right? and how are we using that as to cycle through a continuous improvement cycle around the major
strategies that are outlined in our operational plans. Right? So, so it's it's an implementation measure, right? But again, what are the actions that we want adults doing with their operational plan that is continuous improvement work and monitoring the strategies that
they're implementing, right? So when we looked at that theory of action, it was so it's not just they have a plan, it's that they're actually tracking their progress and implementation and that it's having the desired impact. And if they do that, then we are cultivating
right um um operational innovation and excellence. And with learning work, learning work is that space for innovation. So as as uh Dr. K read that description, that's where we research and pilot new practices emerging in the field. And we're trying to see whether
or not those things work in our system. And if they don't, we don't implement them. If they do, then we choose to implement them and take them to standard work and uh and strategically invest in them and apply resources to them. So, but we hadn't thought about this or had this dialogue or this conversation about how are we defining operational
innovation? How are we defining operational excellence? And our consultant was like, well, what's your theory of action? What's your logic model say? And so, we're like, what? We get to learn how to make a theory of action. Okay, great. So then we we uh we identified uh we identified the these
these moves would help us know that we have continuous improvement cycles. And so our survey for staff will ask them about their experience participating in continuous improvement efforts specific to this theory of action. So I I I think we're going to get closer to having some
metrics, some outcome metrics that that have our staff report on what their experience is with oper. Um, so we'll have a new scale that'll be continuous improvement and a new scale that'll be innovation and they'll talk about their experiences with that. But that yeah, that's definitely a gap like in the
process. Yes. Yes. Yeah. It's helpful to hear your thought process, too. Thank you. He'll share with you anytime. I would connect with them at 1:30 on Tuesdays. So, if you have a portable whiteboard, that'll be great. Yeah. Good call. All
right. I just have a question on the marketing within community relations. a number. It says 85% recommend our schools. Is there a vision number? That's just that was just an example um of we would have to do some more research, but that was an
example of a question that we might put on the community survey. So, it's not it's not us. That's a it's we don't have any data on that right now. So, but that's like a question like from a marketing standpoint we would want to include on the community survey like how many people um uh basically would
recommend our school are proud of our schools and would recommend them to to others in the community. Yeah. I was at Cuba and Maple Grove when I saw our like they have like the monitor when you check out I was like yeah you got to go to the grocery store right you got to
go a little that's good to hear. We had a few questions or maybe Thomas can add to on the um achieving dreams and goals just some of the language re you know obviously that with the lower numbers there that's something we're you're talking about working on but just the difference of what you know we kind of
in a previous work session we're talking about the difference of you know a goal versus a dream and how are we defining that for you know our students and staff um I don't know if you have time on kind of the questions too the questions yeah just overall um I
felt like there was the disconnect between the questions that we're measuring and those three goals of achieve dreams, classroom learning, and lifelong learning. Um, it seemed like those are questions that we've been asking for quite a while
and we tried to sort of force those into like those three goals. Um, a quick example is the cell phone question. I feel like there are probably a number of more meaningful questions that we could be asking about classroom learning than cell phone use. Um, so
that was like one that like really stuck out to me, but in general I just felt like the questions weren't quite hitting at the goal. Um, so yeah, that was anything else. So let me let me make sure I capture that. So as we look at
the those um items in achieve dreams lifelong learning the the the items didn't necessarily feel um like they closely aligned to what this to that category were those questions created with the intent of
aligning to ah those okay because that's I'm not feeling like they were created for that purpose. Okay they were created many many years ago. Yeah, those questions been around for a while. One of the things we talked about these
questions is like, you know, what are what do we do with this? You know, like for example, when we look at it's kind of inconsistent with students, you know, identifying their dreams or goals or setting goals and it's lower and does that mean like, you know, you look at programs like AVID or other, you know, like do we need to implement that?
Because I know like we were even talking like I know my middle school, you know, she got her application like for I think it would be great for her. I wish like everyone had it, but like every student had an opportunity for that. So like that's kind of what we were talking about too, like how are we using this to actually like maybe implement something
else. So that advisory program improvement process with the bringing in AVID to all of our secondary sites, that's one of the things, you know, not every student gets to be part of that AVID elective. So how do we bring more of those elements to all students through advisory and so that it's at all
of our sites in a consistent manner? Okay, so my last question about the data, I was just curious of I mean my slides are so messed up, but you know the demographic one like one of them didn't have like a 2020 87. Yeah, it just didn't have the 87 87.
Yeah, the it's 81% multi I'm assuming multi. Oh, I just was curious of like multi-racial. Are you talking about the multi-racial one? Yeah, there was um we adopted a new system and we didn't
realize until after the survey um had been distributed that our um synergy system wasn't connected correctly to our new tool. And so they are represented in there, but they would be represented in different student groups such as um our
black and African-American students or um other students that um other student groups, I guess. So this that was the dispersed amongst Mhm. Yeah. So you wanted just to clarify there. You did. Oh, I was just wondering why I just
was curious. Okay. I guess make sure if there was a fix that person staff of color. Yeah. I mean, I think that we talked about like I mean, I guess I
like when you I think it's a hard thing to look at because okay, so we understand like there's the complexities and like the barriers and you know with the I just don't know like we were just talking about the 19% to be at vision. I'm not sure that's a great I don't when
we talk about excellence to me that's not like I would like to really revisit that and have that conversation because even when you look at the breakdown of numbers it's like um you know licensed licensed percent of colors at 15% non-licensed 50% I mean it's hard it's
hard to kind of like pull apart and so I was like is that really reflective of the experience of our families and scholars and I know I always use my own example just because I think kids. But like, you know, like my oldest daughter didn't have her first teacher of color till middle school and that was
it. That was all she ever had. My second daughter is probably going to be the same thing for her, you know, like and same with my younger kids. So, I'm just like just curious of like I would I do think as a board we should talk about this one a little bit more. Um, and again, like I mean with some of the
state mandates coming down and the license I mean there I mean I understand it's very complicated and every district is struggling. Um, but to say we've reached vision, I don't know. And I think again, well, Dr. Bass will speak to it, but that was the 2025 goal that was set. It doesn't mean that the work
is done, right? But that goal was set I don't know how long ago. Um, the over 18% goal before my time. Uh but but I mean we set you know we set goals and seeing that the the growth was um has at least sped
up um is um I think is encouraging but certainly doesn't mean that we're done. Yeah. And I I again like we all talk we understand that for the others not of a lack of effort but did you want to say no I mean I think you I think you edited
it just that 19% is heavily weighted by the USB right percentage. Um, and so yeah, I I don't know how we measure it or how
we continue to like set goals, but I don't feel comfortable saying we're a vision um without sort of additional context. Okay, my last question I just had I was curious. I just don't
know what um what's an example. Oh, the what can you give an example of the cross functional training is like what would that be? Like just curious. Um well, we're talking about it even,
you know, within our own department. So, it's going to vary um by department and by group. Um so, some of it is creating redundancies um in, you know, so that people can um back each other up. Um some of it is teaching people higher
level skills um so that they have the ability to grow in their current role and then hopefully grow and be able to develop into not just leadership roles but we have a really large array of classifications and so there are high
level individual contributor roles in the district as well. Um, so you can think about it along classifications. You can think of it as leadership verticals. Um, you can think of it even like within the context of our grow your own programs where we're trying to
provide opportunities for non-licensed staff like ESPs to have those pathways into licensed staffing. So it is um, you know, I don't know those are it sounds good. I mean it sounds paper. No, I appreciate the question.
Any other thoughts here before we wrap up? We're our our last slide or Yeah. So, uh our next steps um obviously we're we're going to engage in the same work for uh the strategic
directions A, B, and E. We'll be back in June to share our progress with the same system strategy snapshot um process. Um so we'll be working on those uh pieces. Uh and then identifying the remaining major strategies. So next year when we
bring CND there'll be even more strategies that we'll make visible across uh the the columns there. And then the last one is we want to we're going to absolutely integrate your feedback uh from tonight uh in in AB and E. So
yeah that that concludes uh our presentation. Thank you. Thank you. Thank you. [Music] If if um if you're comfortable sharing your sticky notes, if you want to just toss them up there,
we'll if not it's fine. Just kidding. I was social studies teacher in nth grade. I'm pretty good at decoding and writing. You know, the power of AI to take a picture and then decipher it out is actually pretty if anybody had a with the uh
podcast if that was helpful or not to get the synthesized version of the monitoring report. So I am like a I'm like the kind of person I read a I prefer a book and I'm underlining it. So the next time I
listen to the podcast cuz I was listening while I'm talking probably have my report and listen and do for me personally. Okay. But it was it was good. It was part one though, right? Yeah. through strategic uh direction C. Yes. I think some of us were confused
like this C and D where's part two? Sure. All right. Uh the school board the school board will be going into a closed session for the purpose of conducting the superintendent's annual performance review. This work session is adjourned at 8:28 p.m.
Stop him.