In Attendance: 

• Principal: Sah Brown
• LSAT Chair:  Melody Molinoff (Parent)
• Parent Members: Debbie Bocian, Hillary DeNigro (PTSO Liaison), Edward Dieterle, Elizabeth Mettler
• Jackson-Reed Faculty and Staff Members: Eduardo Canedo, Patrick Cassidy, Nicole Felmus, Will Gomaa, Elizabeth Levenson (Non-instructional staff member), Tomeka McKinzie (principal in resident), Ms. Bradshaw-Smith (WTU Building Rep)

• Athletics Funding, Team Levels & Composition

1. 1. 1. Every DCIAA sport receives funding from the city. The budget is approximately $23K/annually. We need to get more information about DCIAA and how their funding works.
         1. Invite Michael Bryant to Jackson Reed to discuss sports budgets.
      2. Every sport also fundraises
      3. This line of questioning came about from a student asking about Title 9 and girls’ flag football.
      4. The LSAT has not received a report that articulates the number of sports by season and gender.
      5. This spring, organizers posted flyers around the building to attract students interested in boys’ rugby. This action occurred without updated information on the breakdown of gender and sports.

• Update on the Budget Process and What’s Next (Staffing for SY24-25)

• Enrollment Season Update

1. 1. 1. 1932 is the projected enrollment for SY 2024-2025
      2. Suggestions for improving enrollment. This might be something for inclusion in the SY 2024-2025 Comprehensive School Improvement Plan.
         1. Improve Communication: Provide clear, timely, and comprehensive information about re-enrollment deadlines, consequences of late re-enrollment (e.g., poor distribution of class sizes), and benefits of early re-enrollment. Use multiple channels (emails, newsletters, meetings, etc.) to ensure parents receive and understand the information. Develop and distribute an FAQ to address common concerns and questions about the re-enrollment process.
         2. Incentives for Early Re-enrollment: Offer tangible incentives to students—such as such as Chick-fil-A gift cards or pizza parties—to remind their parents about re-enrollment. These incentives can help offset the perceived costs and provide immediate benefits for early action.
         3. Reduce Transaction Costs: Streamline the re-enrollment process by providing online forms, clear instructions, and assistance for parents who may face barriers such as language barriers or technological limitations. Minimizing the time and effort required can encourage more timely completion. Next year, for example, families will enroll students through Aspen, which should simplify the process.
         4. Leverage School Resources: Encourage staff and administration to request that families enroll early rather than later. Have counselors reach out to their caseloads to provide personalized reminders and assistance. Teachers can also take class time for their students to text their parents about enrollment or organize re-enrollment events immediately before lunchtime to capture parents’ attention.
         5. Consider Automatic Re-enrollment: As an alternative to the current system, we can consider automatically enrolling students for the next academic year, with the option for parents to opt out if they wish to withdraw their child. This approach reduces the burden on parents and ensures continuity for the school, but creates other issues.
         6. Gather and Analyze Data: To better understand the scope of the problem and track progress, the LSAT can gather data on the percentage of students who are not re-enrolled by the end of the school year. We would use this information to set goals, evaluate the effectiveness of interventions, and make data-driven decisions in the future.

• Student Unions Update

1. 1. 1. This continues to be a difficult time for the school and the community.
      2. PERIL, a group from American University, will come to campus to engage in the War and other topics. Three sessions, beginning at the end of the month.
      3. The Courageous Conversations professional development workshops continue.
      4. The next steps include opportunities for Jackson-Reed families to engage in discussions at the school with a professional facilitator from the PTSO.
      5. Reinforcing the goal of the Principal being clear on processes and procedures.
      6. The similarities and differences between transparency and clarity in organizational leadership.
         1. Transparency (The conversation we have within the LSAT)
            1. Focus: Sharing information openly and readily.
            2. Benefits: Builds trust, fosters collaboration, and increases accountability.
            3. Challenges: Can be overwhelming with too much information, might expose sensitive data, and complete transparency isn’t always practical.
         2. Clarity (The information and decisions the LSAT shares with the Jackson-Reed community)
            1. Focus: Communicating information in a way that’s easy to understand and act upon in a consistent, equitable, and fair way.
            2. Benefits: Improves decision-making, reduces confusion, and increases fairness.
            3. Challenges: This can require tailoring communication to different audiences and ensuring the message is concise and well-structured.
      7. The Social Studies Department and their effort to teach conflicts

• Comprehensive School Plan (CSP) Update

1. 1. Middle of the year, step back meeting.
   2. Main goals around attendance, written response, and feeling of belonging.
   3. At the end of the school year, leadership and central office.
   4. Principal Brown will provide a written update on the CSP.