Uh, board members who are online, if you can turn your cameras on, we're going to get, we're going to get started here. Not disturb us. Go, so we. Good evening. Directors, staff, and members of the public joining us here in person and those watching online I would now call this May 19, 2026 regular work session meeting to order. As a reminder, work session meetings are are informational only meetings where full board where the full board gathers to discuss specific topics No votes are taken during work sessions. Before we begin today, I want to take a moment to ground us in the purpose of our work here tonight. Over the past several years, Minneapolis public schools has faced significant challenges enrollment shifts, financial pressures, operational disruptions, and growing student needs. Much of our work as a district has required us to respond to immediate realities. But I believe this phase of the transformation process asks us to start thinking differently. It asks us to think long term about what kind of educational experience we are committing to pro to providing students and families across Minneapolis. Today's discussion is not about developing operational plans or determining specific implement implementation details. Our role as a board is to establish the values, priorities, and expectations that will guide this work moving forward. Families have consistently told us they want strong academics welcoming and supportive schools, meaningful opportunities for students, and clear, reliable pathways from pre-K through graduation. Our responsibility is to define those expectations clearly and responsibly while ensuring the long term sustainability of the district and equitable access to opportunities for all students. Administration will ultimately bring forward implementation recommendations and operational options aligned with the direction provided by the board. Today is an opportunity for us to reflect on the values and priorities that should shape that future work. There will be difficult conversations ahead. And there will likely be differing perspectives throughout this entire process. But I hope we can approach today's discussion thoughtfully, collaboratively and with a shared focus on students and the long term future of Minneapolis public schools. Ultimately this work is about ensuring that every student regardless of pathway or neighborhood has access to a high quality and sustainable educational experience, and thank you. Clerk Norva, will you call the role for the record Directors, please speak into the microphone. Sir, yes directors, also, when you speak, you do need to turn your microphones on. Manually. Director Abdi, yeah Doctor Elamine. Present Director Schefty. Director Currio, Director Norville here, Director Callahan Present Director Emrick Here. Vice Chair Ellison. Wasn't Student Representative Corva. Here Student Representative Webster, Chair Beachy present, and thank you. We have a quorum. Please let the record reflect that Directors Emrick, Callahan, Schefty, Elamine, and Ellison are participating in this meeting using interactive technology Before we get into the agenda, I want to offer a few reminder and notices about our meeting and this room Board members and presenting staff, please speak slowly clearly, and directly into your microphone to assist our interpreters and the closed captioning service We ask that nobody cross the tables and approach the dais at any point during this meeting. Anyone who attempts to cross this threshold will be asked to leave the room for the remainder of the meeting. If there is not a chair available in the audience through the muse, it means the room is full, and we ask that you watch from the cafe where the meeting is live streaming until someone leaves. If for any reason we need everyone to leave the room, the exits are on this side with the double doors in the back being our primary exit. Please follow any announcements and the instructions of the emergency management, safety and security staff here supporting our meeting. If you have any questions or need assistance, please ask any MPS staff person sitting along the sides of the room or in the back. We meet in a public setting so our community can watch the business of their public institution be conducted by their elected officials Disruption of any kind that prevents people from seeing or hearing the meeting will not be tolerated. If a disruption causes an interruption to the meeting, a warning will be provided, and then the meeting will be in recess until the meeting can again be seen and heard. If disruptions continue, the board may need to reconvene in another workspace with limited seating to complete our work. We ask for your continued cooperation with these protocols. Before we begin our discussion I'll review the plan for this work session retreat At last week's meeting, the superintendent and her team completed delivery on the information we requested in our October 2025 resolution. Do we have slide 3 up there? Thank you. For those of you who haven't been following here are the 13 different areas that we have requested from the, uh, superintendent and her team. As I mentioned earlier, the next step in the process now that we have this information is to set the parameters so that the superintendent and her team can develop recommendations. Those recommendations will then return to the board. All right, slide 5 please. To develop these recommendations, the administration has asked the board for guidance on 3 parameters and on a proposed timeline. Our goal today is to discuss these items so that Vice Chair Ellison and I can offer a resolution for our June 9th meeting that will direct the superintendent and her team to bring back recommendations I want to note that providing direction on these three areas enrollment, the MPS student experience, and the programming and pathways doesn't mean that we won't ultimately decide on other elements of a transformation plan, including things like boundaries and how buildings are used. We will. But the superintendent and her team have the data and information about those topics that they need to develop a recommendation that aligns with our direction on the other areas. So for example if we said the superintendent, have X be the approach to enrollment, establish Y is the guaranteed student experience, and use Z as the standard for programs and pathways, then she and her team would use what they know about where people live to develop a recommendation or a set of recommendations about which programs go where and how boundaries would align. Then we review those recommendations and say move ahead, change certain specific things, or bring back a revision that incorporates A, B, or C in these areas. Tracking got two other two parameters building building utilization and alignment between district programming and neighborhood patterns distinctly, even if we're not discussing them at this point in the process, we'll ensure that everyone can see the logic that has been used to apply the technical data. They will help us to understand the why for the recommendations. Slide 6 please. For each parameter and the timeline we will follow the same protocol and the discussion portion will be facilitated, will be facilitated by Mrs. Deborah Keyes, sorry, Mrs. Deborah Keyes Wright, uh, from the board governance associate with Ray and Associates, an executive search firm And we have worked with her uh previously, uh, particularly when we came up with the resolution. Staff will provide a very brief overview of their analysis on each parameter and the timeline. We will then take a few minutes for board members to individually review the information and executive summaries provided, followed by group discussion. We did initially consider having small group breakouts, but due to logistical considerations we will stay together as a whole group for discussion After discussion and sharing, Ms. Keyes Wright and I will summarize what we've heard so we can accurately capture the direction of the board in the resolution We have a slide for each step of the process that includes prompts to help us keep us on track. Are there any questions or thoughts about the process All right, Uh, slide 7, please. Before we move into the first parameter, I will turn it over to the superintendent to share some information about the parameters and then introduce Deputy Superintendent Thompson to start with the first parameter. Doctor Sales Adams, please go ahead. Thank you, Chair Bucci, and good evening everyone. I will ask Deputy Superintendent Thompson to provide an overview of, of our analysis on each parameter, but I first want to thank the board for taking time this evening to have this discussion. Understanding board parameters in these areas is essential is the essential next step in this process as it provides me and my team with the guidance and direction needed to bring a recommendation that aligns with your vision Since before I arrived at NPS, the transformation process has primarily been in an information gathering stage. We've collected, analyzed, shared, and reviewed a lot of data. The vision has been set for what we collectively want for our students and district to be a district where every student thrives academically socially and emotionally through a holistic, culturally sustaining education that engages and prepares contributing citizens. We know what we want to accomplish and we have the information that tells us why we need to transform. Now we must move to what is potentially the most difficult stage how we will get there. With clear guidance from the board on these three parameters my team and I have what we need to develop recommendations for your consideration. We're ready to take your vision and show how it can become a reality. I know this work will be hard, but despite any challenges, I'm excited for what it will mean for our students' opportunities and experiences both now and into the future. Our students are certainly worth the work. With the chair's permission, I will now ask Deputy Superintendent Thompson to provide an overview of the administrative analysis on parameter one. Deputy Superintendent Thompson, please go ahead. Thank you doc thank you Doctor Sells Adams um. I'll get closer. OK. Thank you, Doctor Sells Adams Um, good evening, Che Beachy, members of the board student representatives. Um, thank you for having us here tonight to share the administrative analysis So we have provided. A lot of information in the parameters executive summaries that you all have and have done a lot of work throughout the year using the data from the demographer alongside our caregiver feedback. Our analysis led us to these 4 key strategic focus areas in order to increase enrollment and retain students All of this within the context of the declining birth rate in the city of Minneapolis. When the board priorities are established, the data from our demographer will be used to determine exact target rates. If early enrollment and year over year retention is a priority Our analysis indicates that by increasing our enrollment rate to at least 48%, we will maintain our current kindergarten enrollments despite birth rate declines as an example. Caregiver feedback indicates that kindergarten enrollment growth will grow if we expand access to pre-K and provide the guaranteed student experience families have been asking for. If these 4 enrollment and retention strategies are determined to be the priorities, administration can provide targets like this early enrollment analysis for the board based on demographer information and caregiver feedback I will now transition to Miss Deborah Key's right for the protocol. OK, good evening. Oh, good evening audience. Thank you. Hello board directors, the ones that are, I'm coming up to the screen here. hello everyone, can you see me? OK, OK, hello student representative Cherubici, Superintendent Director Norro, Represent Webster. And treasure Apti. It's gonna be OK. I'm just gonna break the ice a little bit. Tom, Deputy Superintendent and Tom, good to see everybody and staff, everybody in the room. Just gonna break the ice a little bit. I am a board for, um, governance facilitator, so I like to engage all the board members and the superintendent to do this work. I've worked with the board before and they have done some heavy lifting. I have been stalking all of the meetings that have been going on. Very much aware and it is a lot of work and I know you're to the point now where it's like we need to just say do it. We're almost there. We're almost there. A lot of work has been done. And so I believe all of the individuals of directors who are online have this document I'm going to hand out to everyone here. This is going to be just a document for you to kinda jot your notes down that's all so we can stay focused on the parameters. I know there's a lot of discussion and ideas that you have, um, and it's not that we're not gonna ever talk about it, it's just that some things will have to be quote in, you know, on the parking on the parking lot. OK, we're going to, this is really just helping us stay focused on your ideas that you have. You're going to have time to, uh, reflect. I'll give you 5 to 7 minutes to reflect on each parameter and then I'll bring you back in and we'll have a full blown discussion, OK So what I wanna do first, um, is just kind of frame the first parameter, just mindset of governing, OK Um, just as a reminder of what the board does, OK boards are responsible for oversight to ensure that the work gets done. They do not do the work, and this team has done that. They've given ideas, given direction on the what, the big picture of what needs to happen And so we know that the board will establish a growth in the district that's a that it's a priority that early entry and middle school retention and key strategy focus areas, um, the district should prioritize long term and short term goals and your plan, the plan should include measurable enrollment, um, strategies So again, the board is looking at the, the big picture uh oh, went off. Focus on the big picture and so again you have this document in front of you it's just for your notes, ideas that you want to jot down and the first question for the enrollment is something that's going to um help you stay focused and I use this document to uh when I'm doing facilitations to just help you stay focused so that all your thoughts you can really be very um focused on what you wanna say. So the first under the enrollment targets, it says what are your values and your priorities? Just think about what they are. This is again, you don't have to write a lot down. It's just for note taking, OK? And then you're going to kinda answer uh what the deputy superintendent Thompson mentioned to you. Does the board agree with the administrative analysis, that's kind of little analysis. That our district needs to focus on the key strategies below to increase enrollment and retention You're just going to think about that question, can we agree to that? And you've talked about it for a long time. And then I want you to kind of put down some data points that help inform your decision. Once you've jot those things down, it's for our discussion since we're not in breakout rooms, just again to keep you focused. Kinda jot down your ideas and then I will call on you individually and then I'll try to capture some of the things that you're saying. So I ask that you be very. See and what you're trying to say so that we can hear everyone's perspective OK, so is everyone clear? You guys have your form So I'm literally gonna give you 7 minutes, and then I'm gonna do a time check and if everyone's good, then we're gonna start the discussion. Does that work? Yes Yes, OK, your 7 minutes starts right now. OK, I'm doing a time check. It's about 7 minutes. How's everyone doing? Good. Good. Yes, yes, OK. We're all good. OK I'm just going to call. I'm just sporadically. I'm going to, I have an order that I'm, I'm going in. So I want, and when I call you, I just want you to address share what your values and your priorities are for that parameter. And then do you agree you can kind of make a statement on that with the administrative um analysis and then what kind of data points um that helped you in that informed your decision so we're gonna be capturing what everyone says and then I'll kind of synthesize what was the common thread. So um, Director Abdi, since you're sitting right next to me, I'm gonna call on you first if you wanna just share with your colleagues here what just what are your values and priorities, um, on enrollment targets Thank you, uh. I, I always expect to be started because of my last name, so. The My value of the enrollment is As you know, We are only capturing uh. Less than 50% of the students that live in Minneapolis. So I think we have an opportunity to increase by listening to those families, and every time I go to a listening session or anything like that, they're looking more high five opportunities. And uh And that gives us a chance to increase those enrolments because Of The retention rate. When you look at the data. It's MPS has much better retention rate uh through the system but where we lost most of it is the kindergarten entrance Kindergarten is where we need to serve, focus, and listen to those parents. I don't want to lose sight of the kids that are interested in our families right now. We also have to care for them, teach them. Sustain them And continue to serve, so we will have it both for that. So focusing that it's it's important priority for me and and the district have to put more emphasis for the early entrance. Uh, do you want me to go to the second one, or do you, uh. Do I agree Yeah, I do. I think that's important because. We sustained the system through students. Enrollment and that is very important for the whole overall the system as a finance chair for the last 3 years those numbers are so important for the how the district in persons uh and uh. And I always want to focus the students that are here already too to make sure that. They are educated and they are getting the opportunity that they need to to be educated. I, I'll come back to that. And so the data points, uh, the data point that, uh, that we were given is I just mentioned that uh, the kindergarten is only 50%, uh, that the students that enrolled MPS that live in the, in the district And that is an important focus where we have. 90 high 90s, the retention rate. So those two numbers, if we can increase that to high 60s or maybe 70% I, I think it will, it will help a lot of. The whole system to offer more programming to more. More sustainable so. OK, thank you for that and yes, and as you, you have your three ring binder in front of you and you guys know you have been given so much information so that's what you're referring back to, um, even though I only just handed out the, the one sheet, you're just referring back to all of the data that, that um, you, you have had over the last. 9 months or a year, it seemed like several months. OK, so the next person, um, Director Callahan, can you share, um, can you answer those three prompts for, for us here? Yes thank you. Um, so my values around this are to bring back families and to bring in new families, to stabilize our school district, and of course to bring in more funding, uh, which will mean a better education for our students and better enrollment numbers does mean more funding. Um, yes, I agree. And the data I have that reflects this is, um, not only all of the feedback we've received from caregiver survey, but also from boots on the ground as a teacher in this district as a mother in this district, and from speaking with my constituents. Thank you. Very succinct and to the point. Now that is the model way to answer these questions Thank you, thank you very much. OK, I'm not saying that you didn't. OK You're my buddy, said here. Director Norvil, you're going to be next. Thank you. Um, I wrote down two, things for my values and priorities First one is, um, specifically pre-K for all, um, and I, if it's OK with you, I'll tell you the data point that correlates with that is the low kindergarten enrollment at 44%. If we have, uh, pre-K for all of our kiddos, um, to me it seems like we would have uh, more of a, a strengthened pathway to, um, have those kids continue on and enroll in kinder. Garden and then um for retention um my second value or priority is retention for that pathway from grade 5 to grade 6. Middle school is my heart and it breaks my heart to see those kids leave and I have so many questions about why they're leaving, why they're going to other places, what are we not doing that other places are doing, um, and so, um, I really would like to see us strengthen that and my data point for that is the um. The statistic of 88% retention rate for grades 5 through 6, that I, that should be higher. Those kids like 6th grade is not the middle school is not when you're like, oh, I wanna go to this school because the programs are, you know, because they have more whatever like, you know, that's typically high school or then when you're looking at college and, and so that's what's happening. Though with our middle schoolers um, and then yes, I absolutely agree with this administrative analysis, um, prioritizing that early entry is so important. All of the transitions, bridging those transitions whether it's grades from grades 5 to 6 or 8 to 9 or following pathways, strengthening pathways and then, um, yes, increasing enrollment for residents um, so yes. OK, thank you for that. Um, Director Elamine you're next. Thank you, thank you, Doctor Keys. So I, I got a couple things I wanted to share for me my priorities, um, being the academics, the students experience, um, but also stabilizing enrollment and then also to rebuild trust with our families. Um, those are the three things that I would say are more of a priority for me. Um, I would say yes, I do agree with it and as far as data, I mean, I'd like Greta Uh, Director Callahan has said we've been given a lot of information, um, over the years, so we have a ton of community engagement. We have a ton of, you know, data that's been presented, um, from staffing So we're really just putting a focus on, um, also an equity lens. What does that really mean for us when we talk about our black and brown students and the experiences that they will have when they're in our Minneapolis public schools. Great, thank you so much for that very succinct there. Um, Director Beachy you're next. Alright, so, um, just what are the values and priorities that I have here? I've been a teacher in this district for what was it, almost 10 years and, um, I believe in Minneapolis public schools. So that's why, uh, I believe that we can, we can, um make this a destination district, but, um, there's a lot of work that we have to do to do that. So, um I too agree that we need to first of all make sure that we've got some confidence in our families when we are doing this, and. Uh, my top two things that first of all, I guess back up here, um, yes, I agree with all four, parts of the parameter. I think that that's exactly what we should be doing. My main two focus areas are, are there are, um, the part that we, the under enrollment of the kindergarten age, and let's start with that pre-K and let's get them capture them early. And I, I, I think that so much you find out that that families, um. You know, they, they, they like their elementary schools, right? And so same thing like you're saying, what's going on in that 5th and 6th grade area? So that's something else that I want to put, is it, you know, is it academics? Is it class sizes? Is it, is it, you know, behavioral issues? What, what, what's, what's happening that that our students are not feeling and our families are not feeling welcome during those 5th and 6th grade years? We can, we can get the early enrollment and keep the kids here, but if we're going to lose them at 5th and 6th grade. You know, so it's, it's all got to be a nice smooth, easy experience as you've been talking about the whole student experience. So um, that's where I'm at. The data points I used were um, I didn't, they didn't have a number, but the chart with the, um, student enrollment. And then, uh, you know, data point 1.2, we're talking about the enrollment trend and seeing the number of students who are not enrolled in Minneapolis, uh, public schools, particularly those enrolled in charter schools, and then, um, chart 1.2, 1.4 or, uh, 1.3, 1.4, where it's simply just showing again the, the massive decline in enrollment the drop in enrollment in 5th and 6th grade. Excellent excellent. Director Emrick, you're next. Thank you Ms. Keith Wright. Um, I have a quick question, Deputy Superintendent, um, Now, I realized I did not have this in advance, because I didn't know it would be such a big part of this conversation. I think the last time I saw retention data for pre-K to K was 2023. Do we have any idea what, how successful that strategy currently is in MPS as far as retention? Our students who are enrolled in MPS pre-K. How many of the, what percentage of those students are we retaining for kindergarten? And again, I, I'm so sorry to put you on the spot, and I can continue while you. Um Uh, through the chair. Thank you for the question uh, Director Emrick. I can get it to you soon. Um I just don't have it right in front of me, so I, I don't wanna misquote it, but what I can say, um, without giving you the exact numbers off the top of my head is that when we were really digging into the data what we were able to see is that because right now we do not have pre-K's, um, spread equally across Our school district that that seems to be impacting kindergarten because some families that are, you know prioritizing pre-K and early entry if they identify a different school that has pre-K, then even if they would have really loved to join our school for kindergarten they've already made a different choice. Um, and so that really gets to the, the fact that we have our trend data for pre-K that is stronger than our kindergarten retention data, um, but because we actually don't offer pre-K in all parts of our community, that is why as part of the, um, administrative analysis and Through our presentation um that we just gave last week we really um brought uh drew out the data that our caregivers had given to us stating how important it is to not start it, uh, to not only have access in some places but have access everywhere another challenge has been. Um, that because pre-K is only in, in particular places, a family might do pre-K um, at one school and then they might end up attending a different community school, which is great. They're still in Minneapolis public schools, but the reason that they make the switch is not because they don't like our schools, it's just the pre-K option wasn't close to their home. It wasn't the school, um, or program that they identified with. That's helpful thanks. And yeah, when we can get a percentage of our current retention in that transition, that would be so useful. Um, thank you for letting me make that little, um, segue, uh, Ms. Keys, right now I will answer. Um, my values. Values and priorities are #1 to use an approach driven by data, um, when it comes to our enrollment projections for the transformation plan. And 2, to prioritize magnet school programming um, when we're planning campaigns to increase district enrollment. Um, and as far as my alignment with the administrative, uh, strategies, um, I am inclined to focus on strategies 1.3 and 1.4, which are the strategies that pertain to retention first and to really dig into those strategies when we're creating our five-year targets for transformation planning. And then to um consider the possibility for modest gains using strategies 1.2 and 1.1 by the 10-year mark. Um When I'm thinking about, uh, those, um, alignment pieces, I'm thinking about two things. Number one I'm never gonna look at a kid that is currently a Minneapolis public school student and say, I'll deprioritize your experience for a hypothetical kid I hope will someday enroll here. I think that we take care of the kids that we have here first, always. And so, retention strategies are higher priority to me, um, than recruitment The other, um, goes into my data point, which is that um, That kindergarten retention 10 year look back is rough when you consider the 21%. You know, drop in, uh, kindergarten age residents or birth rates I can't remember which one is the 21% in Minneapolis Um, so just to stabilize enrollment over 10 years we'd have to go from a 44 to 48% capture. That is seems like a lift to me just to stabilize. And so I wanna be realistic when we're putting in our inputs It's easier in my mind to grow if we underproject enrollment for this plan. You know, we can always grow if we end up with more kids than we planned for but if we create a strategy that overshoots our enrollment targets, we could end up with some of the same problems that we're working so hard to try to remedy now, and our students deserve durable, um, experiences from the plan that we're making. Um, I also utilize data points from caregiver, uh, programmatic priorities uh, in my alignment. Thanks. OK, thank you. Go ahead Um, uh, Director Emrick, if I can just follow up on the information for High Five. So, our, um, our retention rates for our students that are in our high five, or pre-K program is 64%. And then we do, um, again, that's for the schools that do offer it and then we do offer different programming for schools that don't have access to pre-K that's similar. They have an 80% retention rate for our Minneapolis Kids Junior program, which is what we offer for families who do not have access to High Five. So both of those are higher than our current kindergarten retention rate, which again is why we think this is a strong area to focus in. Thank you so much, Deputy Superintendent, for getting the data for me. Thank you. OK, Director Schefter, you're next, please. Thank you. Um, so I And listening to everyone, like, there's a lot of alignment for me in terms of stabilizing our school, rebuilding trust um, and those, like I just wanted to I guess I like yes, I, I think, um, gaining buy-in early on and pre-K high five, is going to be needed and necessary because if we really want to rebuild trust, I think that Um getting families early and get their buy-in, their loyalty is going to be instrumental. Um, I agree with the administrative analysis. Um, and my data points that informed my decision was for the 10 year parameter for parameters 1.2, the overall enrollment, and then 1.4% overall retention. That's all. OK, thank you And we said Director Ellison is on? OK, Director Ellison you're next. Hey, this is Kim. I'm here, sorry, just trying to unmute. Can you hear me? Yes, we can hear you. OK. OK. I was, um, like other people have said I am interested in, um, pre-K. Um, and strengthening that, I think that will draw a lot more kindergartners if that's where we want, if that's our focus, um, and then also concerned about, um, the transition, and I think part of that is, um, We have People that go to schools based on their address, but then we have um pathways that might not line up, and I think if we strengthen the pathways, we might be able to retain more of those 5th to 6th graders. Thank you. OK, and I'm not sure. We were you able to see the um the worksheet we were working off of wondering if you agreed with the, does the board agree with the administrative analysis that our district needs to focus on the key strategies, but, um, the key strategies about enrollment Was that a yes for you? Yes. OK, did you wanna share any um data points um or were you in agreement with what your colleagues have mentioned? Around um pre-K and 5th to 6th grade retention, yes. That's OK, thank you. Director Beach, I don't know if you want to engage the students. Yeah, I'd like to, um, uh, I don't know if either one of you wants to go, go first. I know I'm curious what you all have to say. It's a lot of data that we've been getting, and I know if you may not have gotten to get a chance to read the full executive summary, but let's, let's, it's important to hear what you have to say. So why don't we start with uh student Representative Webster, and then we'll come here to student Representative Korva. I got you. So um, what I would say is that like in terms of my like values for, uh, like the parameters, I would say that building like parent connections, um, as well as student connections is like, um. Just as important because like uh connecting with parents and like hearing their voices as well um it it helps retain these students because they like also have a say in like if they wanna transfer or not so um yeah I would say that's one of my values um again like getting the voices like of these parents like um what director Abby said like you gotta like listen to what they are saying about like what they want in terms of like change or um. Uh, Like reform in our district in order to make like more informed decisions, so. Um, with like the administrative analysis, um, I do agree with all of these points. I would say that stabilizing grade to grade or grade, yeah, stabilizing grade to grade retention is, um, the most important to me, uh, which like a part of the reason why is because like, as we can see like the 5th to 6th grade retention is like it drops dramatically like consistently, so. Um a part of like some of the reasons for that may be out of our control, um, like. But there are some things that we can do like making getting to school more convenient in terms of like transportation or uh you know building relationship with these students like um throughout like their time in um pre-K or like setting up meetings with these parents or kids you know like it it's about communication, transportation just making everything more convenient for for these people. And yeah, that's what I got to see. Great thank you. Um, go ahead, student director Korva. Um I said something very similar to Zion. I said, uh my, my priority and my value is families and students enjoy their school and students and staff connections as well, family connections are all very important Um, when students feel they have someone so they can rely on and talk to that's an adult in school, they'll probably be more prone to actually wanna be in there They will probably be more excited about things and feel like they can ask more questions and they almost feels like almost like a second home to them almost and when they can also get to share that with their family and their family knows that and they can have it goes into like a almost like a circle of information where everyone's a part of it, then I feel like that's really gonna help us move forward and I think by doing that I do agree with all the parameters. I think by if we follow these parameters that will help us have those family students staff connections, um. I got most of my data from 1.1 the kindergarten enrollment uh, table and 1.2, the enrollment trend. I, uh, probably should have warned you about the students that we got here, so buckle up, yeah, buckle up, buckle up absolutely. OK. And so just what you heard, everyone kind of heard everyone's statement, um, You are aligned with each other, which I figured you would be some similarities, um, you know, your values are the same you guys are right in sync with with each other. I'm glad everyone does agree. With the parameters, um or, or the analysis administrative analysis, but it's very important about what you value and I and, and because I have been watching all of your board meetings you have been consistently saying these things and I do believe based upon the work that the administrators have done and the data, the information they've given you, it has been captured. And I know there's probably a lot of other things and again it could be on the parking lot list of of make sure we will infuse it later on but tonight we're just focusing on on these parameters for so as far as the enrollment targets is everyone comfortable with what you're hearing your colleagues say? um sounds like it to me it sounds like you guys are right, um, aligned with each other so that we can feel comfortable about the. First parameter when we say that that's like I know we're not voting tonight but just like a a nod or a thumbs up or however would you wave your hand or something. I know we're not voting. Are we good with parameter one jazz hands yeah, we're good, yeah, yeah, I. We're good because I really, I, I think the staff is really taking in what you're sharing about these parameters. What do you say, um, Chair BG? Yeah, no, I've, I've, that's I've heard this was great. I mean, I'm glad that, that that there was, um, it was pretty coherent to me, to be honest with you, and so it's, it's nice to know that we're on the same page here. That's, I think in part thanks to a lot of the hard work that you all have been doing and giving us the information and data that we need. So, um, I think this is a, I think we're good to go on, on parameter one in my perspective, and, and I think I'm glad that you guys really, most boards have one student rep, but I'm glad you have two, and you can't go forward, of course with any of the work unless your student voice and so you can tell that they are, they make sure you hear them. And if they don't see themselves show up in these parameters, I'm pretty sure they are not shy and they will say something they'll tell us. I can tell us. So thank you. OK, we wanna go to the next parameter, um, Deputy Superintendent Thompson Thank you. The holistic educational experience based upon the caregiver feedback is the academic experience our caregivers want for their children. A guaranteed student experience in core learning across grade levels ensures each MPS graduate is both academically prepared for their postsecondary path and has the skills necessary to successfully navigate an information rich and culturally diverse world. And our beyond the core opportunities and experiences support our students to choose their individualized path that creates a sense of pride in themselves as they prepare to be contributing adult citizens. The wrap-around holistic MPS experience ensures social and emotional skills are developed and needs are met. The core experience for our MPS students happens through multiple lenses, which include enrichment, intervention, special education, and EL services, and all are built into the foundation of a guaranteed MPS student experience. The academic experience our caregivers are looking for, for their children is not only inclusive of academics, it also provides consistent student support and a culturally responsive, safe, and welcoming school environment In order to ensure that this is experienced at every school, there is a minimum threshold for enrollment which varies depending on if this is experienced through a community or magnet school, as well as if the school is running on a 6 or 7 period day. Miss Key's right OK, and we're gonna repeat the same process so if if directors will look at the um. Your your the worksheet for parameter 2, program size for holistic education and speak again about your values priority. I'm gonna give you a few minutes because I know you just got these in front of you. Um, does the board agree with the guaranteed MPS student experience? Does the board acknowledge that there is minimal enrollment size needed to ensure equitable access? So there's some things you have to take into consideration for this to be in a, um, a guaranteed experience for students and then kind of mention your data points. So again I, it seemed like 7 minutes worked with everyone, so I'm going to give you 7 more minutes and you could kind of ponder on. This, um, parameter too and your 7 minutes starts right now. OK, how is everyone doing We're good. All right. So when we go into parameter two, I just wanna frame this a little bit too, um I never give up an opportunity when I'm in front of um boards of education to always make sure that when you're speaking, you're speaking through the lens of governing. And, and so just to frame on this part you know, the program size for holistic education as you probably are just keeping in mind you wanna decide what experiences every student deserves and I believe in hearing your comments previously that that's on, on your, that's in the forefront, um, what's the minimal programming, um, expectation that it currently exists and. And always what equity means operationally The equity is not just a thing, it's who you are, it's woven through everything you do with you this district seems to really, um, demonstrate that and, and so that's just a reminder to kind of just frame it, um for the governance team, um, think about the experience and what you want and so director Abdi, you're going to go up and be the first one to start off parameter to. Again? Again, yes, sir. Yeah, uh, this holistic education experience, uh, should be the core of why family choose us. I mean, uh, the, the academic, uh Is What families are in here, and I think we have to focus on that. Both the core and uh and beyond the core, the core, uh, I'm glad we're doing a little bit. The graduation rate is going up, uh, but we cannot have it a students that are failing in our system I, I think we have to have it a robust intervention to the, to those students to make sure that, uh. That We offer the opportunity for those students, uh, that and also, uh, when we listen to the families, they also want to challenge the kids too, so, uh, the advance was the top, uh, for, for the advanced courses was the top choice for the families, uh. One other thing is the safe and welcoming. One other thing that we can do is. To keep those uh. Family liaisons for the schools that do need it, uh, those should be part of the predictable staffing. I, I think that should be a core, uh, needed for those families to. To make sure that they also have that welcoming and. For those uh Welcoming that we claim that we do have it every system, every schools. I like the predictable staffing for right now those consistently over those schools with that staff, but. With the family liaison translation is, uh, 2 years ago we had a lot of new flex, new immigrant students, and, uh, we struggle, uh. And uh those are the things that uh. Want to make sure that every student they have those holistic education I'll come back to it then. OK, what about the, um does the board acknowledge, um, that there is a minimal enrollment size because we have to make sure we understand that in order for the experience to be what you're guaranteeing. The board needs to understand that too I, I do have a question for those who want to speak those parameters uh. I don't think we have the facilities to support some of those parameters, uh, and, and for example, to have it, uh, a robust system for middle schools is we're talking about over 1000 students Uh, how do we. Even have those uh schools that there's a few schools that can accommodate that but uh. I wanted to have it more discussion for those and see how those facilities and uh and we can align it uh with the. With the number of the students that we are trying to put it together, uh, high schools too I mean, if we have a high school that is 900 students Is that means that they're not gonna have it the all the core values or like. Perfect, and I'm gonna bounce the ball over here to Deputy Superintendent. We talked about this. Go ahead. I knew you were gonna ask that question, so that's good, that's good. Um, to the chair, thank you for the question, Director Abdi. Uh when thinking about that, um, MPS student experience which we did gather from, uh, the caregiver feedback over all of that time, um. What we did, uh, really model out is how many students are required to generate the necessary revenue in order to guarantee that the students would be able to have all of the things that were, you know, prioritized in that student experience And so, um, at middle school that size, depending on if it's a 6 or 7 period day, so on that 6th to 8th grade, um, band. Uh, the size ranges between approximately 600 and 750 students, and our facilities are large enough to house that number of students in order to provide that guaranteed experience. And then for high school. Um, the size, uh, again, it varies. If it's a 6 or 7 period day, the number of students that are needed to provide those additional, um, opportunities for exploratory or elective classes for students. Um but a 6 period day ranges from approximately 880 to 900 students and. 7 day, um, around 140 to 160 students to ensure that we would be able to have that consistency and that stability and all of those, um, academic choice offerings, uh, that our students and families um, through the caregiver survey have been asking for. Uh, I, I just have a follow-up question for that So if we have a middle school, a certain area of the city that, uh, over 1000. And a middle school in another area of the city there are 600. So what we're doing is we're going to guarantee those two student enrollment they're going to have a different outcome or different experience. Um, thank you for that question, uh, Director Abdi. So, uh, we don't want it to be a question if they're going to have a different experience. I think you're bringing up a very valid point. And so with parameter one, it really builds, uh, parameter one and the priorities and values of the board around those retention and enrollment strategies build onto parameter two, and then that, um, what we would. Be able to offer and guarantee also taking into account that there's a minimum size and then once we get to parameter 3 that will also build but what I, what I believe I heard and I know today is just conversation and um about the parameters but that with parameter one that there's a lot of agreement and a lot of consensus that we shared right now in the space around. Some of our growth targets and how um especially in the area I heard you share Director Abdi around our high five and pre-K and growing and focusing on early enrollment So if the board determines that that's the priority around those four areas, then what we would do is we would model in some different potential options that would factor in. The growth that you're talking about, so if a middle school maybe isn't at that number yet, but we know that the priority is focusing on elementary school and early childhood and then building in what that would look like at 5 and 10 years, then then, um, if the board directs the work we could model that growth so that we can guarantee that experience uh for all students everywhere. Good. Yeah. Yes. Yeah OK, great discussion. I probably other directors were thinking the same and so we might as well get all the information out so that we can just continue on on, on this, this journey here so director. Callahan you're up next. Thank you. Um, OK, so with parameter 2. My values are that everyone is receiving a fantastic education and are joyous and safe in our schools because that literally equals a safer, more educated Minneapolis in our adults. And do I agree? Um, with the guaranteed MPS student experience shaped by parent and caregiver feedback. Um, that it does capture a holistic education yes. Um, but that second question around, do I acknowledge that there is a minimum enrollment size needed? Um yes, I understand that from a business and financial standpoint. And we are in the business of humans and it's very complicated. And so I think of a program like Longfellow, that is really important to this city and helps to lead to all the goals we also want as a district, which is like having these thriving educated adults. Um, and, you know, I, I kind of like Director Abdi came away with some questions, you know so what if we were short? Um, X number of students does that mean we would consolidate a program? And if that's the case, then we may at the same time be undermining parameter one, which is increasing enrollment because we know with consolidations or closings, um we often will decline in enrollment. So, just having us think about all of those things because we can have multiple truths at once as we. Move forward and the data I used was the uh parent feedback, uh, the survey, and then everything on slides 44 to 46 were very helpful as well. So I appreciate that. Superintendent Deputy Superintendent Thompson, did you wanna add anything or you're good with um Doctor Callahan's uh, Director Callahan's? Comment. I'm not putting you on just asking if you wanted to add anything else Are you satisfied with what you've heard already, Director Callahan, with, with, um. Yes, Just wanna make sure this is our space and so we want to have the conversations right now, so I appreciate that. Director Norville you're next. Thank you, thank you, Ms. Keith Wright Um, so my values and priorities around holistic education um, I have three high academic achievement is first access to the arts, um, K through 12, and, um, and and not performative access to the arts, like performative as in we say it's access to the arts like it is access to the arts, like we are making sure. That they have access to um to fine arts to visual arts to music all of the things um performance everything um and then um SCL supports we we've seen so so much recently how important that is for our students and we've been through a lot here in Minneapolis and. Um, and it's just so important for our kiddos, um, and adult and adults, all of us, um, so those are my three values and priorities around holistic education. Um, do I agree that the student experience is shaped by parent and caregiver feedback? Yes. Yes I do and do I acknowledge there's a minimum enrollment size? Absolutely yes I do. um, I, I know I have seen in my own personal experience as a parent and then also as a as an educator what it looks like when you don't have those numbers in a school and um the offerings that kids can. Can be exposed to and cannot be exposed to and I keep bringing it up. I feel like a broken record because I do keep talking about it at meetings is like we gotta make sure that families understand if we don't have this critical mass or this number we can't have this many specialists we can't afford it we know that and we've got to have a a certain number of students to be able to have. Music and art and you know all of the things and band and orchestra and whatever um and languages and you know all of those things so yes I absolutely agree with that um and and it I also will just throw it out there that that means that we will likely have some really hard. Conversations around what that looks like and the sizes of our schools and where they are and what those programs look like and we have to do this now we have to do this now um my data points that inform this I don't know what you'd call it but. It's the um the table around what it looks like um for reliable student access to particularly to um the community and magnet school experiences the intervention access um the core academic access um I. I am making an assumption that that also includes advanced learner access, um, so if it's not, I'd like to know more about that but but that that just to see where um students have reliable access, where it's reduced or inconsistent, and where it's not reliable that's what informed my decision. Opinion, not decision Excuse me. I was gonna like your opinion, yes, we we're, we, we totally understand that. So again, I hope all of the directors are really listening to what your colleagues are saying, uh, if you kind of get some nods like yes, we're going in the right direction because we're just trying to capture what your thoughts are because the administrators, they do have a plan that they wanna put forth too, um, they're putting a lot of this before you and have been. And it's just making sure that you're thinking this all the way through and knowing that there will be continuous conversations and especially when you have about that minimal requirement because again you do what's necessary to make this successful at the end of the day you want the students to have a guaranteed experience and so if you keep saying that what are you willing to do to make that happen and so everything you talk about. You're student focused we want them to have that experience. It's not, well, what about the no it's not what about this it's what about the students at every time, every juncture, and I think you've been practicing that. I want you to continue to be very intentional when we're at this space where we are today, um, so thank you for that. Thank you for allowing me to go on my soapbox here, um, Director Ellerman, your, your turn. OK, thank you. So I um I have to be honest, I struggle with this one. Um when we talk about a holistic educational experience um, because to me again. I know that the experience within our students are showing up differently. So I struggle when we say, um, this guarantee experience for all students because I know and data shows that that does not occur. Um, I guess as we are thinking about the whole approach. For me I just keep thinking about uh reimagining our school when it comes to educating um how this one size model just does not, it does not fit all uh the needs of our students show up differently when we talk about advanced learners which is needed but what about our students that are not even reading at grade level. Um, so. I struggle. I struggle with this holistic approach. Um, because I don't see. I don't see it as a model where all of our students are coming under this one umbrella and walking away with this guaranteed um student experience it shows up differently. It shows up differently. And the data that shows it is when we look at the academics and we see our black and brown students not reading at grade level. When we see that our, our schools over north and um over in this area. Have to go without you know, some of the arts and the other. Um, classes that have been offered on other sides. So this one is a struggle for me and I'm hoping that as we go through. Transformation That we would even think about how do we leave that room for. Um, being able to reimagine and give our teachers and our staffs the opportunity to serve our families that they are in front of on a daily basis, that we recognize the teachers, um the parents that are in the schools that are doing amazing jobs, and, and we can really. Find ways to build upon that to make sure again that our students are getting. What they need by experiencing um the welcoming school, the safety net, you know, all of that when it comes to a school experience, but I, I I struggle on this one, so I I'll stop there and see if maybe some information can help me, but that is a that is an area for me that I just, uh, we have to reimagine how we educate, um, the. Autonomy that we give to our teachers and things that we're doing in our schools and how do we do things differently to make sure that our students and families that we serve get what they need, um, and have the opportunity for more. OK, great, I, I really appreciate this and I'm going to take a point of privilege here because Again, in your things that I read on your website and I know I hear you say the whole thing about what equity is and we all know the definition of equity but we can say it but do you actually see it? How do I know? And so you have been stating some things that I would hope that all of your colleagues have been pondering as well anytime you make you're going to be making decisions about transformation you have to take all of those things. Into consideration again it's not only a few things it's everything on the table we have to massage it, see where it fits in to get to the guarantee and so I'm just curious and any of your other colleagues have any comments or an agreement about what Director Ellerman just stated I'm, I'm just curious because that's a, that's a, a sweet spot right there. I want, I'm hoping all of you have been considering. And maybe you're in a good place with it and want to and we'll make sure every time you show up that you speak to it. I'm just wondering anyone wanna jump in? Is that OK? Yeah, and, um, I I'll jump in and then I'll also kind of maybe even answer some of the, the, the questions that we have here, um, so, um, the first of all, I guess when I when I first read this, does the board agree that the guaranteed MPS student experience shaped by parent and care caregiver feedback captures a well-rounded holistic education. My first thought was that no, that's not what's happening here in Minneapolis public schools right now. So, but then in terms of Looking at the question in terms of hearing what our parents and caregivers have told us, is this the information that we agree is going to give us this well rounded holistic education? So that's sort of how I'm interpreting that one. And so I, I do, I would like you to move forward with, with, with determining taking a look at what some of our minimum enrollment sizes are. I agree with, um, uh, Director Norville, um, the schools that I've been at in, in, in other districts that I'm, that I'm. Subing in right now it's, it's, yeah yeah, you're seeing schools that can provide things and it's simply because they've got a Student population that can support Everything that's going on here and so to to Director Ellamin's point that that is, um I think something that that really is uh has been on my mind through through a lot of this this as well and so when I hear, um, guaranteed experience, I don't necessarily mean that everything is gonna be exactly the same at every single school, um, even if we determine some, some, um. Uh, minimum size numbers. I, I think like Director Callahan said, when you have programs like Longfellow, well, you know, we're not hoping to have 500 students in there, you know. So, um, so I, I think that the guaranteed experience though is that core and then having access to those, to those extra the other things, the arts, the, the, the programming all of that. And I think that that when at least for myself here now, I, when you, when you look at these the, the, um, maps and the different eras that was that was sent to us and us living here in the, in the choice era, uh, I, I think that that is, um, may not be ending or changing, and but I think it might be, um, mutating here a little bit in, in that in in, in. In that it's not that we, it's not that choice is, is what's changing here. I think the underlying assumptions is what's changing here and if it, it's like that movie, we can't be everything everywhere all at once for everybody and so, um. When I'm hearing this, I'm feeling like what we want to be doing is keep providing the same number of choices that we have, but we need to, we, we need to have some systems alignment here, and, and I think that's what I'm hoping to see here from the district. How are we gonna make this a more smooth experience for everybody? And if that means that we have to have some, some, um, guaranteed enrollment numbers, I think that that's, that's important to, to, to hear. With making sure that we allow schools to have that autonomy that she's talking about and the teachers need to have there, I know that myself and so, um, yeah, so I think that there's a lot more that we have to hear coming back once this and once we give this direction, have them come back, and then there's a lot that we can certainly have start, um specific conversations about with, with the rest of this board, um, what I had put down, I'm talking a long time here, sorry, but, um. From values and priorities um, this was, uh, uh, um, I only put one because I kept writing and it's kind of everything's all in there, but when I talk about the systems alignment and the, the system design should provide equitable access to academics, enrichment, intervention supports sped supports, multilingual supports, and provide a safe and welcoming environment. So that's pretty broad, but that's what I would expect to have come come back to me. And most of this has just been from again like everyone else at the, the, the caregiver surveys, but also again just a lot of the details that you guys have shared with us so. Right, I can appreciate that. Appreciate that. Um, Director Emrick you're next. Thank you, Ms. Keith Wright. Um, So I'm gonna, I'm gonna go into my alignment first, um, just because I think my answers will flow better that way Oh, first, I just want to really say thanks to all my colleagues, um, I really love how everyone's showing up, and Student Representative Korva, I really love what you said the last round. I'm gonna be going back and watching your visionary statement, um, again, uh cause to me that just like spoke to A vision that I have for our schools too, so thank you so much. All right. Um, Yes, I agree strongly with, um, a minimum enrollment and, um, You know, we have, uh, Director Callahan, to your earlier point, we have a number of programs that are sometimes referred to as special sites. I mean, there's a, there's a lot of them. We have all of our ALCs, of which Longfellow's one. We have Metro, we have Riverbend, um, and Harrison. We have Stadium View. We actually serve, uh, adults, young adults who qualify for, uh, education that are in the jail. Um, so we have a number of, um, You know sites that we wouldn't try to match to these, uh, enrollment parameters because it wouldn't make sense for the specialized programming. But in general, yes. And and I'll go into, I have some stuff about those programs Ms. Key's right to answer, uh, your question. Um, in uh, am I thinking about some of these differentials I have more of that in my parameter 3 program, so I'll come back to it. But, um, as far as the, uh, alignment with holistic experience, yes. And the reason I wanted to do them in this order is cause I have some, um considerations that I think I would, um, they don't conflict with the holistic experience. They're just extra things that I would consider when it, when it came to why minimum, um, enrollment parameters would be important for me. So, I would really like us to choose an enrollment target for our schools that, um yes, every site has predictable, equitable staffing and infrastructure for that holistic experience. I want enrollment targets that, um, financially enable magnet sites to house truly innovative programming And experiences that are unique to their site or pathway including more individualization and flexibility to support interest-driven learning and more field trips and community-based experiences. My colleagues will hear me talk about magnets in every single one of my parameters. And it is, uh, because I believe in integration. Like I said last time, uh, socioeconomic integration of the district, and the city's been pretty clear that they don't want us to do that through boundaries And so what I know from, um, the work that I've contributed to on our achievement and integration funding plans during my time on the board is that magnets are our integration strategy. And so if we're not gonna opt our families in with, uh, boundaries and, uh, school placements, then I think that we have to offer such enticing magnet programming that some families will choose to opt in. Um, and so magnet programming is really important to me as a continued integration strategy, and I want us to be able to enroll enough students at our magnets to fund something that To fund our destination sites, right? Um, I want, uh uh, consideration of the possibility for unique staffing needs, uh, where programs are co-located. So, if in in order to meet those targets, we have to co-locate programs. I want us to make sure that our enrollment targets will consider things like, um, programmatic TOSA, the potential for the need for multiple APs whatever it's gonna take to actually co-locate programs in a building, um. I want, uh, consideration for staffing needs for inclusion, for for inclusion co-teaching including increased prep and planning time for both licensed co-teachers and ESPs supporting co-t classrooms So inclusion's a really big one for me and it, we need to make sure our targets will provide enough funding for the staff to get what they need to be supported to do meaningful inclusion. Um, and to, uh Director Elamin's earlier point, I want our targets our enrollment targets in schools to represent compensatory funding that actually, uh, creates the opportunities for schools with a high concentration of poverty that are needed and deserved. Right now, compensatory funding is just used to patch through. So even though the state provides a financial, um, Like extra funding where we have more poverty in our district, um, schools are not actually able to use that money to, uh, you know, help fill that opportunity gap because they have to use it to just pay their regular operating expenses. So, I wanna see schools where that compensatory funding, um, is available for schools to dream together about what their students want, deserve, and need at the individual school level, utilizing the expertise of that site. And then as far as like uh The, the K5 and K8 conversation that comes into this parameter Um, I don't necessarily have a super strong opinion There's a lot, uh, of considerations there, but what I would maybe ask is that we're aligning our, uh, proposals about those grade bands with our 56 retention strategy So, whatever we're gonna use to try to retain kids between 5 and 6, we're making sure that that's crosswalked with our plan for those grade bands. Um, My data's caregiver survey, um, enrollment strategy 1.3 from parameter 1, and then ANI funding, um. Priorities and, and, uh, uh history in the, in the district. OK thank you for that, um, Director Emrick, and I'm pleased that you guys are consistently talking about the caregivers um, comments, the surveys you're here, you're listening um, I understand that, um. They, they, individual community, whomever stakeholders have been voicing this for quite some time. And we don't wanna talk about just finally, but we can say finally we're here and we're gonna take all this into consideration. So thank you for sharing, um, your perspective on, on this as well. Um, director chef, you are next. Thank you. Um, so, My priorities and values are aligning with the caregiver as well in terms of safety, student well-being, and a welcoming environment. Um, I do agree with Colin when on the statement of, does the board agree that the guaranteed MPS student experience is shaped by this feedback. I think it's capturing what's needed, but it's capturing what's needed going forward. I don't think it's It's truly implemented Um, and I also, yes, acknowledge the minimum enrollment and also agree with with Director Callann around undermining uh the parameter one. Because, um, I also was struggling with. Um, in the summary. Under the givens line number 2 where it states this parameter assumes largely a status quo of district funding, um, if we're assuming status quo, then we're maintaining status quo, and then it also just reinforces that we're not. It's like the student experience isn't experiencing. Um And I think that in order to truly embrace the values and priorities that are captured in the caregiver feedback, Um, And that what that uh the, the data from. The, um Additional data, where is it? Top priorities A. Um, is demonstrating that if we're doing academic intervention, advanced learning, and creating diverse elective options, then we're really thinking about that holistic student experience and whether they need interventions or if they're advanced learners then we're, they're academically prepared no matter what level they're at and um for the diverse elective Then we're creating opportunities and experiences as well. And that's all. Um, through, through the chair, director, uh, Schefty, thank you for, for sharing all that. I want to offer one, clarification and, and probably expansion on given number 2 that you reference um, so please know that the intent of that, that given is to really represent that as we talk about the holistic size, it really is, um, assuming that state funding Structures as well as federal funding structures are kind of what we are using to model it, so it's not assuming that um necessarily the school district's funding would stay flat. It's saying the the paradigm with which we are assuming we are operating states largely the same from a state and federal perspective So I, I thank you for letting me have the opportunity to clarify the intent of that given. OK, thank you um, student rep Webster, wanna hear your voice. Got you. So a like a part of the values that I got for uh parameter 21, I would say a safe and welcoming school environment that is like number one for me uh, safe and welcoming environment, um, translates into like good performance in school, um. The second one I would say is like um mentors and connection in school. So like uh, a lot of these kids like um The, the Sorry, I'm trying to like figure out a way to like say this, uh. The, the value of the education they receive is like it. Uh, It is OK. Just say it Just say it. We're adults, adults in the room. You can say it. You're because I, I'm just trying to find my experience, yeah, just so you're, I, I don't know if you necessarily worry about the need to find the right words because what, what, what's on your mind um, I, I would just say that like, uh, like things that are happening outside of school kind of affects like the education that they get. So I feel like, like mentors in school, um, helps with that. Resources in school helps with that like you need, um. In terms of like tutoring or like um I don't know just uh general connection like people need to or kids need to like know the importance of their education all right uh because it is like one of the um the only like free things that you are given by birthright like when you when you were born here so uh yeah that's a part of it. Beyond the core education is also really important to me uh for finding like what you wanna do like. When you like get out of school, um. Like in terms of like art programs or uh STEM or or uh like CTE or stuff like that, like these things can translate into like um job opportunities or internships like I know there's one person like she um she did like a like a law CTE course and then she got like an internship into like Stanford University so you know like that, that can translate into a lot, all right. Um, As far as like if like NPS gives a Holistic, well-rounded education um, as a student, I would say like for me I do have a um. I do have a good experience here like in terms of like classes that challenge me, teachers that care about me like things like that. I can't like I'm just one person so like it it varies between people but That, that's my personal opinion, um, and like the things that we can change it like it, it's just like a matter of funding like we lack funding right now so uh. And, and that's happening all over the nation so like. Yeah, for me I, I get a good education here mm, I, I enjoy being in Minneapolis public schools and. Yeah, um, there was something else I wanted to say. Uh, I mean, that's, that's really what I got on my mind now, um. We can always come back to you And then even if we're not, if even if we're on the next next parameter and, and the thought comes back to you, bring it up, OK, bring it up. Thank you. OK yeah, nice job, nice job. Just speak your mind, young man. You're doing great, OK. Um, my values and priorities for parameter number 2, I would say is feeling students their imagination, curiosity, and work ethic. I think if we bring those out in students, they will have a better time in the education. They'll chase their goals more, their dreams. I think they'll also be able to find their true self, uh, at least from my personal experience, having lots of imagination, curiosity and having a good work ethic, work ethic it's helped me when I've been struggling with certain ideas, I think. That all schools should help students chase after those things, um, I think that really brings out kids as a whole and it will allow them to be strong smart, independent, and help create a better future for all people, um, all over the world. I'll also say another part of it is also having a balanced options throughout MPS. So, uh, I know in certain places like let's say between Roosevelt and South, students at South that wanna take CTE, they have to go to Roosevelt because of their, uh, CTA program. So I think if you can figure out a way to have more balanced options throughout MPS, I think that will also be very helpful for all students to chase their jobs, dreams, whatever they wanna do in their life. Um And I do think at least personally, I think uh I've, I've had a holistic education. I think lots of students have, but I also think it comes from their background, um, kind of what Z Zion was saying about how there's certain things that affect there's certain variables that are out of our control which will also affect their education I think also just having access to books is a big part of it, being able to chase it like after even after hours. Um, and that again that falls back to imagination, curiosity, and work ethic, and we do need a minimum, uh, number of enrollment size for to have to be able to have a balanced options through our MPS. Um, yeah. I, I'm just blown away. Uh, yes You want to be a school board member? Very impressed I wanna make sure that I missed anyone. Did I get you? I got, OK, so we're getting conflicting information OK, we're just double checking. I'm getting information that, um, Director Ellison is back on, so, um, if you're there, chime in. I don't want to leave anyone out. Yeah. OK, we are almost there, parameter. Well I just wanna again this is an opportunity if anyone wants to make any comments about what you've heard your colleagues say again there is alignment here you have been consistent sharing with administrator what's important to you. And I know they're listening taking, um, note of what you're saying so that we could continue on this journey to get to the place where we agree on these parameters so that the work will begin. You'll see when we get toward the end why everything you're saying is extremely um important And, and so I believe I see alignment. Um, I know you're a beach, you're talking over there too. That's OK. That's OK. You're double, you're doing two jobs here. Just wanna make sure you're hearing the same thing as representing your, your colleagues that there's some alignment, um, consistently sharing the information Um, I've, I've gotten to know as far as listening to many of the directors. I kind of expected you to say certain things and you're saying them again. And so that's not a bad thing it's for staff to listen to you, for you to have your um um print or your approval of all of this that's the the direction we're going because you're all in this together. This is the direction that the community has said that you they want you to go and it's just having these conversations which is extremely important. And so Director Beachy, anything you would like to just add to that before we, yeah I, I think that first of all I want, um, thank my colleagues here for, for, for bringing up these questions and not being afraid to do so here at this moment This is the time that we need to be doing this because these aren't questions that we're just getting randomly here. These are what are, these are what. The families are telling us and these are the questions that they want us to make sure that we're get, we're that we're we're trying to take care of and so, um, I, what I'm mostly hearing is that I, I'm hearing that we have I think relative consensus on having them come back with, um, a, uh, um. Minimum number recommendation and probably a couple more, but I think that it's also clear that when that comes back, I think that there's some deeper discussions that we're going to have to have once we have that information and data in front of us. So, um, this was so helpful to hear what everyone was saying and um keep it again in the back of your mind because we're we're gonna have to talk about it more. But again, for today's purpose we just want to give them the, the direction and, and feedback on the, on the, um, parameters here. Thank you, Chair Bucci. Parameter 3 is on programming and pathways. Caregivers have provided consistent feedback about the value of our existing programs. They value the current pathways and want them to be stable and uninterrupted. To provide the school and student experience our caregivers and families have told us they want the administrative analysis has resulted in a commitment needed in order to ensure cohesive and reliable pathways through Minneapolis public schools. This would look like high quality pre-K options in every community Guaranteed enrollment pathways through grade 12 in our community schools. And in our citywide magnets and programs, cohesive themed pathways through grade 12. Ms Keys, right? OK OK, um, directors, you have the. The last, um, worksheet to kinda capture your thoughts about, um, the program types and so again you will uh give you seven minutes to kinda think about the values and priorities. Um, does the board agree with, um, administrative analysis that we must provide cohesive and reliable pathways by repairing current interrupted pathways and expanding access and you have the information of of course and then the data points, um, and. So we'll have the same opportunity So your 7 minutes starts right now. OK, we're gonna take like a 2 minute break, just a 2 minute, then we're gonna come back, especially those who are on Zoom, 2 minutes we're coming back, um, at 8:07. Do you want me to gavel? Oh, thank you. Alright, I will gavel us back in and let's go ahead with parameter 3 and then we will finish up with the timeline and background. So do we go right to Ty? OK, so, uh, Deputy Superintendent Thompson, whenever you're ready, you can go ahead. Are we missing something? Screen's on No, it's my turn, it's mine. Oh, you already presented didn't you? Oh, sorry, that's OK. We're on the, we're on the road. We took a break and we kind of forgot where, but I remember where we are. Everyone had their 7 minutes plus a little break time. We totally there we were, yeah, that's, sorry, that's OK. That's OK What I, I wanna say one thing about again for the board to think about program types, OK. I want you to just kind of think about in your, your thinking process is what kind of programs align with the district's priorities so we can have always a wish list of what we wanna do and when when board members come to me and they say all these things they wanna do, I always say, and where does that fall into your either strategic plan, your goals, your priorities. Um, you can pretty much touch all the needs of the district when you stay within that framework and so we, you have been doing a phenomenal job this evening and so as we approach um, the, the last one I'm anxious to hear your, your um, comments that you're gonna say. Every, all your colleagues are listening in. So Director Abdi is gonna start with parameter 3. The parameter 3 is MBS, uh guaranteed pathways. I agree that pre-K high quality option for every community. Uh And then community schools and then city magnet and programs, but I also want to kind of focus to. Uh, uh, CTE program and how do we make sure that because every students. May not want it like 4 years uh college or something like that, but we have this facility that MBS really invested And we are struggling to even have it. Exposure to every student. These two great students just testified 2 months ago that. Some of them did not even hear it. And that's actually a shame for us because CTE is an excellent facility that gives these cars. I'll compare it to Saint Paul. They, they require a 2 CTE program for every high school. We don't because we have so many other programs, uh, but I think we should really look to give these students. Uh A job ready or something that does not needed 4 years and uh that option is in front of us. There's also some things that we need to fix the pathways. Ella Baker, for example, it's K8 humanity. And then after 8th grade we send them to community schools with those students that acquired that prior knowledge of those 8 years That is something needs to be fixed, uh, uh. I met Las Rela uh families uh on this Sunday, sit down with them, uh. They have a bigger schools and uh. They have to cross the other side of the to go to Anderson or. You know, there has to be some solutions to look if it's a K-8 is possible for them or or something because I, I promise that I'm gonna mention that, uh that's a school bigger enough to maybe look that. Uh So magnet, uh, pathways, community, pre-K, pre-K, uh for every community that's important to me. OK, and so would you say a yes that you agree? Oh yeah, I'm sorry, would you say yes, that you agree amended that NMTE program, yeah, and I got the CT, OK. Any, um Any other data points you want other than what you've mentioned that kinda help you frame your decision based upon everything that's in this three ring binder I, I think the families we, we had it, uh. Some of these programs were created by CDD, you know, those uh, we have to learn our lessons too, so. OK, thank you. Director Callahan, you're next. Thank you and thank you, Director Abdi. I'd like to echo a lot of what you just shared, especially about CTE. Um, other priorities of mine are, um, and which really seemed wrapped into, uh, this data here is getting rid of boundaries that are interfering with these pathways and boundaries that are creating waitlists in a in a school system that is under enrolled. Um, and really seeing that clear through line like Director Abdi was just talking about, you know, somebody chooses STEM, we want them to be able to stay in STEM programs or dual language or whatever that is. Um, programmatically uh, I strongly support and this is all. Based on directly from my constituents. Um, and the caregiver survey is smaller class sizes, which we are on the path to uh, dual language, uh, slash immersion schools, uh music and the arts and more world languages. That is what our families want. Um, and do I agree? Absolutely Um, and I also just want to add that I think this really fits in perfectly with expanding enrollment and retaining our students. And then, um, like I said this really comes from talking with my constituents as well as the caregiver survey. Great, thank you so much for that, um, director Norvell, your turn Thank you. Um, so for the programming and pathways my values and priorities were, are definitely consistent pathways, um, to fix what is broken, to, um. To make sure that students have that opportunity all the way up through 12 or pre-K all the way up through 12, um I'm also, um, I also value flexibility for choice within the district because, um, which is in alignment with Director with what Director Callahan was just saying, um, because we do know that, um, that, that has been a hindrance for some families and they have chosen to go elsewhere because, because of that, um Another priority is language and culture pathways Within the school pathways we, we have made significant investments in dual language programs, task force um, task forces to study more about what our families want, what is, what is best for our students, and so I don't want us to forget about that. I want us to keep that in front of mind and then um. Along with all of this wrapped up in all of this is also um. Coming from the parent or the sorry the caregiver survey is um intervention and advanced learner options. Those were two of the highest, um, the highest points or the highest feedback we received about what what caregivers wanted for their students and their experience, um Do I agree with the administrative analysis about providing cohesive and reliable pathways? Yes, yes yes, and repairing them, yes, please, to all of that um, and then my data points are those actual broken pathways that we know that we see and then, um, also the, the caregiver survey specifically on interventions and advanced learners. OK, thank you so much. Director Ellery. Thank you. Um, my values and priorities for program under number 3, was again the stability for families. Just again, like everyone has said, you know, making sure we have a clear, stable way. For the pathways for our students and families from the pre-K through 12th grade, um, just understanding that that, you know, we've heard that a lot in the community engagement from constituents, just really having conversation around, uh, making sure we provide stability for families and I do see that. And then also sustainability, um also I'm hearing a consistency around making sure not only that we bring different programs but we're able to, um, maintain them financially and keep them on going throughout, um, you know, the school year to make sure that families again can have what they need but that we're being financially responsible with what is being brought into our schools. So, um, those are my two priorities in this parameter. And then I will say the data again just um. Uh, you know, just hearing from families again consistently valuing with the pathways, you know, if they have multiple children being able to put their children in the same schools and keeping their families together, that's a clear um, priority for our families and so as we look into you know, this transformation is clear that we wanna stay within those boundaries so, um, that is good for me too as well. And then I think the second data point was again uh making sure that we have clear pathways um and not the inconsistency that we have had in the past with. You know, um, extracurriculum classes, those things like the arts, the STEM, the global studies, and different things to make sure that we can continue to provide those on a more Uh sustainable way for all of our students, um. And, uh do I agree with the administrative analysis? Yes, um again, I hear and I see how we have recognized how important it is to stabilize our schools, the pre-K through 12. Um, how we also are looking at again the sustainability when we're making financial decisions making sure that we're able to sustain what we have in place, and then the smaller class sizes, um, putting a priority on that and making sure again that we are listening and what the parents are asking for is showing up in our, you know, decision budget making and the transformation that we're going through now, so. That is it. I agree. Excellent, excellent thank you for this again. Um, I'm loving hearing how the team is um, is, is aligned with each other, so the, the staff is really listening, um, they, I think they're gonna have a very clear idea of what, um, direction this board wants. You've been very, again, consistent and clear and you're together, which is a really good thing to have, um, 8 people agree to anything. I'm just putting that out there. Um, director, um, Chera Beche, you're up next. Yeah, alright, this one was actually an easy one for me. This is, um, goes right back into what I was talking about with the systems alignment. We, we have all of these choices and all these options. We just need to make sure that it's working for everyone. Um, so I mean, that's just a valley for me. It just needs to be an easier access to these pathways K through 12. It just doesn't, I mean, parents should know when they enroll their child in kindergarten. They should know where their kid's going to graduate from, and they should know it straight all the way through. And then agree with Director Norville about making sure that we have the flexibility in case I started off in the STEM pathway, but now I want to go into an arts pathway. Fine, but it's gonna be nice and seamless for you to be able to do so. Um, I also agree with the, um, with the, with the CTE Center. I also think that, uh, like Director Callahan and her most of her entire career has been talking about, um, you know, increasing enrollment and I think the CTE Center is something that's in That that that is is is is a draw that we can um also increase enrollment by having a bunch of students who, um, like Director Abdi said in college isn't for everybody, but, um, this is a good way to get them started right away, right during school, and they can get out of high school and go right to it So, um, do I agree with the administrative analysis The answer is yes. The data points that informed my decision again, most of the information that we got from the executive summaries, but mostly. Um, those two charts on pages 2 and 3, if you're a visual learner it just shows it right there, you know, there's disruptions there that shouldn't be there. So thank you. Absolutely yes, again I commend the staff for if no one has told you thank you even though I know directors have. I I am super impressed about how much information um you have shared, um, because board members can only make informed decision based upon the information they get and of course board members wanna make sure they get correct information too and I think this team is very good at. Um, saying I need a little bit more because not saying that the information is not correct it's just I need more in order to make an informed decision. So that is how boards operate. So I, I wanna commend the board as well as doing that Director Emrick, you're up next. I could talk about programming for a long time, which is why I wrote My priorities ahead of time so I could stay on track and efficient. Um, these are not in a particular order Um, When building out secondary pathways, find opportunities to make CTE align with some magnet or interest pathways as opposed to creating totally, uh, new competing programming. Use our CTE investments to purposely complete, complete pathways when possible. I especially think about like our STEA pathways, um, how well those could, um, feed into some of our CTE programming. Uh consider the value of prioritizing, um. The entire spectrum of pre-K placements at each pre-K site, versus having some pre-K at every site. So what I mean by that is, um, When we have early childhood special education classrooms, and sometimes we have multiple levels of early childhood special education classrooms like, uh, you know, like a more low support needs versus a higher support needs, and then we have our regular pre-Ks. Sometimes only certain of those classrooms are at certain places. This makes it really, really hard to, um, Have those valuable, abundant early childhood opportunities to try different special education supports in different placements, to have the opportunity for young students to move back and forth between placements to see what their fit might be, and to give very young learners without disabilities the opportunity to be in classrooms with students. Who have disabilities so that that becomes just a part of their regular classroom experience from the pre-K level. When we don't have all of the spectrum of placements in one site, it's just really hard to team. Um, and so many of our students in early childhood special education get kind of locked into, uh, a placement with higher support. And don't have the opportunity for that exploration that's so important for pre-K for all of our kids So, if I personally had to choose between pre-K at every site and full spectrum of placements at every place where we had pre-K, I personally would choose the latter, although both may be possible. Um, but I wanted to bring that in terms of programming. Um Um, I, total curricular and instructional overhaul is needed at Stadium View. Uh, Hennepin County has a new education strategic plan just in the last year Um, and it's a really good opportunity to reestablish partnership between Hennepin and MPS, um. There's what, 2022 districts in Hennepin County, regular public school districts. 30% of community-based correction systems involved students are matriculating through NPS. They're mostly in our ALCs, but then, of course we have kids at Stadium View. Both also need access to CTE. When we have kids who are correction systems involved and we don't give them equitable access to CTE, we are communicating. Something really clear about what we think, um, those kids' futures are gonna hold, right? And so, if we believe that they are gonna have their systems involvement, they are gonna come back to us in MPS and we are going to help them build the futures they deserve, we have to show them that we're giving them equitable access to the programs um, that are going to support their bright futures So, I would really like to see that in our CTE as well. Um. I already touched on my concerns about the magnet schools, um, and I know, Superintendent, that I did pose a question to you just in the interest of time, I'm not gonna ask for a walkthrough tonight but I would love to be followed up an email, um, with part of that conversation if possible. Does that work OK, excellent. Thank you. Um, dual language expansion uh, strong strategy. I definitely think we should be doing it based on my communication with, um, Folks in lots of different places in, in that programming Um, this is, uh, what I wanna bring to the table about that. Um, the staffing considerations are so particular and complex that if we do think that expansion of DL is gonna be part of our, uh, you know, early part of our transformation project, I wanna make sure that we're You know, um, hiring, training, and making a retention plan for staff, like now or very soon, it needs to happen before we actually try to expand that program. Um, and, uh, it's been recommended to me that we look at the, uh, expansion trajectories in first ring suburbs or near suburbs of Minneapolis and sort of try to match our expansion trajectory to, um, those rates of expansion, um, for success So, just a tip there. And, um, uh, having, making sure that we then utilize a strategy of more pre-K sections for DL. And um, Making sure that there's equitable north and south access, whatever we end up doing for sites for that programming or, or grade band levels. Uh, and then the last thing is, and other folks have touched on this a little bit, I would really love to see a completion of the global studies and humanities pathway out of Ella Baker. I think most of those students were up to South High. At this point Um, I do continue, even though some crosswalking of IB and Global studies and Humanities was sent, thank you for that. That was received. Um, I still have a lot of questions about how those two programs sort of interplay. I don't know the answer to this, whether it would make sense to route, um, global studies and humanities to I. Be as like a continuation of that at the high school level, or whether it makes sense to build out of the high school global studies and humanities pathway. And if we do the latter, is IB competing with that pathway? Um, you know, what actually really constructs and makes that pathway whole, I'm not sure. But I'd love to, you know, to have that continue to be part of our plan. And then, I mean I don't have, um, Quantifiable data. This is all like many of the other directors, my board experience, my community engagement, um, yeah, that's what I have for programs. Uh, Doctor Keith, or director, I'm sorry it's right, Keith, um, director Nor had something she wanted to do. I just, um, I thank you for allowing me to jump in. I just want to remind us all to stay within governance, um, because I think we, I like I think we will have a million different ideas among the 810 of us with our student reps here tonight and so I just want to remind us all that our role is to stay within governance and that um means that we. We are overseeing and not giving um I appreciate those specifics and um but I just I wanna make sure that we're not um overstepping that that piece right there because then it starts to get really muddy with what we're doing and what we're asking staff to do and I'll I'll just piggyback on that just a little bit just to remind everyone right here again today we're we're giving the. The um direction to the superintendent and her team, all of these conversations that we're sort of having now about some of the specific things we will be able to have those conversations. So, um yeah, I guess that's all I wanted to add in there Yeah, and, and I appreciate that I was actually going to kind of put a bow on that. Um, Director Emrick again, because of you said about your experience, your lived experience, because we all come to the table with different education background, different lived experiences, and that's what's coming out, and I always say to board members, when you, you want to always say the what. You identify what's going on and not necessarily um giving instructions on how to do anything when you state the what you've are you're letting the uh the administrators know that you recognize that something just isn't right here and let them come to the table and put all the ideas together and say what kind of staffing we need and this and then um bring that to you so because of your lived experience your education. Background I understand that it comes out, but it is important for board members to stay at the higher level to ensure that it gets done, not necessarily instruct the staff on how to do it, but once they bring something to you because of the lens you're looking through, you will see oh it's addressed here. So that's just what we wanna make sure because uh we do always wanna acknowledge the experience that is, is at the table. That's the beauty of having. Um elected officials come and you, you come with different learned experience, so I appreciate everything you you say and, and I was actually going to say it, it is important that this is the governance piece that the, the staff is asking for your direction in how to move forward. So again you're gonna continue to have conversations, parking lot, all this is not going away, it's not lost either. So do believe that. But again thank you for that, um, Director Schefty, it is your turn. Thank you. Um, so, for values and priorities I think choice, um, chosen being able to choose their their chosen path and empowering that choice is, um very important. I also do want to acknowledge. That um, when we talk about dual language that we also are acknowledging including uh American Indian languages in the same respect that we are when we're talking about Spanish dual language, um, do I agree with the administrative analysis? Yes, and data points, I think the broken pathway visuals were, was very powerful Visual tool to see the disruption, but also to emphasize what's not disrupted in that graphic and um how can we Take that model and Do that all, all over. Do you know what I mean? That's all I wanted to add, not not as lengthy, but that's all she wrote. No, I, I think that's a great, um, comment that you put there It could be short but it could be powerful and so for staff to consider what's, what are we not saying and it's not intentionally anything being left off but it, it takes someone else from a different perspective to say have you considered looking at this? And so I'm sure the staff is open to, I'm gonna speak on behalf of staff I believe staff is open to this, um let's see, we're gonna go to the student reps what say you. Student rep Webster. Alright, so a lot of what I have have here connects to like what Callahan said, um. I would say like number one for like my priorities um transportation um that's like that's very important when you wanna like open up these pathways for students uh getting rid like which also connects to like getting rid of those like boundaries like that that we have in place of the parents we also like. Something else that I, I think we should do is like communicating with the parents about like what the boundaries are, um, like informing them about like, you know, uh, what they can and can't do, um I, I that helps with trust that helps with like um The options for like or what they know about like their options for their kids. And yeah, that's like what I have for like values in terms of like um. If I agree with the analysis, um, I do like, I think I think we have a, uh, I, I think we have a good analysis on like what we got in terms of pathways, um, making our pathways more accessible can like solve other problems too like, uh, like retaining kids, um. In in our district, so, uh. Yeah, I mean, that's, that's mostly what I had. That was kind of short, so I got you, and that is OK. Um, adding on to what Zan's saying in Callan, um, I, my values and priorities for parameter three are having more accessible schools, easy pathways and also versatile schools. Like, for example, some schools might have an art pathway and they might have band, but then some schools might have a band and not have art. So having some sort of like balance between them would be very helpful, um. Also wanna talk about the CDC and how that disrupted pathways and lots of parents left because of that and also damaged trust with uh lots of parents and boundaries also disrupt lots of pathways. I do agree with the analysis. I believe that that we we must push our students to cheat after their dreams and to go beyond their limit. I think having a pathway is a perfect way to do that. Excellent, excellent, and, and you see the, you can hear, uh, the similarities, the, the boundary, even what the what the student reps are saying, uh, make it accessible, make it pretty much make it fair, access it you can't say it's here, it's only in one place, make sure that people children have access to, again, we're trying to get to this guaranteed experience and so I'm, I'm again impressed with your student, uh, reps and. Um, directors, you are in a line with, with each other as well. Um, Cheer beat you, what would you like to, yeah, that's what I heard, and I'm, I'm not real surprised about that We've been talking about this for, for quite a while actually, so, um, I think everyone's in alignment with that. does not surprise me at all. So it's good to hear. Thank you. I'll transition to the timeline Based upon what caregivers have told us about when they would like to receive communication regarding any changes to their child's school or programming Alongside MPS system constraints such as enrollment timelines, high school course selection, budgeting and staffing processes, administrative analysis has determined the following timeline is possible if changes are to occur in the 27, 28 school year. The system constraints and caregiver feedback can be referred to in the timeline executive summary as needed. Ms Key's right, I'll hand it to you or Che Bey. OK, um directors, what we're looking at here, we're not gonna go through the process of how we did the other, the three parameters. What the important thing is you you see what's in front of you, a timeline, and, and staff has really taken into consideration. I know you have a copy of the, the, um, summary that explains um, how the why, how they get to got to the, the timeline and you, this is May 19th, I think June is next month right? And so this is quickly approaching us and it's important to um that's what the intent was to have conversations um today to kinda wrap up what you've been talking about and and really approve or accept the parameters that we've been talking about um do you have any questions or ask or wonderings about um the why of the. Um, timeline and of course it is for implementation of 27-28 because as it's, as you can see from the summary enrollment timeline begins in October for the next school year and so just so that you have a clear understanding and is there a clear understanding. That this timeline is put together so that everything can start for 2728. We don't wanna continue in the, the, um, what the caregivers and students have been experiencing they've been very clear. I don't believe that's what anyone wants and so this is a, um, this documentation that you have all this information is getting you to a point where you can make a change, the transformation for the school year 2728. And so Che Bey, please do. I just think that the, the, the real question before us is whether And I know that we are actually, especially when necessarily say it's a question, but, um, you know, are we prepared now to move from the planning into implementation now and we, we've got, we've been saying this for, for a couple years, we've got all the data and we've given a whole bunch of surveys and we're gonna have to go through and do a whole bunch of that coming up here with a lot of communication with our families here, um. I just am afraid that you know, delaying anything here after we've been after everyone's worked at this for, for almost 1 year, um, the expectations that we've been talking about for almost the 3 years I've been here on the board, I just think that, um, delaying this will just add more uncertainty. It'll add more uncertainty for our families and for our staff. I think we could have some continued instability here, and, um, I just think that, that, um. You know, governance, you know, requires balancing, you know, urgency with, with thoughtfulness and so I think that we can, we can do that at the at the, at the same time. So, um, yeah, I just, like I said, this has been, um, This is a tricky time. This is, this is, like I said, the rubber's hitting the road now, and we've been spinning our wheels for, for for years in, in, in this district overall before even many of us were even in this position. So, um families have been clear to us, especially over the past two years. So, um, it's just time for us to, to move. That's what I wouldn't say. So directors, you see the time line in front of you, any comments that you have, um, that you would like to just put in the space right now. No. I just, I have a question around um looking at the um the timeline, the enrollment timeline, and I know it says mid-month school enrollment process begins that's in November. um, is that also true for kindergarten or does that happen before? That Thank you, um, for the question to the chair director Norville. So this is the timeline that we use, um uh, for all of our students and as you can see when it says in October we start to get that information together. However, we also wanted to, um. Be very cognizant of the time that we're in when we were putting together what we wanted to ensure that you had information around for a timeline. So as you can see it, you know it starts in October for finalizing enrollment guides and and everything typically. Um, we would need to push that back a little bit as you can tell with the timeline that we have here presented in order to ensure that we would have time for community feedback and consultation and then if this were a timeline that the board determined they want to move forward with then the board would make decisions in November. So it would probably push things back about a month from typical. Thank you, thank you for that. So that means so if I'm hearing you correctly, that means that. Any board decision would be made the 2nd Tuesday of November So then it would it would potentially push back school enrollment dates for that and then how will that, will that just create like a chain reaction or? In other areas or what I'm getting at, and I don't know if this is even possible, but what I'm getting at is could we, could this be our vote in October or does that not leave us enough time for community engagement I mean we've had a ton of community engagement around this process, but so this is gonna be more specific but I'm just, I'm just talking out loud. About what what are the options and, and is that too tight? I don't know. Um, I'd be happy to answer your question Uh, and then, of course, uh, allow space for, um, for anyone else. But, um, if the board were to determine that, that a decision was, um, that the timeline could happen more quickly. Um, then that would allow us if a decision were made in October that would allow us to stay more on track with our timelines. What we wanted to present was just clarity around this is, um, sort of the longest time frame we can have where we. Know that we can still get everything done when we consider the constraints of our staffing process our budgeting process, the amount of time that families need to know about their schools and to visit them and to do open houses and all of those pieces, um we, we do. Um, it would be quite a challenge to try to move it any later than November, but of course if the board determined they wanted to make that decision sooner, then that would assist in the timeline. Thank you and then um because the other the other piece of that on the backside of it I guess that the consideration that I would like for us to think about is the um whatever decision is made October November whenever that's made we wanna make sure that we give families enough time like you were talking about to visit schools or so if they are having to make it if they are going to be making a different decision than what they had originally planned we we don't want to rush that process on the backside of this either so thank you. Director Abdi Yeah, for the, I have a question for like. June 9th we're gonna give you to come up some recommendation and then uh September you're gonna put that. That recommendation. Uh, in front of them, but we don't know what would be the. The enrollment of next year So how do we balance it out. With With that decision with the October enrollment. I don't know, give me clarification. Um, possibly. So, um, Director Abdi you're wondering about the enrollment numbers for the next year. Yeah, they come in in October, uh. To know what would be the 2728 school year is, so if we have to reach the decision of let's say school closure or something for that September. Uh, with that what, what recommendation we expecting in September Thank you for the clarification. Um, so if this were the timeline, uh. Uh, as you can see, so this is just um, something to consider and what we believe would be possible. So our administrative analysis of what would be possible if the board were to adopt parameters and then, um, direct the administration to come up with recommended options in June, uh, then we would work on all of those up until September and then we would come and present those options to the board and the community in September. And then with this timeline there would be opportunity for um you know community feedback and consultation and tell the board um decision about um implementation but that would be done for the year after that so for the year that we're coming into, um, we have our projections of numbers of students that we anticipate to be coming next year and so that's what we based our budget upon Um, you're correct about October 1, so it, you know it always, uh, you know, slightly deviates from what the projections are, um, but we have, we've based all of our budget for this year on our, on our projected enrollment. Does that answer your question? Not, not really. I'll, I'll just connect you with her a break Sorry about that, Director Abdi. Director Emrick Thank you, Chair. Um, I want the timeline that's proposed or a very close. Version of it, Director Norwell, your point is well taken, um. My primary concern about successfully moving this through the fall is board alignment, um, and that's, I, you know, I, there's no way to know what the recommendations will be and how easy or difficult it may be for the board to align Um, or how many iterations we may need to, um, go through between the superintendent and her team and our board to, to get it to the point where it's something that we feel we can move forward with. Um, my question is to you, Chair Beachy, do you anticipate that we will be able to schedule enough. Potential extra meetings or special sessions if that would be required in order for us to be able to move this throughout September and October if we needed to do multiple iterations back and forth to reach alignment. So Director Emrick thank you for the question. Yes, I do. And I'm, I'm even um anticipating being prepared to do things like we had to do during, um, negotiations where we may just have a bunch of meetings set that we don't have to have just in, but there will be out there and prepared just in case. Absolutely, that's what, that's what's gonna need to happen here with our open meeting laws We can't sit down and talk about it without, um, being in a public setting. So, um, we need to have as much time for everybody to go over this as possible. Um look, we are, we are a, an inquisitive group here We are a group that looks into a lot of different things and so we're gonna need the time to be able to do that and we have to respect each other when through this whole process. So thank you for the question So I, I just had a question here. Um, just sticking to along the timeline. It really seems like in order for, it seems like the 27-28 timeline is kind of. Unreal um, to bring forth the information and I say that because again if we're talking about bringing the information back we wanna get community buy in and we're talking about the enrollment numbers for October 1 but we're making decisions that would affect that 27-28 school year um it seems like again we need to be thinking about. The actions that we take will be for that 28, 29. But still with us moving, you know things ahead and making sure community understands what to expect, um, they have the opportunity to choose to be part of the schools that will be whatever, uh that comes about this transformation, but the 27, 28 It seems a little um like it will cause a little more anxiety with our parents and our community um and things that we're doing so just trying to. Trying for us to think through it. I mean, we're, we're moving through and we all agree that this is time now to make the decisions, um, but if those decisions may leading into 28, 29, I think we should state that as opposed to causing the, um, more anxiety with our students and our families. And I, I think that what we also have to remember too is that, um, once that what we're talking about here with this timeline is that when we get this information and we do have time to sit down and talk about it, that may end up being where we fall down. We may end up saying, hey, you know what, not fall down but fall upon that, you know what, this isn't, this isn't what, what, what's working for us as a board. This is not what we're hearing our families doing, and then we can send them back to the drawing board. But then again, I want to make sure people keep in mind that that that is. Once again delaying the decisions that we need to be making and there's all kinds of unintended consequences for that too. So it's a difficult road for us to balance. I do appreciate that understanding. Director Norville Um, I can, I can definitely appreciate that, and, um what Director Elamin is saying about the, the timeline and the, um, the year for the implementation, um, I will share just what I've been hearing from folks is that they're ready, they're ready to know something And, and what that means and um whether that means we are making big changes, small changes, um, whether we're talking about closings or consolidations, folks are ready to know and um and I think the not knowing a lot of times creates a lot of anxiety for people and and we've all seen it where um. They start to fill in the blanks and you know if they don't know what's going on they're filling in the blanks and and then the rumors start flying. I heard this is happening or whatever, right? And so we wanna make sure that we're clear about what's going on so I would just urge um all of my colleagues to be um to have an open mind to this timeline and to the 2728 year of implementation um like chair. She said we may get the information back and say this isn't feasible or this isn't this isn't in alignment with what we want to see but I would just urge all of us to keep an open mind that um you know we have we have been communicating with the superintendent and her staff about what we want what we want to hear what information we want to learn and they've been showing up and giving us that information over and over and over again and so. I feel like we are ready to make a decision, um and we are ready to move and and we just gotta do it y'all we we have got to do something here and um and so I just would urge us all to please be open minded about that um and you know like I said and like Cherubici said if it if it doesn't work out it doesn't work out but let's let's try, let's try and make it work y'all let's, you know, let's. OK, so let's say the, the board, the board, it is OK to um I would say take a leap of faith. Um, because you have a lot of information and you still, once you get even more information just to reiterate, if you feel that you have to pump the brakes and that's what you have to do, but you will never know if you don't get out the gate and, and no one's gonna fault you because you are very, uh, intentional about this path that you're taking, trying to, you're listening to everyone trying to make sure that there's a guaranteed experience for students. And you go through all of that and then it just sits there. So I just want you to consider I cannot tell you what direction to go um, I just wanna encourage you as board members that this is your job to make a decision. And you are working collectively with the administrators. It's not one against the other. You guys are in this together and so you're going to support whatever area needs to be supported and just continue and maybe the 28, 29 you could sharpen it a little bit more so you're not saying that this is it and we're not gonna ever touch it again. You're still going to be tweaking it. You may have to pivot. We don't know what the landscape of education is gonna look like. We don't even know what it's gonna look like next month, let alone in 27, 28 or 28, 29. So I just want you to kind of think about that if you're saying and you consistently say you're listening to caregivers and you're and surveys OK, now it's time to show them. Show support for the administrators show support for each other that we are in this we're going to do this and, and so that I'm just mine is just an encouragement, um, speech for you. I cannot tell you what to do as a board. I can only say what the role of the boards, uh, what your responsibility is, is to believe what you have is true and continue to gather information and make a decision. That's what the board's role is. Yeah and, um, so I know that we're not, this is not a vote or anything like that, but I would, I would say that um, everything that we've done here today, uh, we have, we have, um, trusted in the data and the information that we got from the superintendent and her team. I don't think there's any reason why we should. Uh, stop with this right now. I do remember in one of the parameters of the executive summaries, it had talked about, um particularly with the financial thing, but I think we can apply it the same way now that we're talking about our student enrollment numbers is that, um, there's some flexibility in here, and there's there, there there's, there's times where we may have to adjust because the numbers might look different. Our finances might look different depending on what the federal what the, what's the state and federal government does, so. Um, it's going to have to come back to like walking and chewing gum at the same time, like you said a couple of weeks ago. And, um, yeah, um, um so I, I would, I would say that we're going to move forward and give them. Approval or permission, whatever you want to say to move forward with this calendar as well. Unless other board members have nothing to say. All right. We're, uh, we all done. We all good OK, board members, you speak now forever hold your peace. So right now, so you're good. Well, wait a minute, I think someone getting ready on mute. No OK, so we'll make sure. All right, so, so just a reminder I'll be, um, with, um, Director Ellison, Vice Chair Ellison, and I will be, um, talking with, with, um I almost called you doctor again with uh, with Deborah Keyes here, and then we will, um, we'll be putting together a resolution for you all, and then you can all make sure that you take a look at that. It's going to be the same thing as last time. It's gonna be a it's, it's, it's going to be a draft, and again, I'm gonna need everybody to make sure that you look through it. Did I cover everything that you had said? Did I miss something that you had said? Is there something that shouldn't be in there? All of that good stuff But um we will take time to make sure that you have plenty of time to look this over, analyze it real well, then we'll vote on that and give it to the superintendent and her team can move forward, and then we will be moving forward with this whole process and um. Uh board members, I do want to thank you again for, um the, the conversations here tonight. Um, I didn't I did kind of like this format sitting here and being as I'll be able to have some conversations back and forth, and, uh, it was especially good to have, um the students here, some hear from the students with the more in-depth information that they were able to have here. Um, so just to wrap this up here, um just a couple of, um, Um, housekeeping notes here on behalf of the committee chairs. I do want to also make the, um, following schedule notes and reminders due to the holiday, other days off next week, and what I can't believe we're already at the point of the upcoming graduations. Um, so one, the next policy committee will be held on June 2nd at 3 p.m. instead of its typical 4th Tuesday. The time is also earlier than usual due to a graduation ceremony. The meeting will take place in this room. The next finance committee meeting that had been scheduled for June 2nd will be canceled. The monthly financial statements will be posted on board book for the public to review. And so now once again board members, I'm going to thank you all for the time and effort that you have put in Doctor Super uh Superintendent Doctor Sales Adams and your team, all the work that you have all done I'm looking forward to, um, our continued collaboration uh, moving forward here, uh, because it's, uh, about the students, students first, students always, so We've concluded our agenda for this work session meeting which I will now adjourn. Our next meeting of the full board will be a regular business meeting on June 9th at 5:30. Have a good night, everyone. Thank you everyone. Thank you, Doctor Deborah Keyes. You to go home and bed.