Good evening. Uh, this work session ofthe ISD279 school board is being held in the forum room of the educationalservice center on Tuesday, May 6, 2025. The work session is being audiorecorded. The recording will be made available on the district website withintwo business days after the work session has ended. With regard to the audiorecording, our communication staff has asked that we share a friendly reminder.The side conversations during the work session are picked up by the recorderand can affect sound quality. Also, conversations during transitionsbetween agenda items are on the recording as well. The intent of theschoolboard work session is to allow for schoolboard discussion of topics. Worksessions do not include an opportunity for audience members to address theboard. To acknowledge attendance this evening, I'll ask that all present atthe table state their name starting with the person to the left. Tanya Prince,school board member. Erica Foster, school board member. Keith Tay, schoolboard 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, executivedirector of finance and operations. Kala, executive director of communityrelations. Anthony Patternis, executive director of technology. Ivon SchwarzLand, 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. KimHigh also agrees. And I, Thomas Brooks, schoolboard member and present. Uh, thepurpose of the schoolboard work sessions is to build trust and teamwork, toexchange information, and when applicable to provide direction in orderto 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, ViceChair Brooks and Chair Princ. Board members. We're excited today to give youan update on attendance boundary changes. And so I'll have Kay introducewho's speaking with um so my Yes. So Superintendent Hy and school boardmembers, thank you for this opportunity to update you. Um executive director ordirector of operations, finance and operations John Morstead will beassisting in um sharing more on the next steps here. But our presentation tonightwill share the process done to create proposals, summarize community feedback,and review the recommended scenario. Um we also have some members of our coreteam here with us tonight. um principles David Branch, Jeff Zastro, and BrianChance. And I know Tisha was going to u make an appearance sometime tonight aswell. So um thank you. Um just a little bit of um history on why we are doingthis now. So um in the simplest way, it has to do with where our students aregoing and what schools can hold. This can obviously change from year to yearor decade to decade even. The Enrollment and Capacity Management AdvisoryCommittee or ECMAC has been monitoring enrollment shifts in conjunction withour school building capacities for the last several years. Their most recentreports have detailed that a significant enrollment imbalance exists that is tothe point that it should be addressed. Specifically, there is significantgrowth in the northwest portions of the district and future housing andredevelopment are expected in these same areas. In addition to this, there arealso some district schools that are under capacity. ECMAX work helped toform 2023's building a better future referendum. Um during that time, theoversight task agreed that with XMAX suggestions and additional facilityspace became a part of the referendum in 2023 as a result. Again, thanks to ourcommunity support of building a better future in 2023, a new elementary schooland additions to Maple Grove Senior High School were approved to address thespace constraints. During the 2023 building abetter future referendum, it was additionally noted that attendanceboundary changes were needed no matter the outcome of the election. With theadditional facility space being added with the community referendum support,attendance boundary changes would be limited to elementary and middle schoolsonly and thus impacting fewer families aspromised. So just to be clear um for those listening in um there are nochanges being made to the high school. We understand that community membersmake lots of decisions based on their household school assignments. So thisprocess is not something that we want to be doing often. In fact, it's been morethan 15 years since we've last done changes on this scale. Although we'vecome to a point where it's needed. So this is a quick look at our timelinethat um that we have taken as part of this change process. It started lastsummer with the establishment of a core team including uh and it included threein community engagement opportunities and is concluding this month with areview of the final recommendation and board vote. So, the review is takingplace this evening and the vote will occur on May 20th. As a reminder, our communicationgoals were to have clear, comprehensive communication that was timely and easilyaccessible, understandable, avoid of misinformation. We also wanted to makesure we were easing anxiety with communication that reflected thedistrict's care and concern for staff, students, and parents, and caregivers.Also, we set out to create opportunities for our audiences to share theirthoughts and ask questions. And last, but certainly not least, we wanted tomaintain the students enrolled in our district. This is a look at um thecommunity engagement numbers that we had. Um this first one highlights thethought exchange and that is really that first community engagement opportunitythat we had asking our families, our staff, and community members what they'dlike us to consider as we go to the drawing board. Um the next two are thosethat attended the two community two sets of community informational meetings wehad. So we had two in January. Um you can see some attended and or livestreamed and then have seen the recording afterward. Same with our twocommunityformational meetings in March. Um we definitely had a lot of peoplegoing to our website and checking out the information. So over 60,000 views toour boundaries website since um we shared about this change process in uhon January 14th originally um with the scenarios. Uh we've had two hotlines atthe district level. The better future email which we had 175 emails to thatthus far and then 19 phone calls and I know our schools um have been gettingsome questions additionally to this but that's our um kind of our main hotlinenumbers. This is a look or a word cloud from our first community engagementopportunity. That one about considerations. So the core team reallykept this at the forefront of their work. The that exchange question posedto our community was what should uh be considered as our community works tocreate new attendance boundaries at the elementary and middle school levels. Thetopics most frequently mentioned were, and you can kind of see this standingout a little bit in the word cloud, um student social networks and neighborhoodschools including middle high school alignment, um minimizing disruption,proximity to school and transportation efficiency, class size, future housingdevelopments, diversity and equity, safety considerations, a lot aboutroadways specifically, and then open enrollment.So as a result of this first community engagement um some community builtparameters were established um as part of that work. Um these uh really guidedthe next steps um and these were all used to create the scenarios. So um justwanted to go through them real quickly here. Um, centering our core values,ensuring scenarios can function in our system, ensuring scenarios havelongevity, following established class targets, considering number of studentsimpacted, considering demographics, uh, connecting schools level to level,keeping neighborhoods intact, minimizing non-adjoining uh, areas, maintainingcurrent walk zones, maintaining safety standards, avoiding lengthy travel timeon buses, and complying with laws. policies and agreements. Um, as Johnwill share in a little bit here, these parameters have been adhered to as muchas possible in each of the proposed [Music]scenarios. Um, before we jump into the scenario specific feedback, we wanted tou 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 communityengagement opportunity, uh we had two um surveys that went out as part of thatand that's where the majority of our feedback came in uh through. So, uhfeedback survey one in the blue is from January and the orange is from theMarch. Uh so, you can see not surprisingly um the majority of theresponses came from parents and caregivers, but we also heard fromstudents. We heard from community members that don't currently havestudents attending our schools and staff members as well. This is a chart um with the umgreatest participation in order. So this is the both surveys combined. Um so thetop um areas that we received information from were Maple Grovefollowed by Plymouth and then Brooklyn Park. Maple Grove was fairlyrepresentative of the students attending our schools that reside in that city.Um, Plymouth, however, was uh the outlier with about a third of the totalfeedback and 4% residential makeup of our district. Brooklyn Park had nearly13% of the feedback, but makeup of the residents in our district are at about35% of this. Um, seeing an under representation from Brooklyn Park andBrooklyn Center early on. Additional researchers were made to elementary andmiddle school families in these two cities, including cables at conferences,flyers, and backpacks, and distributed at pickup and drop off times. We havesome fire information in in school e- newswsletters. Uh we did see someincreases in this but not um quite where we were hoping to get toit. This is a sample. Um so really the core team just showing um the depth umto which uh we really tried to analyze the feedback and u where it was comingfrom. Um, this map was one of the tools, an example of how we really dug intoseeing if there were some, um, even areas or neighborhoods that had someconsistent concerns or what some of the things were behind that. So, we couldreally zoom in and see um, some specific information um, with so all the redhouses 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 2,300community members participate in the surveys. Um about 1250 on the first and1046 on the second. Um and we had about 0.2% of those participants um utilize adifferent language. Um we also had our RSV BP form um share languages. So, wewere able to connect ahead of time families um that were requesting uminformation in a different language u which was helpful.So, I'm going to turn it to John now to talk about the presented scenarios andthe community response to them. Thank you, Kate. The core team talked throughseveral possible scenarios late uh late fall. These were whittleled down to fourthat most closely aligned with a community built parameters. Scenariosone, two, three, and four. Of these four, some adhered to certain parameterparameters more strongly than others. This second community engagementopportunity was a great way for the core team and cabinet to see which parameterswere most important to our community. All in all, community membersfavored scenario two fairly strongly, while scenario three was least likedwith a similar strength. Scenarios one and four were consistently in themiddle, but the feedback on scenario four was a bit stronger on the lack oflongevity. The full report details the community's pros and cons for each ofthe presented scenarios. Based on the community feedback inJanuary, scenarios one and two were moved forward with some tweaks. Thetweaks include, starting with scenario one, balancing capacity betweenbuildings to include current in district transfers and current open enrollmentstudents, shifting Fernbrook Elementary school boundaries further west,adjustments to Elm Creek and Edinburgh schools boundaries to account for futuredevelopment. reduce the size of Woodland Elementary'sboundary to balance capacity for indistrict transfer and open enrollmentstudents. For scenario two, some similarities um balancing capacitybetween buildings include in current indisters and open enrolled adjustmentsagain to Elm Creek and Edinburgh for future development. Reduce traveldistance to the new elementary by shifting the southern area back toFernbrook Elementary School. reduce Woodland Elementary School's boundariesto balance capacity for indist transfer and open enrolled students. The updatedscenarios were presented as scenario 1A and 2A. It was noted that these were notexactly the same as pre previous scenarios one andtwo. A lot of the January 14th and February 7th community feedbackrequested phasing in or special considerations be made for certaingrades. Even though the schoolboard procedure 558 prohibits the districtfrom offering in district transfer to impacted schools during an attendanceboundary transition year, the core team and cabinet agreed to offer specialconsiderations for fifth and eighth grade students in the 2026 27 schoolyear. These students will have the opportunity to maintain enrollment attheir current assigned school. If families with fifth and eighth gradersdecide to stay at their current school, transportation will be theresponsibility of the family. The new opportunity was presented during theFebruary 28th and March 21st community feedbackopportunities. So now the feedback on 1 A and 2 A. This shows that mostparticipants rated 1A as a one or poor. And this shows that participantsrated 2A as a five or excellent. So, all in all, scenario 2A was by far the mostliked, which impacts fewer students and is more efficient for our school system,most notably transportation. The full report detailsthe community's pros and cons for each scenario. Based on the communityfeedback from February 28th and March 21st, scenario 2A was the final scenariochosen by both the core team and cabinet. Two edits were discussed thathave been incorporated into the final recommended scenario that is beingcalled amended scenario to a final recommendation. It's a mouthful. That'sokay. The two tweaks include um the very northwestern part of Edinbrook'sboundary will switch to OIO Middle School and all of the Sundanceneighborhood will remain with Fernbrook Elementary School where it had beenpreviously split. Approximately 2,000 elementary andmiddle school students would be impacted by this scenario, which is about 320fewer than the January's initial proposal and 120 fewer than the Marchproposal. Some of these strengths in this scenario are its low number ofchanges, functionality within the system, including efficiencies withbuilding use and transportation services, the elimination ofnon-adjoining geographic areas, and an improved feeder-like structure asstudents would move with classmates from elementary to middle school. Thisscenario would last for the foreseeable future.At the elementary level, neighborhoods would remain mostly intact as morenatural barriers, major roadways, parks, creeks, and lakes are utilized. All butone school building would be within their own attendance boundary. Oak Viewwill be adjacent to their boundary. This means students closest to each schoolwould be able to attend and potentially walk. At middle school, non-adjoininggeographic areas that currently exist near Northview Middle School would beeliminated. All but one school building would be within their attendanceboundary. BMS will also be adjacent to their attendance boundary. Again,meaning that students closest to each school have the potential to be able towalk. Please see the appendix portion of the report for more details on how eachschool is impacted by amended scenario 2A, the final recommendation. All right, next steps.So, once approved, an update will be shared with families, staff, andcommunity members. Some of these audiences will hear further updates asfine-tuning work will need to take place with special education schoolassignments and transportation routing. One elementary school in particular willlikely 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 kickoff. School staff are still needed to service our students throughout thedistrict, but they too will need to be balanced. This means some staff will betransferring to other district schools to address student educationalneeds and support alongside the new attendance boundaries. The district willfollow the processes set forth in our labor contracts to do this. Please knowour goal is to ensure families and staff are informed and warmly welcomed as theystart their new journeys in the fall of 2026. Every effort will be made to helpmake this possible. Changing attendance boundaries is one ofthe most challenging projects a school can district can undertake. Theparticipation numbers show that our community strongly engaged in thisprocess and appreciated the opportunity to share their ideas and thoughts.Several community comments were received about how well this change process wasorganized and that they genuinely felt heard and valued.In conclusion, the final scenario, amended scenario 2A, finalrecommendation, has been built in partnership with our community and isthus unanimously supported by both the core team and cabinet. So, we'll we'll wrap up withthe let's close the loop slide. The information we just shared is a wholelot to ask you to digest. So, we want to make sure and double check that there isanything that seems unclear, something you need to feel fully equipped, oranything that would strengthen our shared communication, please let usknow. Board members, any questions? Have aquestion. What would be the earliest um start time for an elementary schooladjustment 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. Startwith high school, middle school, the first wave of elementary, the secondwave of elementary. So I believe the first wave of elementary is about 9:00right now. 8:50 to 9:00 is where their start time. Yeah. And then the other oneis 9:30. It's 40 minutes apart between each tier. So what we're proposing istaking one school off tier 4. We need to move two schools, but we have a new onecoming. So, we'll just put that in tier three. We need to move one off tier fourforward to balance the number of buses because as we move kids and shift therethat we created a little discrepancy and there weren't there were more kids inthe late tier at those schools than there are in the earlier one. So, it'sjust shifting one school. Um what we've already found in a initial conversationswith um elementary principles is they are lining up saying me please. So, it'sgoing to be more which one do we choose? um their transportation has somerecommendations 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 notchanging bell times. Y I'm good. Can you explain a little bit more whatyou mean about the special special education school assignments?Yeah. So, um, while we're doing this, we're alsotrying to balance where special education is offered in the districtbecause today we have a number of schools that due to capacity reasonseither did not offer it. An example I'll give you is um today Basswood doesn'thave any special ed um specific classrooms within the school. So, we'reworking with student services have made some suggestions on where those shouldgo to rebalance and and Mr. Zastro over here would tell you with the the size ofhis school and the capacity we had to pull a lot of programs away. We'd liketo be able to put those back so we have much more balanced what I would callfull service elementary schools. Um and so that's what we're talking abouttrying to get special ed available in all sites so we don't have to transportas many kids as many places to do that. Um then each the goal is that every sitefor elementary can offer a four-star program and a specialed programming onsite. So again, we're trying to serve within our neighborhood as many peopleas possible. That also helps us on the back end reduce transportation to nothave to move kids building to building so much. So we've been looking at these reportssince last week. So I think we've dug into them quite a bit. Um and as far asa question like feeling fully equipped, I think um the package that we have withthe detail and which is available to the public, the important part that's gotevery school site and some explanation about what the change is and why I thinkis really really helpful. Um, so I feel um fully equipped personally of kind ofall of the communication and interactions and adjustments and I'veappreciated that throughout the process um board direction and input has beentaken in multiple stakeholders. Um, and I think the fact that we haven't had anypublic comment I think on this like nobody's come in right and had expressedconcerns like we have one sorry but I but I think it justillustrates like the degree of engagement that people have had there'sbeen the right mechanisms in place um for people that participating in theprocess. I think that's really good. I was curious if the principles hadanything to add or if you want to share with us while you're here. No, this hasbeen an exhaustive process and he and John have navigated input from moredirections than I would care to in my career and have come to I agree thiskind of detailed information. I've been in OSA 23 years. I think this isefficient and effective as we've ever been on the whole community process. I would add too I think there I agreewith Jeff and I think the changes they made like they shared aboutum allowing fifth graders to finish their school year and eighth gradershowever 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 andJohn said they were going to listen to input and make recommendations based onwhat was listened to. And that's just one of probably three or four examplesat 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'sgoing to help, right? So that seems obvious, but that's not easy to do toJeff's point when you're getting a lot of feedback from a lot of differentdirections, right? But I I would say I I experienced the same thing. I thinkpeople 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 thatI would just add that to the space. I thought that was pretty impressive whenthey would come back and say, "Here's the changes the core planning team madebased on the community gatherings and definitely not theI say anecdotally too when you're sitting there talking with families asthey were kind of in the in the sessions even if it was something that theydidn't necessarily like or it meant something different for them. Um,repeatedly I heard families say, "Well, thank you for listening and engaging inthat." So, um, that was that was really good tohear sitting there because not everybody got what essentially what they had hopedto get out of it, but I think they got heard. So, that that's what was sharedat least at the tables that I and a tremendous just amount of work was doneto 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 andled 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 andtrust building it with the community and this whole process really put a lot ofum a lot of chips in our court for how how transparent we've been in thisprocess. And I've told you guys this the whole time. I I've been super impressedby how the process has been handled. Um, and as a board member, it makes itreally easy to go, "Yeah, we have full trust in this process and here's who youtalk 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 yougo talk to." And she's like, "Are they going to listen?" I said, "Absolutelythey're going to listen. They may not do it." Um, so just even the flexibility, Ireally appreciated that because I know this isn't an easy process. And um Ithink it just earns us a lot of trust with the community that you guys werewilling to be flexible on items. Yeah. And I was um straight up dreadingthis whole this whole thing when I heardabout it. So um but I've been like really pleasantly surprised with howthis feedback has just been like amazing. uh like the number of responseswe got, the number of forums and you know different ways we've reached out tofolks. 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 thisyou know um what I really really appreciated is that you know when wetalk about community engagement it isn't just us telling people something youknow it's really about a two-way relationship and I think that this islike this has been like a really great example of how we've done that because Imean even those first sessions I mean people were upset about some things youknow and I think that you were able to take that and kind of like okay liketake the you know bring it back to the team and you had like a great team umvery diverse in every way you know um coming together and I think just umbeing very responsive um while recognizing the complexity of it all Imean you even talking about the transportation like oh my god I wouldnot you know that's that's a lot of work um to to do that and we have um such alarge district the other thing I was kind of going in kind of is kind ofwonderings about is just where are we getting the feedback, right? like and weyou know you know and and really engaging and like talking to people andI think that intentionality of going back to look at like okay who are wehearing from like to me that's like I know it took like a lot of extra work oneveryone's part and you all have lives outside of this and so umbut you know like even to me as a parent you know I mean that means a lot youknow that just that extra care um is really important um so I I just kind ofwant to ask you guys like what are you most proud of of this process? I'mcurious. You weren't ready for that.Everybody's looking at me. Um, I I think um just reflecting backbecause I've done this um before in a previous role and I justthink that um this process the way we laid it out just made it so that peoplecould really feel like they were heard throughout it. Um I think holding spacehelped with that a lot. I think because you come in with emotion. This is anemotionally driven in my viewpoint, right? It's an emotionally driven topic.Um, people are coming in hot. Um, I remember talking to one parent likethinking like the color codes meant something and they were afraid to speakup um in the large like they thought it was going to be this like open mic sortof a situation. So, I'm like no, it's not about that. We really um want um tohear what you have to say and and having there were so many people that came as ateam effort, our core team. um we had um admin assistants help us out extra hoursto really like make those groups small and intimate so you could have thoseone-on-one conversations. So I think just by structuring it in that way umgiving ample opportunity we did continual reminders. So, like I just Ifeel really proud of all the team that came together to make it happen. Umbecause it it takes so many to really come up with a solution um that is goingto be um something that can hold in our district for a long time because wedon't want to be doing this again time and time again. So, um proud of all thatteam effort, proud of the team effort just to respond to people and interactwith people. Um, so, uh, it's it it just was amazing and Ijust feel, um, cuz I have to say like I like you kind of dread it a little bittoo going into I have to say like but just after this experience I think thatlike it can be done well and it has to be done um in tandem and really gettingto know um the the community too so that thatpeople can express their their concerns and and feel that they um are gettingtheir thoughts that's expressed as well. So I don't know if that was just theright she did a good job. I to add one thingto that and I'm going to actually use a term that K coined which iscommunitybuilt solution. Okay. We came into this with no agenda. We just knewthere was a problem and the problem needed to be solved. And you can look atthe current maps we have and pretty much figure out, oh that's probably thatseems 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 didthe 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'sreally cool to me and what I'm proud of is the fact that we could do that andsee 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 ifthat's any good and we'll do it again and we'll just keep doing that until weget to a solution that seems to work." So, that's that's what I'm proud of. Butit's K's turn. I just wanted to agree with K that, you know, we held space. Wetruly held space and we truly allowed everyone to be valued and respected andwe didn't hijack it. We didn't come and hijack it the way we wanted. There wasso many times where people would come and go, "Are you truly coming to thiscause or does this matter?" You know, and to let our um community know thattheir voice matter that you're important because know I live by that. So, so I'mexcited that this is how it's supposed to work and we're sending examples toother 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 builtsolution. Yeah, I don't have much else to add. UmI echo everything that was um said by board members and admin. Um, it's likeit's pretty simple, but I appreciated the extra level of detail and uh withthe data in terms of walking us through how we got from the initial scenarioswhere we are today um versus just showing us the different scenariosand having us come to our own conclusions. So, I thank you for all thework on this and um I will have my fingers crossed thateverything 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, thankyou and your friends and board members. We are ecstatic tonight that we're goingto present what marks another step towards our commitment uh fortransparency in our district and accountability in service of what ourmissions are, our core values. Thank you, gentlemen. Um um and our strategicdirecting that was adopted back in December 2021. So, as a district, wehave worked to be intentional about aligning uh our systems to support ourscholar success. So that has been our main focus and the vision cards are oneof these key ways that we track and communicate that progress. So if you mayremember back in January we shared the why behind our work in our vision cardsbecause we wanted to reimagine what they should look like. So the update centersabout three big goals this evening. It's going to center around how we going togo about eliminating redundancies. So we have a clear picture of what matters andhow do we provide high level meaningful data that helps you and our broadercommunity to see exactly what we're doing as a district and how do we becomemore closely aligned uh each measure to the strategic priorities that the boardhas provided us. So what you'll see this evening will actually reflect strategicdirection C and D. So these two directions focus on the followingmeaningful community engagement and operational innovation and excellence.And all of this works towards that our foundational work of building trust andhaving sustaining impact. So this evening uh Dr. Bass will be reportingwith 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 withprocess and trying to make this as transparent in terms of what we mean bystrategic alignment. So, with me this evening is Dr. K, our director oflearning and achievement. Senator John Choy Aristad. Um uh Tom Watkins wasn'table to be with us this evening, but we've we've got it also um presenting onuh some of the communication and marketing pieces will be K uh and uh therecruitment and retention pieces in D. Uh Ivon Schwarz will be joining us forfor 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 learnabout and discuss the data measures for the high priority initiatives for forstrategic direction CN. And so this is capturing what we talked about inJanuary, the items that we want to keep, but then how do we um add to that sothat we really tell a thoughtful story out and up out um out uh to you and andto the community. And then the second one is this is where some of thatexcitement and and bubbly energy is coming from is this uh we're going toexplore the enhanced alignment between strategic priorities are strategies thatwe're using in the system and the measures or the metrics that show ourimplementation fidelity. So what are the actual things that we're doing at sitesand across the system to to reflect that there's fidelity in our efforts. Andthen the last piece then is on our cards would be the impact. what do we seegrowing and having impact with these efforts across uh the system so that weare achieving our mission. So that's where we're headed tonight. Um this is areminder slide for newer members to the process. Uh our vision cards serve ascritical 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 umthat has our mission, vision, core values and strategic directions that youall set and approved officially in December 2021. Then we have vision cardsthat help us monitor our progress. Uh we look at the school and departmentoperational plans as the space where we identify what is this work that we'reprioritizing that aligns to these strategic directions that you've set forus. And then our monitoring reports go into greater detail giving you thehighle pieces but also some of that granular level data that gives you evenmore of the story. Again, here's our strategic uhpriorities document. As we've said at the beginning of the slide, this isabout C and D and C is to promote inclusive participation of our communityand provide timely, relevant, and easily accessible communication. Uh we had alot of conversation around what we mean by that. uh and then what metrics reallyhelp us understand the extent to which we're doing that what strategies arehelping us with this and then the same with D create a system of operationalinnovation excellence accountability and sustainability and so trying to to to dothis in a way that we've had time to sit with these strategic directions forthree years and and what we understand about them today versus what weunderstood in that first year when we were trying to say okay what measuresreally speak to this that we already capture in the system and now we'relooking at it like no no what measures what metrics capture this and if we'vegot to create some new data we're going to create new data in order to make surethat we're showing not only implementation fidelity but that we'rehaving the growth and impact we want to see so I don't know if I'm talking toofast or not but I'm so anyways uh all right next slide so this is somethingthat Dr. Ohio um has shared not only with you all as a board but also hasreinforced throughout our system and our leaders are using this language aboutalignment alignment alignment across the system. And so in tonight's presentationthis question this question of are all of our initiatives aligned to thestrategic priorities. Well, tonight is is a way that we're trying to capturethat in this process of articulating this. We didn't want to in this firstiteration have like 15 to 20 different strategies and trying to like map thiswhole process out. So we just started with a couple right to get started thisyear and then we'll build on that each year and add more and more transparencyto all of the things that we're doing. But in order to help us not haveoverwhelm and we only have so much capacity and so much time. Uh this we wewe'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 fulland complete card. This is kind of the beginning articulation of this of thisrealigned and reimagined version. So, is that my last? That's your last one. Allright. 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 infront of you for in a couple weeks. So, that's the other computer. Um so, thankyou for your time tonight. Uh we also partnered with a national nonprofitcalled education resource strategies and they work with districts across thecountry to sort of align not just the strategies, outcomes and measures butalso the financial pieces of that. And so what you see on the screen is sort ofwhat we call the system strategy snapshot uh that has prioritystrategies, expected outcomes and measures. That's where we're going tofocus our time tonight. And then as this vision card steering committee learnsmore and gets better at aligning things and clearly articulating and being veryuh mindful about how we what we're focusing our time, energy and effort onwe'll start talking about the return on investment piece as well. So when I wasa classroom teacher for 18 years and one of the things that I always talked aboutwas what's the biggest lesson what's the biggest point of my lesson for the dayand that is this slide right here. Like if there was a quiz at the end thiswould be what my quiz would be on. Um but it's really the alignment of howeverything sort of flows together. So we have our strategic directions. Withineach strategic direction, we have a high priority and a focus priority. Andthat's really what is what's the most important things we want to achievewithin that strategic direction. For each of those priorities, there's one ormore expected outcomes. What's the goal? What are we going to be measuring? Howare we going to determine if we've met that priority? And then there areseveral strategies underneath that. We'll highlight a few of them for youtonight in each of the strategic directions, but there could be severalof them. We're not going to go into detail on all of them tonight. Uh thenext place is that process measure. So along the way, how are we checking forunderstanding? How are we checking that we're implementing things with fidelityand that uh whoever is in charge of implementing that knows what'shappening? And then lastly is are those outcome measures. How do we know ifwe're having impact and success with each of these?So, we'll walk through this for several of our strategic directions and ourpriorities and focus priorities. And right now, we're going to just jump intostrategic direction C. So, we're going to take a look atthat same graphic. So, our our highest priority is to standardize the use ofcommunication tools for timely, accessible, and accurate information.And the expected outcome there is that 90 plus% of our district and sitecommunication is timely and accessible. We have two main strategies that we'regoing to talk about tonight. the implementation of the districtcommunication plan and the other strategy of the implementation of schoolcommunication plans. Our process measure is going to look at the usage andengagement with the communication tools. And then our outcome measure is thefamily stakeholder survey. And we'll talk about how they tietogether. So again, this is just another way to look at it. We've combined C1,which is that highest priority, standardize the use of communicationtools, and C2, fostering inclusion for diverse community voices, engagement,and collaboration. And there are three strategies that really work in tandem toaccomplish those priorities. Our, as I already mentioned, our districtcommunication plan and our school communication plans, but we also haveour family and communication community engagement rubrics that we use to sortof 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, ourimplementation measures. And you'll see that some of them are in this indigocolor and some are in black. Anything in indigo is a measure we currently have inour system and that we use. Anything that's in black is something that is indevelopment. So, in our process measures, we have our advisory committeeparticipation data. We have how our sites have completed the face rubric. Wehave our usage and engagement with communication tools. On the outcomemeasures, we also have our staff stakeholder survey and our familystakeholder survey. What's in development is our senior exit survey tolook at that preK12 experience and our communitysurvey. And so with that, I'm going to turn it over to K to talk about theusage and engagement communication tools.So the process measure of usage and engagement with communication tools usesdata from talking points mass notification and parent view um alsoknown as synergy um the family communication component of that withtalking point staff can send a message or announcement to family members inEnglish and it is automatically translated into the family's homelanguage when family members reply that is also automatically translated backinto English. For these measures, we are reporting the number of messages andannouncements sent by staff to families using Talking Points during the firsttrimester of each of the last three school years. Messages and announcementsboth increased to more than three times as much from fall 2020 to fall 2021. Umthey returned to baseline levels in fall 2022 and increased again to the progressrange in fall 2023. In the fall of 2024, talking points messages reach the visionrange and announcements return to the baseline range in fall of2024. Our second measure on this card is our mass notification data. This is thesystem that our district and school teams use for regular communicationincluding voice, email, and text. Both regular updates and emergency messagingcan be sent through this system. Our new SM'more e- newswsletters, they've beenaround for about um a year, year and a half now for all of our sites. They'realso used um we can share them via this tool as well. Messages can be autoratedthrough the system. However, our system uh chooses to utilize our multilingualspecialists um when possible so that more accurate messages are shared uh viathis route. Language line information is included on the bottom of all emails.Our fall 2024 mass notification median message delivery rate of 86% remainsslightly above our baseline rate of 85%. Our third measure for priority C2is the percent of parents using parent view. Parent view allows parents tocheck attendance, course grades, health records, high school credits, testscores, and other student data. The information systems department beganreporting parent view use data in January of 2023. The average across themonths of January through March for students in grades K through 12 wereused for this report. The baseline level for this priority was 87% and it'sincreased slightly to 88% in 2024 and remained at 88% in2025. These are some future um I know in your report you had a link to some ofthese things but we'll dive a little bit more into these um moving forward. Um sothese are process measures especially our community relations team takes alook at regularly. Um so the website um like who's uh we take a look at thisweekly who's visiting our website what are they looking at um and it variesfrom week to week to week and we can see what people are interested and adjustour coverage based on that as well. Um social media is pretty um similar tothat but seeing if people are engaging on the posts that we're sharing whatinterests them. Uh also our media coverage we take a look at weekly aswell. Um are the things we're regularly sharing information with our uh mediaprofessionals are they getting covered? Are we uh in our local especially ourhyper local so like the Sunpost Preston news um CCX was our kind of our hyperlocal. We want to make sure we're for sure um getting captured in um thosemedia outlets. Um but we also take a look at our you know is our name outthere you know in WCCCO or other even national outlets. So, making sure thatwe just know what's going on and that people are reaching out if they if theyshould be. Um, and then our e- newswsletters as well, we want to makesure 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 toowith our switch to more e newsletters, we switched as a district um a littlebit after our schools did and I would say we're definitely receiving some moreengagement on that. So we'll dive a little bit deeper in our next go roundof sharing um about C um so you can learn a little bit more about theseprocess measures as well and then I think I'm turning overto Jen. Yes. Okay. Thank you. Uh the staff stakeholder survey is another datasource within this priority and specifically we have four questionswithin the environment and communication scale. Not all staff respond to eachquestion. The table shows here who responds to each of the questionsasked. Um, and staff will respond by selecting strongly agree or always oragree or usually. So, this scale saw an overall improvement of 5% going from 75%during the 2122 school year to 80% selecting oftenor always. The largest improvement at the survey item level came from staffcreate space for me to provide feedback regarding my scholar and staff used myfeedback to support my scholar which showed an improvement of 11% across bothsurvey items. Jax, what's the asteroid one for 2025?This one's only um up at the top 2025. I think it was umin the monitoring report it said the number of um respondents. Oh, thank you.Thank you. Um okay, thank you. So this slide showsthe family stakeholder survey inclusive communication with community scale. Thissurvey was most recently conducted in the spring of the 2223 school year. Ascientific sample based on district demographics of families with childrenenrolled in the district was used and 1,339 families responded. The scale isbased on the following six questions and the percentages show thetwo most positive responses often and always for each survey item. The scalesaw an overall improvement of 5% going from 75% during the 2122 school year to80% selecting often or always in the 2324 school year. The largestimprovements at the survey item level came from staff create space for me toprovide feedback regarding my scholar and staff used my feedback to support myscholar which showed an improvement of 11% across both survey items. This next graph shows that thosesame scale percentages segmented by student race and ethnicity groups overthe last two survey administrations. And in 22 or 2023 24Asian families had the highest ratings at over or over overall at 84% followedclosely by black families at 83%. And although not among the toppercentages, rates among white families improved the most over time with an 11%increase in positive responses. And this graph shows those scaleresponses broken up by student service groups. So students receiving Englishlearner services um had the highest percentage at 84%followed by those receiving free reduced price meals at81%. Students receiving special ed services had a scale rating of79%. And the largest improvement over time was among families of studentsreceiving sped services with a 5% increase. And last but not least on the familystakeholder survey, this graph shows those same scale percentages broken outby families um with students at the elementary or early childhood,elementary, middle school, and high school levels. Families of students inearly childhood had the highest percentage at88%. This was followed by elementary school students at 84%.Families of middle school students had the lowest percentage at73%. And the question within the scale that brought down the average at themiddle school and high school levels the most was school staff have helped myscholars 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 strategicdirection C and those uh process and outcome measures. Um we we share withthe board uh last week that we were going to pause and process some of thedata because in previous uh presentations on vision cards, it kindof went on and on um and lots and lots of data and not a lot of opportunity forus to pause and process. So those questions were shared with you um andthey are here um in the prompt. Wanted to allow you just a few minutes um thereare post-it notes. There should be some by your placard or by your um seatingarea. And if you want to just jot down a few thoughts to the questions that youmay have had prior to this meeting. If you have if you don't have notes withyou um if you have notes with you then you're ready to go but take uh likethree to three three minutes here just to jot down a few thoughts that you havefor each of uh the questions there. The first question around alignment um howwell do these measures uh the metrics that we've shared tonight reflect thestrategies and priorities um for strategic direction C. Our second areaum for question is priorities and action. Where are these measures feelingstrong in showing progress and where could they be even better to connect toour goals? And then our last one is this outandup focus to you and to ourcommunity. Do these measures clearly communicate our progress out and up tothe board and community or are they still feeling more internal? Um, andwhat could strengthen this community connection that we seek to have with howwe're communicating our progress? So, we'll pause here. I'll set the timer on3 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 toshare out um our thoughts. And then we've got chart paper here behind uswhere we can put our post-it notes uh when we're done according to thequestions. So, we have that to bring back to the vision card steeringcommittee. I'll be quiet now. Four, three, two, one. Allright. So, which group would like to jump in and get us started with feedbackand thoughts? [Music] Go ahead.Thank you. I think we'll all, you know, participate, but um so one of the thingsthat kind of stuck out to us is like it's very clear the communication. It'svery well done. Um we've had great results. Um I think one distinction wewere kind of wondering because of the vision card is like um kind ofdiscussing the difference between communication and engagement because itseemed a little later on engagement and along with that like one of the rubricswere like for example the face team or like the face team rubric I'm sayingthat right? Um, yep. And is the the ex so a couple questions is is theexpectation that that team is the the engagement team and ifso I mean are they they have such a lean staff like we have a huge district and Imean how are I mean how successful could they really be with I don't know sixpeople or how many people on the team and so just some clarity around theirtheir role um in that I mean I think that we've alltalked about the boundary process of like it kind kind of speaks volumes toas it relates to it's like a perfect example of kind of communication andengagement although you know it's like one time every like 15 years and so likehow do we kind of um take that and like model that on the engagement sidebecause I think the communication side is very it's clearer you knowum and I just want to personally add as a parent I um I mean I see thecommunication all the time all the time for my kids school and I always jokelike I have two middle schoolers. I don't have time to know what whichteacher goes with which of my students and it's up to me to make sure I'mreading it. You know, it's nothing to do with the district. Um, and I just wantto put a plug in like I love uh talking points. I think that's like a greataddition because it's just easy. It's like text. Um and so I think that Ithink we can give a little bit of light on uh the school's operational plans anduh family and community engagement shows up on their operational plan. Do you allwant 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 uhhaving plans around reading, math and uh student behavior, we also have a asubset all around family engagement. And so all of the principles have to havesteps whether it's standard uh learning work rather that they're doing thiscoming year, implementation work or the standard work. of the three columns thatwe use for the three-year operational plans. Every single school has to have aplan for how they're going to engage families and they have to have steps intheir plan and work the plan and be very very intentional around that. And wehave them use feedback from our um family community stakeholder surveysthat are sent out to the families. And so that helps inform their plans, but itit yes, they have to have very strategic specific steps that they're going to doeach year to engage families. And I would only add for the elementary aswell. Um I would add too that we encourage them and and many of the theleaders do connect with some of the phase team to really sort of think abouthow to develop that plan. Where what are we missing? Um what should we beconsidering? And and so there's there's been kind of a nice sort of relationshipthat has evolved. I'm sure there's more that could be leveraged, but that thatdoes definitely show up. So our hope with the FACE team is that it's helpingto 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 isasking each of the principles to self assess their school's effort at theengagement piece. And if you look, they're honest. They're not givingthemselves high marks. They're saying there's a lot of room for improvementaround learning these evidence-based practices that contribute to familiescoming in and being more engaged. So, I think as we go like year-over-year andwe get stronger and stronger at this um we'll see we'll see more and moreprogress um in engagement. But this is K's team went out to sites. I was justgoing to add that. Thank you for teaming up, Brian. Yeah, we went out to sitesall last school year to talk about school communication plans and I knowwe've been talking a little bit about that in the presentation. So, everyschool now has a school communication plan. Um, so working with a lot of thesetools 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 themhave that on their um operational plans that uh Kelly mentioned um and probablywill 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, butI, you know, I remember when we established again, Brian, like thecommunity engagement piece that had been like a previous board had talked aboutit, 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 Ithink just um knowing that they're a small team and knowing Yeah, and I agreelike you know, the schools need to that's part of their you know, theprinciples and work and stuff, but Um, just making sure I think we don't wantthem to feel like when I we see face rubric it was kind of like we don't wantall of it to be on them, right? I mean, and so just some more explanation aboutthat cuz they are I mean I work at Henipin County and like it's a hugeplace and you know it's hard to have like one groupkind of be the the the main people to do all the things, right? And so justmaking sure I mean for me just wanting I think it's such a great team to makesure they have the support that they need um to do to do that and to teachthat 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 abouthow we might help. Okay. All right. Other feedback. Well, and I think we allagreed on the standardizing um the communication the participation withparent view. I was kind of blown away by that. That's 88%. Yeah. I mean, that'simpressive. 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 thatwe 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 highschool is 54%. Okay. Okay. So, yeah, that was just another um concern justlooking, you know, how we're going to address that going forward.So we actually have uh an advisory program improvement process that we'llbe starting to look at our 612 advisory program and so getting to that veryissue. How are we helping them make sure they have students have goals but alsohave plans for what happens after they graduate from high school college andcareer 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 wordsin C1 and C2 communication inclusion engagementcollaboration and I think um some of the measures it seems really heavycommunication versus engagement and inclusion and the expected outcome being90% um of communication that feels disjointed to that's not the expectedoutcome 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 thinklike so we were just kind of talking about like kind of how the differentmetrics sort of fit or didn't fit or there was gaps or room conversationor even just refining that language in the two priorities. I wonderif maybe there's too much in there even or like if we need feedback that it'slike well there's like so much in this like do we need to do any refining evenpossibly 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 isthat eventually kind of make it over into the expected outcome bucket? That'skind of the idea. Okay. So this is just the 2025 focus. These will be the thenext 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 surveyyet. So, those are some of the things like if we were to um look back at ourdistrict-wide communication plan, like some of the goals and objectives that wehad in there, um some of those things would be getting at um whether or not wewere achieving um what we set out to achieve. So, um those would be some ofthe things that we could include potentially as question types on thecommunity survey. We need to work through that a little bit. So that wasjust something that we wanted to keep um top of mind as we as we work throughthat. Yeah. Because I mean to me that's the kind of like maybe some of thereally exciting stuff that's going to happen, right? is is the actualstakeholders feedback like just yeah feeling informed and understanding andyeah it's kind of like their experience um and like the quality of ourcommunication and engagement I would say overall like if you look at like thefamily stakeholder survey the staff stakeholder soon to be senior exitsurvey and community survey like that will give us that full kind of what istheir experience picture if that makes sense. Yeah. Yeah. You know, one thing Iwas just thinking and I like I love I love the senior exit survey, but alsoI'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 thinkthat like my daughter really want to go to schoolher, you know. That's why I in one of our my I shouldn't name it, but in myprior district, in order for them to complete their graduation requirements,they had to that's what our high schools do now haveas well. It's part of their cap and it's a check off thing graduating to finishthis. 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 theengagement and the experience side of it? So, we'll make sure that as we lookat 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 thatwe're making sure that we have engagement represented in those uhmetrics. So, thank you for that feedback. For the sorry, I had a couplethoughts in the last two questions. Do you mind? Sorry. Um for the prioritiesin action, we are really strong in showing the results. Like it's veryclear there's a lot of data there, which is fabulous. Um, I saw a growth area forwhy like why are we seeing these changes in results, especially where there werelarge jumps. Is there anything we can contribute it to? Like can we tie it tosomething so we're understanding the what's driving those factors? Um, andthen for the out and up front, I said definitely I feel like this is wellcommunicated to the board. The community might struggle to access it and unpackit. 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 howthis is included like for me I'm all about summaries and so even just addinga tagline of this was our goal, we achieved it or this is what we're goingto work towards and I know sometimes that highlights discrepancies betweenmeeting a goal and not meeting a goal but I think people are always I meanit's that it's on that transparency like you can't fix something you don't knowis broken. Um, and so even just highlighting that like, hey, we we'retotally nailing this right now. We're at our baseline and having it right on thatsummary. I love call outs. Yeah,the up and out. Um, you know, that being kind of new to us in through thisexperience. I do wonder I think the board has different needs in thecommunity. So, and I think this is the intention's always been for this to be ato the board. How are we doing? So, I would say I just I just don't know ifthose are always the same thing. The community might need maybe differentmeasures or different headlines. A headline. Yeah. Yeah. You could boil it.I mean, the K team can boil it down and make itI think the community wants to know like are schools well performing or like it'sjust a different set of information that they're interested in than the boardfrom a governance and oversight perspective.I just I just I just wonder if we can even accomplish both. Just just acurious wondering in this field because I I always think about like when I seeyou know like the grids from year to year, right? It's like oh we're up andwe're a little down and we're a little up and we're you know what I mean? Butlike are we doing good? You know what I mean? At the end you're just kind oflike you know because there's just variability and stuff throughout theyears and things. So, and then understanding right where we wereplacing our focus at that time. You know, maybe that's why some of thoseother things fell and this one kind of gained. But yeah,I did appreciate that you guys broke it out into asmaller thing to look through tonight. Like that was super helpful to have amore 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 thisinitial framing of as you all uh tackled the questions like so what do we hit themark on? What might still be a gap there? Um as we're as we're listening tothe presentation like what's what's what's standing out in terms of theanalysis that we just activated. That's awesome.Me. Oh, okay. So, as Dr. Bass said, we are going to move on to strategicdirection D. Under strategic direction D, our highest priority work is torefine district department and site operation plans to serve as a tool tomonitor the impact of continuous improvement efforts on studentachievement. The expected outcome is that 100% of district department andsite operational plans have been developed and used for continuousimprove monitoring continuous improvement. Under this uh work we havetwo main strategies that is our operational plan and our system staffstakeholder survey. Our implementation process measure would be looking at thecompletion of the three-year operational plans and our outcome measure is thestaff stakeholder survey. So again in uh strategic direction D wehave a high priority which I just talked about and then we also have a focuspriority which is the ensure consistent systemwide implementation ofevidence-based retention strategies. So those are our priorities.D1 for strategies we have our enrollment marketing plan and we also have ouroperational plans and for D2 we have our recruitment and retention plans.So for process measures, the vision card steering committee had lots ofconversations around process and outcome measures and how to tease out what's aprocess measure and versus what's an outcome measure. And so we didn't selectany outcome measures or process measures, comma yet. Right? That's sortof the work in processes teasing out which part portions are implementationversus impact. We do have again impact measures or outcome measures. Uh theones in indigo are measures we currently have which are student stakeholdersurvey, our family stakeholder survey, the percent of staff of color in oursystem and the percent of staff of color retained. And then we have two that arein development. Our marketing or sorry I think I messed that up. Our marketingwithin community relations plan is also in is developed and our percent ofoperational plans. Those should be bolded indigo as well. And then ourstaff stakeholder surveys in development. We'll talk about that in amoment. Okay, this is you. All right, so this isum these are numbers you're seeing for the first time. Um potentially a littlebit capture rate is probably something that we've talked about um as as John uhgoes through the enrollment trend presentation um annually. Uh but this Ijust wanted to explain this a little bit. So this is um as uh we mentionedoutcome measures. Um so really this is helpful in um making sure that as aschool district right we're continually um maintaining our students or evenincreasing our students right to be a viable school district u from afinancial lens right that's something we need to do so um we've done some um morefocused I would say marketing efforts like trying to increase that enrollmentum over the last um I would say this last school year very heavily even moreSo, but have started probably about two two three years ago um pushing that alittle bit further. So, we're looking at all the data that we have and we havesome more data um that we have had even in years past and we'll continue to tryto do that um with our community survey. So, you can see that's not quite umhere. Some of the questions that we might ask um just for an example on thecommunity survey would be like um are you proud of our schools and would yourecommend them to other community members would be a good um question froma marketing lens that we would want to ask. But on the top row here um for datathat we have currently um we're talking about enrollment numbers. So, um you cansee uh kind of the baseline was if we and we might tease this out because wetalked about some different ways we could capture this. But, um for thisyear, we focused on, you know, are we um m uh maintaining or or slightlyincreasing or um going dipping below 150 students? Are we we were consideringoursel in the progress um if we were go u above 151 to 300 and then envision ifwe're above 301. So just looking at our November 1 numbers for the last fiveyears here, um we were at baseline in 22 uh 2023 and 2024 and then we made someprogress um in 2025 here. Um so definitely um and as we u talk withschools because we as you know like just one example of a tactic that we've donerecently is a school choice fair that's fairly new. um as we work with schools alittle bit more, we want to ensure that um that they're seeing these numbers andthe progress um being made too um from a school lens. So K question, is thisenrollment 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 somethingthat we've talked a lot about with schools. Um and I know that we'vediscussed with the enrollment trends, but this the capture rate is the umthinking of the our attendance boundaries, those that live within ourattendance boundaries and those that have children and attend our schools. Umso because we have right uh families can choose charter schools or privateschools. So these are the families that live within our boundaries that arechoosing us. Um uh I've had a lot of conversations um with other colleaguesum throughout the state and and nation even um to have a healthy um capturerate you need to be above 70%. Um we have now we're all in the red um and andas intervene based on the scale that we created because we are below um 70% butyou can see um we made um8% am I remembering that correctly because myslide um we made some gains though last yearand I I really think it was because of that strong um marketing push that wedid this last school year um school choice fair like I said just one exampleof many of that we've really done some tailored um efforts um with regard tosocial media as well. Um and then the student retention rate that's um a newnumber. So we're taking a look at um K12 like are we from like in cohorts rightyear 1, year three, year five. So what you're seeing here is a year one likeare we retaining the students that we have enrolled? Um so based on the scalethat we created at this um current moment we again might need to dive intothat a little bit more but um for 2122 um we were baseline and then uh just alittle and then a little bit of a jump um in 2023 and 2024 and data is stillyet to come for 2025 and I'm going to kick it over to do youhave a number for the is kind of like you said the healthy um capture ratebeing above 70 is is it above 80 or what's the healthy? Yeah, I haven'tI don't know a lot of the districts that that do this so I haven't been able toget 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'recapturing this which is great. Um it's just it's obviously time to to dig inand to keep that going. Um but like I think we're fairly unique in that wehave that data set. So but I will be looking into further like what is thatthat strong number. Yeah. I mean every district is so different like I knowlike I work at the in my real job I work at the Brooklyn Center and like theytalk about they always get people from other districts most of their you knowso it's hard to compare. So moving on to operational plans. Thisis our theory of action. This outlines a resultsdriven improvement cycle thatbegins with the development of three-year plans at the site,department, and district level. The three-year operational plans are alignedwith 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 identifythe stat strategies. Progress is monitoredroutinely with both qualitative and quantitative data to make sure and itcan be done in a variety of ways. It might be at a formal PLT meeting, a datadig, a principal PLT, or in just smaller conversations. Based on this data,adjustments are made to ensure the desired impact is achieved. Thiscontinuous process ultimately cultivates a system that promotes operationalinnovation, excellence, accountability, andsustainability. The strategies in the operational plan fall into threedifferent categories. Learning work, implementation work, and standard work.Learning work is where we do the research, the testing, the piloting, uhthe learning of is this going to be a good fit for AIO area schools. Noteverything is a good fit. Those things don't make it into implementation work.When something makes it into implementation work, it's when we startsecuring resources, creating processes, providing professional learning to thosewho are involved with implementation. It's also where we develop those processand 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 beenidentified this year. 100% of all of our sites and departments have completed thethree-year operational plan. So we are uh that is our baseline year. It's alsoat vision. So uh we feel pretty successful with thismeasure. The student stakeholder survey measures the student perspective on howwe are doing at achieving our mission. There are three scales or groups ofquestions 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, itwas treated as a new baseline. New school ranges were developed around thenew baseline, and the results for spring will 2025 will be added once they arefinal. We continue to report the percent positive, which is the percentage ofstudents responding yes, always, or mostly less yes to each question. Thiscan also be thought of as the percent agreeing. So our first scale is going tothat we'll look at is achieve the dream achieve dream scale. The percentpositive for each question on each scale in spring 2024 ranges widely reflectingdifferent aspects of each scale. Students in grades 5 through 12responded to these questions. Fully 84% agreed they have dreams for their futurebut only 48% indicated that someone at school helped them identify theirdreams. Again, this is where we brought in the program improvement process foradvisory to ensure that that number starts trending upward. Do we ask thelittles this question? We only ask 5 through 12.Thank you. Yeah. Lifelong learning students in grades 5 through 12also responded to the lifelong learning scale. Although the percent positive wassimilar across the four questions, students were slightly more likely toindicate that they plan ahead and make good choices and less likely to say thatthey ask for help when they can't figure something out on theirown. And lastly, the classroom learning scale was for all students taking thestudent stakeholder survey. So, grades 3 through 12 take this student stakeholdersurvey. 73% of students indicate that their race and culture are important andvalued in what they are learning. And 52% said that students avoid gettingdistracted by cell phones during class. And 70% of students found what they youlearn in school is useful. This graph shows the scale percentagesegmented by student race and ethnicity group. We can see that white studentshad significantly higher agreement than all other racial groups on lifelonglearning. Black and white students had a higher percentage percent positive thanAsian students on achieved dreams and white students reported higher levels ofagreement than all other groups except Hispanic on the classroom learningscale. 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 thispriority. And as mentioned earlier, these results were from the 2324 schoolyear and represent the responses of 1,339families. And we had four questions in this scale. Families who received thesurvey could respond to these questions by selecting never, not often,sometimes, often, or always. The percentage reported here is thecombination of those two most positive responses. So often, and always, andit'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 theoverall median of groups uh group rates of positive responseshave increased. The item my scholar is provided with the appropriate technologythey need to learn remains at a higher rate with 94% responding with the twomost positive responses. And the item with the largest increase in positiveresponses from the 22 to the 20 24 administration was uh school staff havehelped my scholars set goals for the future with an increase of 11%. So this graph shows that same scalesegmented by our student race and ethnicity groups. These data showincreases in the rate of positive responses by families of white, Asian,and American Indian students with an increase of 11% among our whitefamilies, 10% increase among our Asian families, and 4% increase among ourAmerican Indian um families. positive responses trended downward forour families of black and Hispanic students by three and six%respectively. Our next chart shows the scale responsesbroken out by our student service groups and students receiving English learnerservices had the highest percentage at 91% followed by those receiving free orreduced price meals at 86% and then students receiving special ed serviceshad a scale rating of 82%. There was an increase in positiveresponses among each of these groups from the 2022 administration. And the next chart showspercentages of positive responses among families with students in earlychildhood, elementary school, middle school, and high school um as we sawpreviously. And specifically, this chart shows that families of students in earlychildhood had the highest percentage at 91%. This was followed by elementaryschool students at 89% and high school students at79%. Families of middle school students had the lowest percentage at 75%.The question within the scale that brought down the average at the middleand high school levels was, "School staff have helped my scholars set goalsfor their future at 54% and 65% respectively.All grade levels showed improvement in positive responses to the scale overtime with the exception of early childhood for the focus uh work instrategic direction D ensure consistent systemwide implementation ofevidence-based staff staff retention strategies. The expected outcome is tostrive to grow our workforce to be more representative of the scholars andfamilies we serve. There are two primary strategies, individual career paths andcrossf functional training. A process measure is the percent of employeesreceiving stay interviews and an outcome measure is the percent of staffretained. And here to talk more is Ivon. Thank you. Um Dr. kind before I uh talkthrough um just the trends that we've seen over the last several years, I'dlove to just highlight um two of these strategies that were that talk about thetwo strategies that we're highlighting today. So, we know that building astrong, engaged, diverse workforce requires us to be intentional with ourrecruitment and retention efforts. Um the two strategies that I'd like tohighlight today are individual career paths and crossunctional training. Um,with regard to individual career pathways, we're committed to supportingand developing uh the and develop the de development and advancement ofunderrepresented staff through targeted programs that directly align with ourworkforce and district needs. One of the ways that we bring this to life isthrough our career pathways programs which are supported by grantf fundedinitiatives including our grow your own grants. Excuse me. Um the grow your ownprograms uh focus specifically on uh supportinguh bipok black indigenous and people of color professionals and it plays acrucial role in expanding access to license opportunities especially inspecial education which we've um as you all know we have um you know certainlyuh shortages in that area and it's a high need area for the district. Throughthese efforts like grow your own programs, we're not only building a morerepresentative workforce that reflects our student body. Um, but we're alsocreating sustainable career trajectories for our employees. And then a secondstrategy that I wanted to highlight tonight is cross functional training. Sothis initiative is designed to provide our staff with training opportunitiesthat are aligned with individual professional goals and broader districtgoals. By engaging employees in cross functional learning objectives, wesupport their development and pre prepare them for future leadershiproles. This approach helps us to identify internal talent, supportsuccession planning, and foster stronger connection between the day-to-day workand the long-term goals. And we definitely like to think of it asmultifaceted. It could include formal training. It could it could includeexperiential learning. Ultimately, it's a win-win for the staff in oursystem. 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 soI'm going to um maybe just speak to the um the data that's broken down by umsmaller groups, licensed staff of color, non-licensed staff of color, andadministrators of color. And so you can see um you know, our trend has been uhwe have been trending in the upward area in terms of having our workforce becomeum more and more diverse. um it's no se secret that there is a national teachingteacher shortage um and that our licensed um staff and our licensed staffof color that that's been a slow um slow progress. That being said, when you lookat the trend between um 2020 and 2025, we've actually made some really um niceprogress. Um and so over these last five years, we have 19.2% 2% of staff overallum that identified as um uh persons of color and this was up13.8% from 2020. So again um you know if you look at all of these groups um youcan see that uh in the above chart you can see that in 2023 and 2024 we weremaking more significant progress towards our vision. Um and in particular, youknow, with that overall demographic, more significant progress with ourlicensed um teachers of color. And then we are in 2025, we are at vision. Umagain, the work is never done. Um but we had a we had set a vision um or goal forover 18% and we um achieved that goal at 19.2%. And then with that, I know there'll betime for more questions later, but I'll turn it back over to Dr.U. So benefit eligible, I would say about 2500total about 4,500 because we have a really large 10 casual workforce. Saythat again. So um basically full-time is 2500. Total workforce is about 4,500. So again, just a slice of some of thedata that we're going to be uh populating uh for this vision uh card aswell. And so we're at the point where we want to pause. Um I think you get a theessence of what we're trying to do in terms of this this strategy snapshot ofseeing uh an expected outcome, a goal, what are the strategies? Um Ivonne,thank you for that narrative on those two strategies of individual career pathand cross functional training. Those aren't terms that we necessarily hearfrequently uh at board work session. So thank you for that additional backgroundon those pieces. And then we looked at those uh those measures to show howwe're doing and the progress that we're making. So, um, as you'll see some ofthese, um, it'd be great to have your feedback on when we hit a at vision, youknow, how aggressively then do we get to reset to a new baseline that we thenaspire to an even greater goal. So, that's something that we'll also when westart 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 onnow strategic direction D and the information and data that we've sharedum in in the context of those three questions and then we'll break up intothose groups again and give you uh time to discuss and provide us with somefeedback. I recognize that um we could have had more time but um we certainlyeven the feedback that you gave us was was phenomenal um for the amount of timethat we are setting aside. So we'll set uh the timer for 3 to 4 minutes here forthe indivi independent time and then we'll um meet in groups and that wasmore like 12 minutes last time. So we'll stay with 12 minutes. We're ahead ofschedule too. So this is great. All right. We can again stay where we'reat and if we want to uh start with this side first since they started first lasttime. [Music]Yeah. I mean, we had like a lot of different thoughts and reactions. Idon'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'reexcellent? So, I struggling with the system of operationalization,excellence, accountability, sustainability. Um, it didn't feel likethese are like operational continuous improvement type of things. So what Isaid back is that okay it seems like this is saying how do we know that we'reexcellent from a staff perspective a community perspective anda student perspective. So I really like the student measures as far as if we'reexcellent we're achieving the mission. So that made sense to me that those werethe measures and that's the defines that were excellent in the district. Umenrollment data was really good. I think we didn't understand the marketing withcommunity the data source versus marketing within community relations butwhatever we didn't know what that meant but the enrollment data is meaningfuland well aligned with um our district of excellenceum I think we said that the operational plans completion doesn't necessarilygive us indication of quality or kind of okay so it's completed what does thatmean Um and uh yeah, recruitment um weregood. Those were good measures um for kind of a staffperception if we're an excellent school district and good recruitment andretention numbers. So this one felt well aligned to me from that perspective, butit 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 Dlike the C because I mean then I can kind of like draw, you know, conclusionsbetween how these kind of continue to roll up into each other, right? And therelationships 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 umyeah how they interrelate and how they you know affect each other and thingslike that is kind of lost right with this. So I I I love that we're kind ofgoing 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 astructure that helps us progress monitor, right? and how are we usingthat as to cycle through a continuous improvement cycle around the majorstrategies that are outlined in our operational plans. Right? So, so it'sit's an implementation measure, right? But again, what are the actions that wewant adults doing with their operational plan that is continuous improvement workand monitoring the strategies that they're implementing, right? So when welooked at that theory of action, it was so it's not just they have a plan, it'sthat they're actually tracking their progress and implementation and thatit's having the desired impact. And if they do that, then we are cultivatingright um um operational innovation and excellence. And with learning work,learning work is that space for innovation. So as as uh Dr. K read thatdescription, that's where we research and pilot new practices emerging in thefield. 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 toimplement them and take them to standard work and uh and strategically invest inthem and apply resources to them. So, but we hadn't thought about this or hadthis dialogue or this conversation about how are we defining operationalinnovation? How are we defining operational excellence? And ourconsultant was like, well, what's your theory of action? What's your logicmodel say? And so, we're like, what? We get to learn how to make a theory ofaction. Okay, great. So then we we uh we identified uh we identified the thesethese moves would help us know that we have continuous improvement cycles. Andso our survey for staff will ask them about their experience participating incontinuous improvement efforts specific to this theory of action. So I I I thinkwe're going to get closer to having some metrics, some outcome metrics that thathave our staff report on what their experience is with oper. Um, so we'llhave a new scale that'll be continuous improvement and a new scale that'll beinnovation 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 tohear 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. Allright. I just have a question on the marketingwithin community relations. a number. It says 85% recommend our schools. Is therea vision number? That's just that was just an example um of we would have todo some more research, but that was an example of a question that we might puton the community survey. So, it's not it's not us. That's a it's we don't haveany data on that right now. So, but that's like a question like from amarketing standpoint we would want to include on the community survey like howmany people um uh basically would recommend our school are proud of ourschools and would recommend them to to others in the community. Yeah. I was atCuba and Maple Grove when I saw our like they have like the monitor when youcheck out I was like yeah you got to go to the grocery store right you got togo a little that's good to hear. We had a fewquestions or maybe Thomas can add to on the um achieving dreams and goals justsome of the language re you know obviously that with the lower numbersthere that's something we're you're talking about working on but just thedifference of what you know we kind of in a previous work session we're talkingabout the difference of you know a goal versus a dream and how are we definingthat for you know our students and staff um I don't know if you have time on kindof the questions too the questions yeah just overall um Ifelt like there was the disconnect between the questions that we'remeasuring and those three goals of achieve dreams, classroom learning, andlifelong learning. Um, it seemed like those are questionsthat we've been asking for quite a while and we tried to sort of force those intolike those three goals. Um, a quick example is the cell phonequestion. I feel like there are probably a number of more meaningful questionsthat we could be asking about classroom learning than cell phone use. Um, sothat was like one that like really stuck out to me, but in general I just feltlike the questions weren't quite hitting at the goal. Um, so yeah, that wasanything else. So let me let me make sure I capture that. So as we look atthe those um items in achieve dreams lifelong learning the the the itemsdidn't necessarily feel um like they closely aligned to whatthis to that category were those questions created with the intent ofaligning to ah those okay because that's I'm not feeling like they were createdfor that purpose. Okay they were created many many yearsago. Yeah,those questions been around for a while. One of the things we talked about thesequestions is like, you know, what are what do we do with this? You know, likefor 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 doesthat 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 talkinglike I know my middle school, you know, she got her application like for I thinkit would be great for her. I wish like everyone had it, but like every studenthad an opportunity for that. So like that's kind of what we were talkingabout too, like how are we using this to actually like maybe implement somethingelse. So that advisory program improvement process with the bringing inAVID to all of our secondary sites, that's one of the things, you know, notevery student gets to be part of that AVID elective. So how do we bring moreof those elements to all students through advisory and so that it's at allof our sites in a consistent manner? Okay, so my last question about thedata, I was just curious of I mean my slides are so messed up, but you knowthe 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 themulti-racial one? Yeah, there was um we adopted a new system and we didn'trealize until after the survey um had been distributed that our um synergysystem wasn't connected correctly to our new tool. And so they are represented inthere, but they would be represented in different student groups such as um ourblack and African-American students or um other students that um other studentgroups, I guess. So this that was the dispersed amongst Mhm. Yeah. So you wanted just to clarify there. Youdid. Oh, I was just wondering why I just was curious. Okay. I guess make sure ifthere was a fix that person staff of color.Yeah. I mean, I think that we talked aboutlike I mean, I guess Ilike when you I think it's a hard thing to look at because okay, so weunderstand like there's the complexities and like the barriers and you know withthe 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'snot like I would like to really revisit that and have that conversation becauseeven when you look at the breakdown of numbers it's like um you know licensedlicensed percent of colors at 15% non-licensed 50% I mean it's hard it'shard to kind of like pull apart and so I was like is that really reflective ofthe experience of our families and scholars and I know I always use my ownexample just because I think kids. But like, you know, like my oldestdaughter didn't have her first teacher of color till middle school and that wasit. That was all she ever had. My second daughter is probably going to be thesame thing for her, you know, like and same with my younger kids. So, I'm justlike just curious of like I would I do think as a board we should talk aboutthis one a little bit more. Um, and again, like I mean with some of thestate mandates coming down and the license I mean there I mean I understandit's very complicated and every district is struggling. Um, but to say we'vereached vision, I don't know. And I think again, well, Dr. Bass will speakto it, but that was the 2025 goal that was set. It doesn't mean that the workis done, right? But that goal was set I don't know how long ago. Um, the over18% goal before my time. Uh but but I mean we setyou know we set goals and seeing that the the growth was um has at least spedup 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 alack of effort but did you want to say no I mean I think you I think you editedit just that 19% is heavily weighted by the USB rightpercentage. Um, and so yeah,I I don't know how we measure it or how we continue to like set goals, but Idon't feel comfortable saying we're a visionum without sort of additional context. Okay,my last question I just had I was curious. I just don'tknow what um what's an example. Oh, the what can yougive 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 andby group. Um so, some of it is creating redundancies um in, you know, so thatpeople can um back each other up. Um some of it is teaching people higherlevel skills um so that they have the ability to grow in their current roleand then hopefully grow and be able to develop into not just leadership rolesbut we have a really large array of classifications and so there are highlevel individual contributor roles in the district as well. Um, so you canthink about it along classifications. You can think of it as leadershipverticals. Um, you can think of it even like within the context of our grow yourown programs where we're trying to provide opportunities for non-licensedstaff like ESPs to have those pathways into licensed staffing. So it is um, youknow, I don't know those are it sounds good. I mean it sounds paper.No, I appreciate the question. Anyother thoughts here before we wrap up? We're our our lastslide or Yeah. So, uh our next steps um obviously we're we're going to engage inthe same work for uh the strategic directions A, B, and E. We'll be back inJune to share our progress with the same system strategy snapshot um process. Umso we'll be working on those uh pieces. Uh and then identifying the remainingmajor strategies. So next year when we bring CND there'll be even morestrategies that we'll make visible across uh the the columns there. Andthen the last one is we want to we're going to absolutely integrate yourfeedback uh from tonight uh in in AB and E. Soyeah that that concludes uh our presentation. Thank you. Thank you.Thank you. [Music] If if um if you're comfortable sharingyour sticky notes, if you want to just toss them up there,we'll if not it's fine. Just kidding. I was social studiesteacher in nth grade. I'm pretty good at decoding and writing. You know, thepower of AI to take a picture and then decipher it out is actually pretty if anybody had a with the uhpodcast if that was helpful or not to get the synthesized version of themonitoring report. SoI am like a I'm like the kind of person I read a I prefer a book and I'munderlining it. So the next time I listen to the podcast cuz I waslistening while I'm talking probably have my report and listen and do for mepersonally. 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 confusedlike this C and D where's part two? Sure. All right. Uh the school board theschool board will be going into a closed session for the purpose of conductingthe superintendent's annual performance review. This work session is adjournedat 8:28 p.m. Stop him.