001THE MEETING BACK IN OPEN SESSION. WE ARE GOING TO BEGIN THE RETURN TO OPEN SESSION WITH A PROCLAMATION PROCLAIMING THE CELEBRATION OF NATIONAL MENTAL HEALTH AWARENESS MONTH AND MIKE AND MEREDITH ARE GOING TO READ SEVERAL PARAGRAPHS FOLLOWED BY [INDISCERNIBLE] WHEN NEEDED. THANK YOU ALL. MRS. JENKINS MY APOLOGY ASKING YOU TO READ OUT LOUD. I FORGOT YOU HAVE LARYNGITIS. IS THERE ANY MENTAL HEALTH SPECIALISTS? IF YOU COME FORWARD AND INTRODUCE YOURSELVES AND LET EXPRESS GRATITUDE PERSONALLY THAT WILL BE GREAT. IF YOU CARE TO MAKE A QUICK STATEMENT, YOU ARE WELCOME TO DO THAT AS WELL. [UNABLE TO HEAR SPEAKER] LITERACY AND MENTAL HEALTH SPECIALIST. FUNDING FOR PUBLIC SCHOOLS IS MENTAL HEALTHCARE. HELLO EVERYONE. I'M SHARON, ALSO MENTAL HEALTH SPECIALIST AT NORTH SIDE ELEMENT AND GLENWOOD ELEMENTARY. I HAVE MY GREEN AND RED YESTERDAY. AS LYDIA SAID,
002SUPPORTING SCHOOLS AND SUPPORTING STUDENTS TO THE UPMOST MAKES SURE THEY HAVE WHAT THEY NEED IS VERY IMPORTANT TO MENTAL HEALTH AND WELLBEING AND WE ARE HERE TO MAKE SURE THEY GET WHAT THEY NEED AND WE WANT TO SUPPORT THEM 100 PERCENT, SO THANK YOU FOR YOUR SUPPORT. GOOD EVENING. I'M WITH FPG AND CARRBORO ELEMENTARY AND WORKING WITH THE LITTLE ONES. A GREAT AGE TO INTERVENE WITH ALL THAT. JUST LIKE TO SAY THAT, LAST YEAR WAS ABOUT THE AWARENESS AND THIS YEAR THE THEME IS TURNING INTO ACTION, SO THE KEY WORD IS ACTION AND EVERY DAY OF THIS MONTH WE PUT SOMETHING TOGETHER THAT EVERYONE CAN TAKE A LOOK AND MAKE IT HAPPEN. WE ALL KNOW WE HAVE OUR LITTLE PROBLEMS, DEPRESSION, ANXIETY AND ALL THAT, SO WHAT DO WE DO ABOUT THAT? THIS YEAR IS
003DOING SOMETHING ABOUT IT. THANK YOU. GOOD EVENING EVERYONE. TERRY SMITH, EXECUTIVE DIRECTOR OF WHOLE CHILD SERVICE AND THE OPPORTUNITY TO WORK WITH MENTAL HEALTH SPECIALIST. THREE OF THE 10 PEOPLE SERVING THE SCHOOLS THROUGHOUT THE DISTRICT. WE HAVE DONE GREAT WORK THIS YEAR FOR SCHOOLS SUPPORT AND WELLNESS, STUDENT SERVICES AND MAKING SURE WE ARE DEFINING THE ROLES AND RESPONSIBILITIES OF STUDENTS SERVICE STAFF MAKING SURE EVERYONE UNDERSTANDS THE WORK THEY TO SUPPORT STUDENTS SO THEY CAN HAVE ACCESS TO THEIR ACADEMICS AND A PART IS MAKING SURE WE ARE EDUCATING OUR COMMUNITY, OUR STAFF, STUDENTS AND FAMILIES ABOUT MENTAL HEALTH AWARENESS AND WHAT WELL LOOKS LIKE. WE HAD THE WONDERFUL OPPORTUNITY TO KICK OFF MENTAL HEALTH AWARENESS MONTH AT EAST CHAPEL HILL HIGH SCHOOL. WE HAD A DIGITAL WELLNESS EVENT THERE. INVITE YOU TO COME MAY 22, WE
004HAVE ONE FOR ELEMENTARY STUDENT AT CULBRETH MIDDLE SCHOOL SO WE EDUCATE PARENTS AND STUDENT ON THE GREATS THEY CAN DO BEING MINDFUL HOW MUCH TECHNOLOGY THEY ARE USING. IN ADDITION, WE ARE DONE ALSO GREAT WORK WHERE WE HAVE TRAINED OUR STAFF WITH SR A AND BT A HOW TO RECOGNIZE AND SUPPORT STUDENTS AND MAKING SURE WE ARE DOING ALL WE CAN TO PROVIDE WRAP AROUND SERVICES. WE HAVE DONE A WONDERFUL JOB BUILDING RELATIONSHIPS WITH COMMUNITY PARTNERS AND BRINGING THEM IN AND MAKING SURE WE ARE SHARING THAT INFORMATION WITH EVERYONE. SO, THANK YOU AGAIN FOR READING THE PROCLAMATION AND TAKING THE TIME TO RECOGNIZE MENTAL HEALTH AWARENESS MONTH. [APPLAUSE] THANK YOU ALL. THANK YOU ALL FOR BEING HERE TONIGHT AND THE WORK YOU DO. ONE THING THAT HAS MADE ME THE MOST IMPRESSED ABOUT OUR SCHOOL
005DISTRICT IN MY YEARS ON THE BOARD HAS BEEN THE PRIORITY OF MENTAL HEALTH WELLNESS AND MENTAL HEALTH WELLNESS. IT IN THE STRATEGIC PLAN. IT IS A AREA THAT HAS COME SECOND AND KIDS STRUGGLE TO LEARN WHEN THEY HAVE EMOTIONAL ISSUES OR PROBLEMS AT HOME OR JUST PROBLEMS GETTING ALONG SO WE APPRECIATE ALL THE WORK YOU DO. THANK YOU VERY MUCH. ALL OF YOU. I DIDN'T WEAR MY GREEN BUT A NUMBER DID WEAR RED TODAY FOR RED FOR ED AND MRS. DASI IS WILLING TO EXPRESS GRATITUDE ON OUR PART FOR ALL OUR TEACHERS. THANK YOU. I THINK YOU NOTICE ALL ARE WEARING RED. YOU HAVE TO STAND UP AND LET THEM SHE HOW YOU SHOW IT. THIS BRINGS TO UNIQUENESS THE BOARD BRINGS. IN SERIOUSNESS, WE WANT TO APPRECIATE THE FOLKS WHO SHOW UP EVERY DAY,
006TEACHERS AND STAFF AND PEOPLE LIKE OUR MENTAL HEALTH SPECIALIST WHO SUPPORT STUDENTS AND LEARNING. AND RECOGNIZE THE VALUE THIS BRINGS NOT ONLY TO OUR SCHOOLS BUT TO OUR COMMUNITIES AND SO, WE WEAR RED FOR ED TO SUPPORT PUBLIC EDUCATION BECAUSE IT IS A CRITICAL COMMUNITY RESOURCE THAT IS IMPORTANT FOR EVERYONE AND WE WANT TO JUST THANK AGAIN THE TEACHERS AND STAFF WHO SHOWED UP TODAY, ALL THE FOLKS WHO ARE WEARING RED TO SUPPORT EDUCATION AND BEING MINDFUL OF THE IMPACT THAT THIS HAS ON PEOPLE'S LIVES. THANK YOU. [UNABLE TO HEAR SPEAKER]. [SPEAKER'S MICROPHONE NOT ON.] SORRY ABOUT THAT. CONSENT AGENDA, THE CHAIR REQUEST A MOTION TO APPROVE THE CONSENT AGENDA. SO MOVED. SECOND. BEEN MOVED AND SECONDED. ALL IN FAVOR SAY AYE. AYE. THANK YOU. IT PASSES UNANIMOUSLY. THAT BRINGS TO SUPER INTENDANT REPORT. FIRST
007IS LONGITUDINAL END OF GRADE ANALYSIS AND BELIEVE THAT IS DR.- GOOD EVENING BOARD MEMBERS. CABINET, MY COLLEAGUES AND THE FULL COMMUNITY. EXCITED TO BE HERE THIS EVENING AND HAIR THIS REPORT WITH YOU. MRS. JENKINS MADE A REQUEST ABOUT THIS LAST FALL AND WE GOT IT TOGETHER AND I THINK IT IS A REALLY WONDERFUL TOOL TO HAVE. SO, I WANT TO ALWAYS PUT MY DATA IN THE CONTEXT OF THE MISSION AND THE VISION. I THINK THE IMPORTANT PART OF THIS IS BY REALLY CHECKING ABOUT WHETHER OR NOT WE ARE PROVIDING WHAT STUDENTS NEED TO BE ABLE TO MEET THE MISSION AND VISION. CERTAINLY THIS IS ABOUT COLLECTIVE EFFICACY. IT IS WHAT WE ALL DO EVERY DAY TO HELP STUDENTS THRIVE. THIS IS DEFINITELY CENTERED IN EQUITY AND FOCUSES ON ACADEMIC ACHIEVEMENT. WE ARE GOING TO DO
008A OVERVIEW. THERE ARE SET OF SLIDES ABOUT EOG READING AND MATH. YOU MAY BE HAPPY TO KNOW I'M NOT GOING THROUGH 63 SLIDES WHILE YOU SIT AND LISTEN TO ME. I'M GOING TO CHERRY PICK THINGS TO HELP YOU UNDERSTAND HOW TO READ THE DECK AND WHAT WE SEE IN THE DECK AND DR. TRICE AND COMPANY WILL TALK ABOUT NEXT STEPS AND WHAT THE DATA MEANS FOR US. SO, A LONGITUDINAL ANALYSIS TAKES THE SAME PEOPLE OVER TIME. WE LOOKED AT STUDENTS WHO WE HAD TEST SCORES FOR FOR 21, 22, 22, 23 AND 23, 24. AN EACH SLIDE YOU SEE A NUMBER OF STUDENTS IN THE ANALYSIS. YOU ARE AWARE THAT AS WE GO ALONG AND THIS COMING YEAR I'M GOING TO BE ABLE DO IN THE FALL ANOTHER ONE OF THESE WITH 4 YEARS DATA. THE
009NUMBERS WERE SHRINK. STUDENTS ARE LEAVING THE COHORT. THE MAIN POINT IS IT SHOWS THE IMPACT OF CHAPEL HILL-CARRBORO SCHOOL PROGRAMMING. IT HELPS TO SEE WHAT HAPPENS WHEN WE HAVE ACCESS TO STUDENT FOR A PERIOD OF TIME DOING THE PROGRAMMING AS WE DESIGNED IT. IT IS DONE SEPARATELY FOR READING AND MATH. NOW WE HAVEN'T DONE SCIENCE. SCIENCE IS 5 AND 8 GRADE ONLY. PERHAPS I CAN DO IT IN THE FALL, BUT YOU MIGHT KNOW WE HAVE A NEW SCIENCE TEST AND I'M NOT SURE HOW COMPARABLE THAT WILL BE. WE ARE JUST GOING TO HAVE TO LOOK AT IT WHEN WE GET DATA. I SAID THIS LAST ONE AND REALIZED DRIVING OVER THAT IT ISN'T EXACTLY TRUE. THE SCALE SCORES DON'T LINE UP. ON ONE SLIDE I REACH UP INTO A MATH HIGH SCHOOL COURSE. SO, MAYBE
010IN THE FALL I'LL ADD MATH 1 AND ENGLISH 2. I THINK THAT IS POSSIBLE. ALRIGHT. I WILL SKIP BIG PICTURE AND TEACH YOU HOW TO READ THE SLIDES SO YOU ARE ALL CLEAR ABOUT HOW THEY WORK. SO, THIS PARTICULAR COHORT AND THIS IS SHOWING RACIAL DATA. I WILL READ THE SLIDE DOWN AND THEN TALK A LITTLE ABOUT WHAT IS ON THE LEFT. THESE STUDENTS WERE IN 4TH GRADE LAST YEAR. WE HAVE DATA FOR THE BOG. IT IS A UNUSUAL TEST. WE TEST READING IN SEPTEMBER FOR THIRD GRADERS AND DO A UP COUPLE THINGS WITH THE DATA, BUT IT IS REQUIRED BECAUSE IT ALLOWS THE STATE TO MEASURE GROWTH FOR THIRD GRADERS WHICH IS A FEDERAL REQUIREMENT UNDER THE CURRENT ACADEMIC-ACCOUNTABILITY SYSTEM. AND THEN THE ORANGE BAR THERE IS FOR THE THIRD GRADE TEST AT THE
011END OF THE YEAR, SO YOU HAVE A PRE-POST IN ONE YEAR. NOTE BOG SCORES ARE A LOT LOWER BECAUSE THEY ARE MEASURING END OF YEAR STANDARDS IN SEPTEMBER. SO, THIS IS HOW WELL OUR KIDS ARE DOING IN SEPTEMBER BEFORE WE EVER TAUGHT THEM THE STANDARDS. AND THEN 4TH GRADE STANDARD AFTER THIRD GRADE. ON THE LEFT, YOU WILL SEE I TALK ABOUT THE PATTERN IN THIS DATA. BACK UP TWO SLIDES, WHERE I HAVE ALL STUDENTS. YOU WILL BE ABLE TO SEE THAT BETWEEN BOG AND EOG STUDENT COMBINED WENT UP 24 POINTS. THAT IS IMPACT OF THIRD GRADE INSTRUCTION. WE DO NOT HAVE COMPARABLE FOR THE STATE AND I'LL EXPLAIN THAT IN A MINUTE. THEN YOU CAN SEE FROM THIRD TO FOURTH GRADE WANDERS AROUND. SOME CASES IT IS THE SAME AND SOME CASES IT IS DONE
012AND SOME CASES UP A SMIDGE. OBVIOUSLY WHAT WE WANT TO BE SEEING IN THE CHARTS IS LOVELY EACH BIGGER THEN THE ONE BEFORE. THAT'S REALLY THE GOAL THAT WE ARE SEEKING. SO, ON THIS SLIDE, I OVERLAYED THE STATE DATA IN THE LINES. AND SO, IT IS ALL STATE DATA INCLUDING US, AND THEN I COLORED CODED THE LINES TO GO WITH THE BAR AT THE SAME GRADE LEVEL. SO, THE ORANGE LINE THAT IS WANDERING THROUGH THERE IS FOR END OF GRADE THIRD GRADE BECAUSE IT MATCHES THE THIRD GRADE VERTICAL COLUMN FOR THIRD GRADE END OF GRADE. THE GREEN LINE IS THE 4TH GRADE LINE. SO, WHERE IT CROSSES OUR BARS ARE STUDENTS OUTPERFORMING THE STATE AND YOU SEE A LOT THAT IN THIS VIEW. THE AFRICAN AMERICAN STUDENTS OUT PERFORMED THE STATE END OF THIRD GRADE
013BUT NOT END OF 4TH GRADE. NOW I SKIP TO THE END TO SHOW A MATH ISSUE. INTERESTING COMPLEXITY I CREATED. I THINK IT IS USEFUL BUT IT IS COMPLEXITY, SO I'M GOING FAST HERE. 4, 5, 6. LOOKING FOR 6, 7, 8. I WANT THIS ONE. 6, 7, 8, IN 8TH GRADE, STUDENTS TAKE EITHER THE STANDARD 8 GRADE MATH CLASS, OR THEY TAKE NORTH CAROLINA MATH 1. SOME OF OUR STUDENT ARE EVEN IN MATH 2. SO, THIS IS A ANALYSIS WHERE I TOOK THE STUDENTS AND YOU CAN SEE THAT N IS MUCH SMALLER, ABOUT HALF OF THE COHORT, I TOOK ONLY THE STUDENTS WHO TOOK THE 8 GRADE MATH, THE REGULAR MATH COURSE WE MIGHT CALL IT, AND WENT BACKWARDS IN TIME AND LOOKED AT 7 AND 6 GRADE SCORES. IT IS JUST THOSE KIDS. WHAT
014YOU SEE HERE IN THE PICTURE IS AGAIN NOT THAT PRETTY PICTURE GOING UP EVERY YEAR. THESE BARS ARE PRETTY LOW. YOU CAN SEE THAT THERE IS NOT A WHOLE LOT OF MOVEMENT. LATINX WAS FALLING OFF A BIT AND THE WHITE SCORES REALLY DROPPED A COUPLE YEARS IN A ROW. WHEN WE COMPARE WITH THE STATE IS WHEN WE HAVE THE COMPLEXITY I MENTIONED. ONE OF THE COMPLEXITIES DIFFERENT THEN THE OTHER SLIDES BECAUSE IT HAS A PARTICULAR SUBCOHORT. THOSE TWO DARK LINES THAT ARE ABOVE THE BARS ARE FOR EVERY STUDENT IN THE STATE IN 6 AND 7 GRADE. I HAVE NO ACCESS TO INDIVIDUAL STUDENT DATA TO DO WHAT I DID WITH OUR DATA, SO I KENT CAN'T GO BACK AND SPLIT THE KIDS IN TWO CAMPS SO THAT IS WHY IT LOOKS THE WAY IT DOES
015AND THINK THERE IS A GRAIN OF SALT WE PUT IN HERE. THE YELLOW LINE ACTUALLY DOES MATCH AND IT IS THE 8 GRADE TEST. IT DOES NOT INCLUDE STUDENTS WHO TAKE THE MC MATH 1 TEST, SO THAT IS FULLY COMPARABLE. WHAT YOU SEE IS THAT THE STATE OUT-PERFORMED-FLIP THE OTHER WAY. OUR STUDENTS OUT-PERFORMED THE STATE AMONG THE BLACK STUDENTS, MULTIRACIAL STUDENTS AND CLOSE ON WHITE STUDENTS SO THE LATINX AND ASIAN STUDENT WERE LOWING THEN STATE PERFORMANCE FOR THE 8 GRADE MATH TEST. NOT SURE EXACTLY HOW YOU INTERPRET THE DARK LINE AT THE TOP OTHER THEN TO KNOW IT IS A BIT OF APPLE AND ORANGES THING. IT IS ALL KIDS AND THOSE GRADES, BUT IT IS NOT EXACTLY THE SAME. SO, WHEN I GO TO THE NEXT VERSION-LET ME STOP HERE. NOTE SOMETHING IS MISSING.
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
017UP IN 7 GRADE AND CAME BACK TO THE 6 GRADE LEVEL IN 8 GRADE IN MC MATH 1. THIS IS JUST DIFFERENT AND I WANTED TO EXPLAIN IT. HERE YOU HAVE THAT DARK BAR FOR THE 6 AND 7 GRADE LAID ON TOP OF OUR ADVANCED STUDENTS I THEN YOU HAVE THE STATE LINE AT THE TOP WHICH IS 8 GRADERS IN MATH 1 THAT IS ORANGES TO ORANGES COMPARISON AND SO YOU CAN SEE HERE THAT WE BASICALLY MET OR EXCEEDED THE STATE WITH THE EXCEPTION OF OUR BLACK STUDENTS FOR THIS EXAM. THAT'S HOW YOU READ THESE AND I WANTED TO TALK THEM THROUGH BECAUSE THEY ARE DIFFERENT. NOW, WE'LL HAVE FUN WHILE I GO ALL THE WAY BACK. WE'LL GET THERE QUICKLY, I PROMISE. BIG PICTURE. SO, LOTS OF DATA. WE HAVE 5 RACES, 2 OTHER
018GROUPS, THE GROUP OF ALL SO THAT IS 8 GROUPS OVER 12 COHORTS, LOTS OF DATA. SO, WHAT DID I SEE WHEN I STOPPED AND LOOKED ADD THE WHOLE BIG THING? FIRST OF ALL, THIS DOES NOT SURPRISE US BUT ALSO A IMPORTANT POINT. CHAPEL HILL-CARRBORO SCHOOL STUDENTS HAD HIGHER PROFICIENCY IN READING AND MATH THEN STATE WIDE PEERS. IT IS LOVELY TO SEE STUDENTS WITH DISABILITIES ALSO HAD HIGHER PROFICIENCY THEN PEERS WITH IN NORTH CAROLINA WITH ONE EXCEPTION. THE ASIAN STUDENTS HIGHER PROFICIENCY IN THE STATE THEN ALL BUT ONE COHORT IN READING AND DIFFERENT IN MATH. PROFICIENCY WAS HIGHER THEN THE STATE FOR HALF THE COHORT IN READING AND TWO OF SIX IN MATH. LOW IN THE STATE FOR ONE IN EACH SUBJECT AND MIXED. SO, MIXED MEANS YOU GOT THREE BARS AND SOME ARE UP AND
019SOME ARE DOWN. THAT'S THE MIXED. AMONG LATINX CHAPEL HILL-CARRBORO CITY SCHOOLS PROFICIENCY IN READING IS HIGHER THEN THE STATE IN TWO COHORTS AND MIXED IN FOUR. IN MATH, IT WAS ALSO HIGHER FOR TWO OF SIX COHORTS MIXED FOR TWO AND LOWER FOR BOTH 8 GRADE MATH AND MC MATH 1. AMONG MULTIRACIAL--SO, AREAS FOR FOCUS, OVERALL THE MULTILINGUAL LEARNERS DID NOT REACH THE SAME PERCENT PROFICIENT AS THEIR PEERS. 4 OUT OF 6 READING COHORTS AND 3 MATH COHORTS. WITHIN 2 COHORTS PROFICIENCY WAS MIXED AND ONLY ONE GRADE LEVEL AND COHORT DID EXCEED THE STATE LEVEL. GENERALLY PRETTY CONSISTENT NOT MEETING STATE LEVEL OR EXCEEDING IT, WHICH OF COURSE IS OUR GOAL. WE NEED TO WORK TO IMPROVE CONSISTENCY ABOUT PROFICIENCY FOR BLACK AND LATINX STUDENTS SO WE LEAD THE STATE FOR ALL OF OUR STUDENTS AND
020THEN CLEARLY THERE IS WORK TO BE DONE IN MIDDLE SCHOOL MATHEMATICS, SO IF THE STUDENTS ARE ON THE REGULAR TRACK THAT THEY ARE DOING MUCH BETTER THEN THE CURRENT GROUP DID. AND SO FROM HERE, I'LL FLY TO THE END AND DR. TRICE WILL TAKE OVER. A LOT OF SLIDES. ARE YOU HAPPY I DIDN'T WALK THROUGH ALL THAT? INTERESTING TO READ BUT PROBABLY NOT INTERESTING TO LISTEN ABOUT. I WANT TO START GIVING DIANE KUDOS. I KNOW MRS. JENKINS IT WAS [APPLAUSE] ABOUT A 18 MONTH AGO YOU ASKED THE QUESTION AND SINCE THAT TIME DIANE HAS BEEN DOING PRETTY HEAVY LIFTING, INCLUDING JUGGLING TWO OR THREE OTHER BIG PROJECTS. NOT THE LEAST OF WHICH IS THE TRANSITION TO THE NORTH CAROLINA STUDENT INFORMATION SYSTEM. THANK YOU. I THINK THIS IS A ANALYSIS THAT WILL SERVE OUR DISTRICT
021FOR GENERATIONS TO COME AND I DON'T MEAN TO SOUND LIKE THIS IS THE GREATEST THING IN THE WORLD, BUT IT WILL BE UNIQUE FOR OUR DISTRICT FOR A WHILE. THIS IS NEW DATA, SO STILL TRYING TO THINK OUR WAY THROUGH THE IMPLICATIONS. I'LL TALK TO SOME OF OUR THOUGHTS IN JUST A BIT, BUT THE REAL VALUE OF IT, WE WILL SEE UNFOLDING OVER THE COURSE OF THE NEXT 6 TO 10 YEARS. IF YOU THINK ABOUT COHORTS GOING FROM THIRD GRADE THROUGH HIGH SCHOOL AND US COLLECTING THAT DATA WHILE THERE IS REALLY COOL THINGS THAT WE SHOULD BE ABLE TO GLEAN FROM THE DATA. I WANT TO SAY THANK YOU TO DIANE AGAIN. JUST A BIT IN TERMS OF SUMMARY CONCLUSIONS. DIANE ALREADY SAID IT, BUT JUST INCONSISTENT IN TERMS OF COHORTS FROM YEAR TO YEAR.
022SHE USED THE TERM MIXED. WHEN I LOOKED AT IT, IT WAS THE UP AND DOWN TYPE OF THING AND WITH SOMEONE WHO WEARS A CURRICULUM HAT THAT TELLS ME WE JUST HAVE A NEED FOR A WELL ARTICULATED CURRICULUM FROM YEAR TO YEAR TO YEAR TO YEAR THAT BUILDS YEAR AFTER YEAR. AND WE ARE WORKING TOWARD THAT. THIS IS ONE OF THOSE DATA PIECES THAT TELLS US WE ARE ON THE RIGHT PAGE AS A ADMINISTRATION AND TO CONTINUE THAT WORK. ONE PROMISING PIECE TO THE DATA IS THAT WHEN YOU LOOK AT THE BOG DATA AND THE EOG DATA, PARTICULARLY AMONG BLACK AND LATINX AND STUDENTS WITH DISABILITIES ACHIEVEMENT IS OFTEN DOUBLED AND WHAT THAT TELLS ME IS THAT THERE IS LEARNING OCCURRING IN OUR CLASSROOMS AND OUR TEACHERS ARE WORKING EXTREMELY HARD, SO THE GOAL IS
023HOW TO CONTINUE THAT BUT ALSO MAKE SURE THAT IN THE THIRD AND FOURTH GRADE THAT THAT WORK IS CONTINUED. IT ALSO GOES BACK TO THE IDEA WE TALKED ABOUT AS ADMINISTRATION AND BOARD, HOW YOU ACCELERATE ACHIEVEMENT AMONG OUR STUDENTS, PARTICULARLY THOSE WHO ARE NOT ACHIEVING AT THE LEVELS WE WOULD HOPE. AND WHAT THAT SAYS TO ME AS WELL IS, WE NEED MORE TIME FOR LEARNING. I THINK WE HAVE SEEN TWO DATA SETS SINCE I HAVE BEEN BACK IN THE DISTRICT THAT DEMONSTRATES STUDENT WHO ATTEND SUMMER SCHOOL TYPICALLY DO BETTER THEN PEERS WHO DID NOT ATTEND. THAT SAYS, CAN WE HAVE MORE TIME FOR LEARNING THAT ALLOW OUR STUDENTS TO JUST CATCH UP AND THRIVE IN SCHOOLS. JUST SOME KEY INSIGHTS I WANTED TO KIND OF RAISE FOR THE DATA SET. I THINK THIS WAS A
024CLEAR EVIDENCE THAT WHEN WE WERE OUT FOR THE PANDEMIC, IT REALLY DID IMPACT OUR STUDENTS IN A WAY THAT WAS NOT HEALTHY FOR THEM IN TERMS OF LEARNING. HEALTH WISE, GREAT, BUT IN TERMS OF LEARNING, PROBABLY NOT SO MUCH. WE HAVE TO REMEMBER IN CHAPEL HILL-CARRBORO WE WERE THE FIRST TO EXIT AND THE LAST TO COME BACK. THERE ARE SOME EVIDENCE FROM THE STATE THAT SHOWS OUR DISTRICT IS ACCELERATING PERHAPS FASTER THEN OTHER DISTRICTS WHICH IS NOT SURPRISING. WHEN YOU THINK WHAT OUR TEACHERS PUT IN. AS A ADMINISTRATION WE HAVE A COMMITMENT TO THESE STUDENTS NOT JUST FOR ONE OR TWO OR THREE YEARS. WE HAVE A COMMITMENT TO STUDENTS MOSTLY IMPACTED THROUGHOUT THEIR TENURE IN OUR SCHOOLS AND THE COHORT DATA WILL ALLOW US TO TRACK THAT AT A LEVEL WE WERE NOT ABLE
025TO DO BEFORE. I HAVE ALREADY SPOKEN TO THE WELL ARTICULATED CURRICULUM YOU SEE AS PART OF THE BUDGET ASK IS CREATING A POOL FOR THAT. I WAS AT A COMMUNITY MEETING NOT TOO LONG AGO AND A PERSON ASKED, CAN WE BUY ALL THE CURRICULUM AND WE HAVE THE WELL ARTICULATED CURRICULUM, BUT MOST OF THE ELEMENTARY TEACHERS ARE GENERALIST SO IF WE ADOPT MATH SCIENCE ENGLISH AND SOCIAL STUDIES THIN SAME YEAR YOU FORCE THEM TO LEARN ALL THESE NEW CONTENT AND PROFESSIONAL DEVELOPMENT. IT TAKES YEAR TO IMPLEMENT A WELL ARTICULATED CURRICULUM BECAUSE WE WANT TO DO IT WELL. THAT AGAIN IS A LONG-TERM COMMITMENT THAT WE HAVE AS A ADMINISTRATION. THIS IS A SCHEMATIC THAT I KNOW MY COLLEAGUES ARE TIRED OF LOOKING AT AND PROBABLY THE PRINCIPALS, BUT I SHARE IT EVERY TIME I GET
026A CHANCE. WHEN YOU DON'T HAVE A WELL ARTICULATED CURRICULUM YOU HAVE A BUNCH OF PEOPLE WORKING HARD BUT SOME ARE BUILDING A BRIDGE AND OTHERS DIGGING A TUNNEL TRYING TO GET TO THE SAME GOAL, GETTING STUDENTS TO THE OTHER SIDE. WE NEED TO BE ON A TRACK EVERYBODY IS FOCUSED ON BUILDING A BRIDGE OR BUILDING A TUNNEL. EVERY TIME I GET IN FRONT OF OUR PRINCIPALS AND TALKED ABOUT CURRICULUM AND INSTRUCTION ON THE TEAM, OUR GOAL IS TO GET ON THE SAME PAGE. CURRICULUM INSTRUCTION MANAGEMENT PLAN HELPS US DO THAT. WHEN WE DO CURRICULUM ADOPTIONS INCLUSIVE OF TEACHERS AND ADMINISTRATORS IT HELPS DO THAT. SCIENCE WAS A EXAMPLE. GETTING BACK TO REGULAR ORDER IS WHAT IS IMPORTANT FOR US. AGAIN, THE STRATEGIC VALUE OF THIS DATA SET CAN NOT BE UNDER-STATED. IT WILL ALLOW US
027TO TRACK THE IMPACT OF CURRICULUM AND INSTRUCTION. IDENTIFIES COHORTS THAT NEED INTERVENTION. WE KNOW THE COHORTS MOST IMPACTED BY THE PANDEMIC NEED THAT RESOURCE ALIGNMENT IS SOMETHING I THINK WE'LL COME TO DO BETTER. IF IN THE THIRD GRADE WE SEE OUR KIDS ARE NOT UNDERSTANDING FRACTIONS WELL, HOW DO WE ALIGN RESOURCES TO MAKE SURE THEY GET THAT? LASTLY, JUST SCHOOL IMPROVEMENT. WHEN YOU LOOK AT COHORTS OVER TIME, IT ALLOWS YOU TO TAKE A MORE STRATEGIC LOOK AT THE KIDS THAT ARE IN FRONT OF YOU AND HOW OUR SCHOOLS CAN BEST SUPPORT THEM. IT IS A DEEP STRATEGIC VALUE BUT LIKE I SAID, OVER THE NEXT 6 TO 10 YEARS IT WILL BECOME BETTER FOR US AS A DISTRICT. SO, THAT'S KIND OF OUR INITIAL THOUGHTS. WE HAVEN'T UNPACKED THIS WITH OUR SCHOOL PRINCIPALS OR DISTRICT
028STAFF YET. YOU ALL WERE THE FIRST TO GET A LOOK AT IT, BUT I REALLY LOOK FORWARD TO JUST MORE PEOPLE GETTING AN OPPORTUNITY TO WEIGH IN ON IT. WE ARE HAPPY TO TAKE ANY QUESTIONS YOU HAVE. THANK YOU DR. TRICE. I'M NOT GOING TO SAY A LOT. THANK YOU SO MUCH. I ASKED YOU ABOUT THIS IN A MEETING AND SAID CAN WE LOOK AT DATA LITTLE DIFFERENTLY, SO WE CAN REALLY SEE KIDS WHO HAVE IN OUR DISTRICT RECEIVING THE EDUCATION AND THE SERVICES AND IMPACTED BY PROGRAMS AND DECISIONS WE MADE OVER THE YEARS, SO I LOVE IT. THIS ALIGNS WITH SOME OF THE WORK WE WILL HAVE TO DO ABOUT THINKING ABOUT PROGRAMS AND DECISIONS ABOUT CURRICULUM AND SPENDING MONEY ON PURCHASING IN THE NEXT MATH CURRICULUM, THE NEXT ADOPTION. THIS IS REALLY HELPFUL
029DATA TO SAY WHAT IS WORKING, WHAT MAYBE WE WANT TO TWEAK ESPECIALLY IF WE SEE IT DIPS IN PARTICULAR GRADES AND MAYBE NEED TO LOOK WHAT WE ARE DOING AT THAT GRADE SO WE DON'T HAVE ANOTHER COHORT OF KIDS COME THROUGH THERE AND MAYBE NEED TO MAKE ADJUSTMENTS THERE AS WELL BUT THANK YOU SO MUCH. I LOOK FORWARD TO IT. I WAS IN A MEETING FOR CARRBORO AND THEY WERE LOOKING AT THAT DATA SO I KNOW THEY WILL BE EXCITED TO GET SOME OF THIS TOO. DR. TRICE. FIRST OF ALL, THANK YOU AND ECHO WHAT MRS. JENKINS SAID. THIS IS ALWAYS FASCINATING TO ME WHEN YOU HAVE LONGITUDINAL COHORT DATA AND YOU HAVE BEEN MENTIONING CURRICULUM. I SUSPECT YOU ARE TALKING ABOUT CURRICULUM INSTRUCTION AND ASSESSMENT SORT OF THE HOLY GRAIL OR HOLY TRINITY HOW
030WE TEACH AND IT IS ALL CONNECTED TOGETHER AND I WONDER IF YOU CAN COMMENT A BIT ABOUT THAT AS WE LOOK THROUGH. I'M FAMILIAR WITH SCHOOL DISTRICT WHERE YOU LOOK AT THIRD GRADE PERFORMANCE AND FOURTH AND FIVE AND THERE IS A DROP OFF IN ALL THE 4TH GRADES. IT STARTS TO MAKE YOU ASK QUESTIONS. I'M NOT SAYING THAT IS YOUR DATA, BUT I HAVE SEEN THAT BEFORE AND IT IS MORE THEN JUST PURCHASING THE RIGHT CURRICULUM AND ALSO HAVING HARD CONVERSATIONS WITH GETTING TEACHERS AND PRINCIPALS TO OWN THIS DATA, RATHER THEN HAVE IT HANDED DOWN FROM CENTRAL OFFICE. CAN YOU TALK TO THAT A BIT? THAT IS FOREMOST IN YOUR MIND HOW THIS IS REALLY GOING TO WORK? YES. CURRICULUM INSTRUCTION IS THE END ASSESSMENT. YOU MENTIONED IT, THE HOLY GRAIL OF OUR WORK. IF
031YOU DON'T GET ONE RIGHT, THE OTHERS DON'T REALLY MATTER. WHAT I WOULD SAY IS THAT OUR ASSESSMENT PIECE IS PRETTY HEALTHY. IF YOU LOOK AT HOW WE ASSESS STUDENTS ESPECIALLY COMPARED TO OTHER SCHOOL DISTRICTS. I DON'T THINK WE HAVE A WANT IN THAT SPACE. PERHAPS THERE MIGHT BE A LITTLE TOO MUCH TESTING TO BE PERFECTLY HONEST. BUT WHERE WE FALL SHORT IS THE CURRICULUM PIECE. YOU ARE EXACTLY RIGHT, CURRICULUM ISN'T JUST ABOUT ADOPTING MATERIALS, CURRICULUM IS A VALUE STATEMENT THAT A DISTRICT MAKES. IT IS WHAT WE WANT ALL OUR STUDENTS TO KNOW AND UNDERSTAND BY THE TIME THEY LEAVE OUR SCHOOL SYSTEM. SO, IT IS THE ADOPTION OF CURRICULUM MATERIALS, BUT IT IS ALSO PROFESSIONAL DEVELOPMENT FOR TEACHERS AND TEACHERS GETTING COMFORTABLE TEACHING THE MATERIAL. TEACHERS ASKING QUESTIONS REALLY HARD QUESTIONS ABOUT THE MATERIAL AND
032MAKING IT THEIR OWN. EXAMPLES THAT INCLUDE WHEN WE ADOPTED OUR READING CURRICULUM. THERE WERE MANY ARGUMENTS ABOUT, THIS BOOK SHOULDN'T BE IN THIS CURRICULUM BECAUSE IT DOESN'T ESPOUSE OUR VALUES. IN SOME WAYS THAT IS RIGHT, BUT IF YOU NEVER HAVE THE WELL ARTICULATED CURRICULUM TO BEGIN WITH, IT DOESN'T MATTER WHAT YOU ARE ARGUING ABOUT BECAUSE YOU ARE NOT ARGUING ABOUT THE SAME TYPE OF THINGS. THE OTHER PIECE IS AROUND INSTRUCTION. EXAMPLE IS THE ADOPTION OF OUR NEW SCIENCE. WE HAVE SCIENCE AND ENGINEERING STANDARDS THAT ARE NEW. THIS IS THE FIRST YEAR. CERTAINLY OUR TEACHERS HAD PROFESSIONAL DEVELOPMENT IN THAT SPACE WITH THE ADOPTION OF THE NEW CURRICULUM MATERIALS, BUT THEY GET BETTER OVER TIME. CAN YOU IMAGINE 4 OR 5 YEARS FROM NOW WHERE THEY HAD CONSISTENT CONVERSATIONS WITH EACH OTHER, ONGOING PROFESSIONAL DEVELOPMENT? LIKE
033ANYTHING ELSE THEY ARE BETTER TEACHING THE MATERIALS AND THAT IS WHAT MAKES THE MATERIALS THE CURRICULUM IN OUR DISTRICT. THANK YOU. CAN YOU ELABORATE ON YOUR COMMENT ABOUT MORE TIME FOR LEARNING? SURE. SO, IT IS KIND OF COMPLICATED BECAUSE SCHOOL DISTRICTS, THEY HAVE THEIR CALENDERS. YOU GO TO SCHOOL FROM POINT A TO POINT B AND IT IS OUR GOAL THAT EACH CHILD RECEIVES AT LEAST 1 YEAR WORTH OF GROWTH FOR BEING IN A CLASSROOM FOR A YEAR. BUT UNFORTUNATELY KIND OF WHERE WE ARE AS A SCHOOL DISTRICT AND THIS ISN'T JUST CHAPEL HILL-CARRBORO CITY SCHOOLS, TO CLOSE ACHIEVEMENT GAPS WE NEED SOME STUDENTS TO EXPERIENCE MORE THEN 1 YEAR WORTH OF GROWTH. I MEAN, THAT IS THE ONLY WAY YOU CLOSE THE GAP. SO, WHAT SCHOOLS AND SCHOOL DISTRICTS DO IS EMPLOY A NUMBER OF
034DIFFERENT STRATEGIES INCLUDING SUMMER SCHOOLS, TUTORING, SOME SCHOOLS HAVE GONE REAR YEAR ROUND TO PROVIDE MORE TIME FOR LEARNING BECAUSE THEY KNOW STUDENTS WHO ARE BEHIND UNFORTUNATELY HAVE TO SPEND MORE TIME LEARNING TO CATCH UP. SO, I IMAGINE DEEP CONVERSATIONS WITH OUR BOARD, WITH OUR SCHOOL LEADERS ABOUT HOW WE CAN ACHIEVE THAT. UNFORTUNATELY WE SEE THE FEDERAL GOVERNMENT IS ROLLING BACK FOR HIGH DOSAGE TUTORING, WHICH IS ANOTHER OPPORTUNITY FOR MORE TIME FOR LEARNING. BUT WE'LL HAVE TO FIGHT AGAINST THAT, PARTICULARLY IF WE WANT TO CLOSE THE GAP. IF WE GET OUR CURRICULUM RIGHT, OUR INSTRUCTION RIGHT, OUR ASSESSMENT RIGHT, HOW CAN WE EXPAND OPPORTUNITIES FOR STUDENTS TO LEARN WITHOUT DEGRADING ELECTIVES. WE DON'T WANT TO PULL KIDS OUT OF THE ARTS TO DO THIS. BUT THERE MIGHT BE UNIQUE OPPORTUNITIES THAT WE HAVE THAT EXPAND OPPORTUNITIES
035FOR LEARNING. MORE TIME FOR LEARNING. CAN YOU BRING SOME THAT--TRYING TO PHRASE-- I FEEL LIKE WE NEED INVASION AND I FEEL WE NEED-SOMEBODY HAS TO STEP UP AND OWN THIS AND JUST SAY, WE HAVE GOT TO HAVE A EXTRA MONTH FOR 2500 KIDS OR WE NEED A YEAR ROUND SCHOOL, OR WE NEED TO EXTEND OUR DAY OR WE NEED MORE TEACHERS TO TEACH THIRD GRADE READING. IF A KID CAN'T READ IT DOESN'T MATTER WHAT THE TEST SCORES DO AND WE ALL WOULD AGREE WITH THAT. CAN WE LIKE FOLLOW UP ON THIS IN THE NEAR FUTURE WHICH MIGHT MEAN THE NEXT COUPLE YEARS, BUT BECAUSE I FEEL SOMETIMES WE ARE DATA RICH, BUT HAVEN'T TAKEN THE NEXT STEP TO REALLY DO SOMETHING CONCRETE AND SPECIFIC THAT EVERYBODY CAN SEE IS WHAT IS MAKING THE DIFFERENCE. THAT'S
036NOT A-TRYING NOT TO CRITICIZE AND SOUND YOU ARE NOT DOING IT RIGHT, THAT'S NOT WHAT I'M SAYING. DOES IT MAKE SENSE? IT MAKES PERFECT SENSES AND SOMETIMES INVASION IS NOT INTRODUCING SOMETHING NEW, IT IS GETTING BACK TO THE WAY WE USED TO DO BUSINESS. WHEN I FIRST ENTERED THE PROFESSION, THERE WERE ALL KINDS OF FUNDS. MAINLY FEDERAL FUNDS TO PAY TEACHERS TO TUTOR AFTER SCHOOL, TO TUTOR ON SATURDAY'S. SUMMER SCIENCE CAMPS. THESE ARE IT THE TYPE-AND THAT'S DIFFERENT THEN SUMMER SCHOOL. THESE ARE INNOVATIVE THINGS THAT HAPPENED IN THE PAST THAT NATIONAL DATA SETS SHOW CLOSE THE ACHIEVEMENT GAP. I'M TALKING BACK TO THE 1970. I WOULD BE HAPPY AND WOULD LOVER TO BE A PART OF CONVERSATIONS LIKE THAT. I KNOW OUR PRINCIPALS WOULD AS WELL. I THINK THE INVASION WILL BE GETTING BACK TO
037THE WAY WE USED TO DO THINGS THAT WERE PRETTY EFFECTIVE. THANK YOU. MRS. DASI HAS QUESTIONS. AS YOU TALK ABOUT MORE TIME FOR LEARNING, IT MAKES ME THINK ABOUT A TOPIC WE HAVE BEEN TALKING ABOUT A LOT WHICH IS ABSENTEEISM AND INTERESTING TO LAYER OVER THIS DATA WHERE SOME OF IT GROUPS THAT WE HAVE SEEN HIGHER RATES OF ABSENTEEISM AND CONTINUE TO REALLY FOCUS ON MAKING SURE THAT WE ARE DOING WHAT WE CAN DO TO BRING THOSE KIDS TO SCHOOL. YES. AND KEEP THEM THERE. I REALLY APPRECIATE DOCTOR, YOU BRING SUCH RICH DATA AND I THINK THE SIMPLICITY YOU PRESENT HELPS IT BE DIGESTIBLE SO THANK YOU FOR THAT. AND DR. TRICE, I REALLY APPRECIATE YOU AS WELL WITH COMING TO THE PRESENTATION WITH THINKING ABOUT THE SO WHAT OF IT. THAT IS ALWAYS FOR
038ME, HERE ARE THE NUMBERS AND THESE THINGS LOOK BAD. SOME OF THEM DON'T LOOK GREAT. I HATE BEING BELOW THE STATE AVERAGE, PARTICULARLY FOR THESE GROUPS IMPACTED. BUT, THINKING ABOUT LIKE WHAT ARE THE THINGS WE DO TO INFLUENCE THAT AND ONE THOUGHTS I ARE HAD IS, ARE THERE OPPORTUNITIES FOR US TO LEARN FROM DISTRICTS THAT ARE GETTING IT RIGHT FOR MIDDLE SCHOOL, BLACK KIDS, LATINX KIDS IN MATH AND SCIENCE OR MATH AND READING I THINK WERE THE SCORES WE SAW THE GAPS? JUST ALSO AS WE TALK ABOUT INVASION, HOW DO WE LEARN FROM OTHER DISTRICTS HAVING SUCCESS AND IMPLEMENT THAT? AND THEN, ALSO INTEREST IN THE MISSING STANDARDS LIKE WHERE ARE THE GAPS WHERE WE ARE SEEING THOSE PARTICULAR STUDENT GROUPS-THE SCORES LOWER THEN THE STATE AVERAGE? THAT COULD BE INTERESTING TO UNDERSTAND AND SORT
039OF HOW WE BUILD UP THE STRENGTH IN THOSE AREAS. I THINK THOSE ARE ALL GREAT POINTS. WE DO NEED TO LOOK AT MIDDLE SCHOOL. I DON'T CARE-IF YOU LOOK THROUGH THE 69 SLIDES WHEN IT COMES TO MIDDLE SCHOOL, IT IS NOT GREAT IN TERMS OF THE DATA PIECE. AND THAT DOESN'T MEAN OUR TEACHERS ARE NOT WORKING HARD, BUT I THINK MIDDLE SCHOOL IN GENERAL NEEDS A MORE FOCUSED SPECIAL LOOK. ONE OF THE AREAS THAT I OFTEN THINK ABOUT IS THE NUMBER OF ELECTIVES OUR STUDENTS HAVE VERSUS OTHER MIDDLE SCHOOLS THAT ARE OUT PERFORMING OUR DISTRICT. MOST OF OUR KIDS GO FROM A LITERACY BLOCK IN ELEMENTARY THAT IS ABOUT WHAT 90 MINUTES OR MORE IN SOME CASES AND WHEN YOU GET TO HIGH SCHOOL I MEAN MIDDLE SCHOOL, IT IS A 45 MINUTE CLASS THAT
040MAY NOT FOCUS ON LITERACY. HOW DO YOU RETHINK WHAT HAPPENS AT MIDDLE SCHOOL? THAT I THINK IS A COMMUNITY CONVERSATION, MAYBE A LOT OF INNOVATIVE THINKING AMONG OUR PRINCIPALS AND DISTRICT STAFF TO BEGIN THE THINK DIFFERENTLY ABOUT THAT. YOUR OTHER POINTS, ABSOLUTELY. I THINK OUR STANDARDS SHOULD BE AT LEAST OUT PERFORMANCE OF THE STATE AVERAGE. I DON'T SEE OTHER QUESTIONS. VERY MUCH APPRECIATE BOTH OF YOU WITH THE PRESENTATIONS AND I THANK YOU. THANK YOU AND THAT BRINGS US TO THE NEXT ITEM ON THE SUPERINTENDENT REPORT. 6B, THE PRE-K PROGRAM UPDATE AND I BELIEVE MRS. REEVES AND OUR DR. MAP. HAVEN'T SEEN MRS. REEVES. THERE SHE IS RIGHT THERE. [LAUGHTER] YOU DIDN'T EVEN SAY HI TO ME TONIGHT! GOOD EVENING BORD MEMBERS, MEMBERS OF THE CABINET, MEMBERS OF THE PUBLIC AND WITH ANY OF MY PRE-K
041ELEMENTARY SCHOOL COLLEAGUES HERE OR ONLINE. WE JUST WANTED TO SHARE AND HIGHLIGHT A FEW THINGS GOING ON IN PRE-K. I HAVE A FEW SLIDES TO SHARE. PLEASE LET ME KNOW IF I NEED TO ELABORATE ON ANYTHING. SO, IN PRE-K JUST LIKE ANY OTHER ASPECTS WE EMBODY CORE VALUES WITHIN THE SCHOOL DISTRICT. OUR MOTTO FOR PRE-K IS ONE BAND ONE SOUND. WE ARE EMBODYING GIVING ONE MESSAGE TO TEACHERS TO FAMILIES TO INSTRUCTIONAL ASSISTANTS, TO THE COMMUNITY AT LARGE SO THAT HAS BEEN OUR FOCUS. OUR MISSION JUST TO SHARE, THE PRE-K PROGRAM IS PARTNERING WITH FAMILIES AND THE COMMUNITY. TO PROVIDE HIGH QUALITY DEVELOPMENTALLY APPROPRIATE EARLY CHILDHOOD EDUCATION WHICH MEETS DIVERSE NEEDS OF ALL CHILDREN AND PREPARE THEM FOR A POSITIVE EDUCATIONAL EXPERIENCE. BUT I WANT TO HIGHLIGHT IN THE MISSION THERE IS ONE SHIFT THAT YOU
042MAY NOTICE. IT SAYS, PRE-K PROGRAM. NOT PRE-K/HEAD START. HEAD START IS JUST ONE SEAT IN A PROGRAM, BUT WE ARE PRE-K AS A WHOLE. QUICK AGENDA THINGS WE WILL TALK ABOUT AND GIVE BACK 37 GROUND INFORMATION, COST ANALYSIS, FINANCIAL IMPLICATIONS THAT GO ALONG DISCUSS PARTNERSHIP, CURRICULA NEXT STEPS AND ANSWER ANY QUESTIONS YOU GUYS MIGHT HAVE. SO, PRE-K, WE HAVE 21 PRE-K CLASSROOMS AT THE MAX CAPACITY. WE SERVICE ABOUT 294 STUDENTS TOTAL. WE ARE IN 10 OF THE 11 ELEMENTARY SCHOOLS. WE HAVE 2 DUAL LANGUAGE SCHOOLS THAT IS FPG AND CARRBORO. WE HAVE A TYPICAL PRE-K CLASSROOM, WHICH MEANING THERE ARE NO STUDENTS WITH IEP AT THE TEACHER CASE MANAGES-THE TEACHER DOES NOT CASE MANAGE. THERE IS ONE CLASS AT SEAWELL AND [INDISCERNIBLE] WE HAVE SEPARATE SETTING PRE-K. WE HAVE A LOCATION AT MCDOUGLE, NORTH SIDE
043AND RASHKIS. WE DO NOT HAVE OUR NORTH SIDE CLASSROOM BUT IT IS OUR GOAL TO HAVE IT BACK NEXT YEAR. THIS CLASS HAS ONE TEACHER AND TWO ASSISTANTS AND THEN THE BULK OF THE CLASSES ARE BLENDED CLASSROOMS AND. PRE-K WE HAVE NO PART TIME STAFF MEMBERS. JUST TO GIVE INFORMATION ABOUT OUR PLACEMENT TYPES, WE CURRENTLY HAVE 5 SEATS OR AVENUES INTO ONE OF OUR CLASSES THAT IS HEAD START. WE CURRENTLY HAVE 132 HEAD START STUDENTS. PRE-K WE HAVE 27. SUBSIDY WE HAVE 8. EXCEPTIONAL CHILDREN TEACHERS CASE MANAGE ARE 50. TUITION, 62. SO TOTAL ARE AT 279. A LITTLE UNDER OUR MAX CAPACITY LIMIT AND THEN AT OUR MAX CAPACITY WE IN THE NON SEPARATE CLASSES WE HAVE 15 STUDENTS PER CLASS. OUR CURRENT WAIT LIST WE DO HAVE WAIT LIST UNFORTUNATELY, SO WE HAVE 6
044HEAD START STUDENTS, 1NC PRE-K, 1 SUBSIDY, 7 EX-WE DO OFFER EXTENDED CARE AND WE USE A SLIGHTLY DIFFERENT LANGUAGE THEN AFTER SCHOOL JUST TO NOTE THERE IS A SLIGHT DIFFERENCE BETWEEN AFTER SCHOOL AND PRE-K EXTENDED CARE. THE RATIO DURING THIS TIME IS 1 TEACHER TO 9 STUDENTS. OUR EXTENDED CARE HOURS ARE 230 TO 5 O'CLOCK. AT OUR LOCATIONS WE OFFER TWO EXTENDED CARE CLASSES AT CARRBORO-WE HAVE ONE EXTENDED CARE CLASS AT ESTES-WE DO NOT OFFER EXTENDED CARE AT MORRIS GROVE AT THIS TIME. WE DO HAVE SOME FEES THAT STUDENTS PAY. OUR PRE-K STUDENT IF THEY COME TO EXTENDED CARE SO AFTER SCHOOL COMPONENT, THEY DO NOT PAY FOR DAY IS $300. THE SUBSIDY STUDENTS THAT IS PAID THROUGH STATE OR LOCAL GOVERNMENT IS THOUSAND DOLLAR. THE EXCEPTIONAL CHILDREN NOT THE DAY, THE AFTER SCHOOL IS
045$300 AND TUITION FAMILIES CURRENTLY PAY A THOUSAND DOLLARS. ANY QUESTIONS ABOUT THAT PART BEFORE WE JUMP INTO FINANCIAL IMPLICATIONS? IT IS A SLIGHTLY DIFFERENT SHIFT. THE SLIDE WAS ABOUT AFTER SCHOOL SO TUITION IS 1 THOUSAND DOLLAR FOR AFTER SCHOOL TIME? NO, MA'AM. THE AFTER SCHOOL PORTION IS JUST PRE-K AND EXCEPTIONAL CHILDREN, THE OTHER IS FOR THE DAY. TUITION IS $1 THOUSAND PER MONTH? YES, MA'AM. THINKING THROUGH FINANCIAL IMPLICATIONS. JUST TO GIVE A COMPARISON, I WANT TO ACKNOWLEDGE THAT WE OUR SUBSIDY FAMILIES PAY UNDER THE RATE THE STATE WOULD PAY. JUST SHARING THIS COMPARISON, FOR ORANGE COUNTY WE ARE ALLOTTED FOR 5 STAR CENTER WHICH ARE ALL OUR CENTERS. THE CLASS IS $1350 SO THE MAX THE STATE WOULD PAY AND THE MODEL MATCHES SUBSIDY PAYS THE SAME TUITION FAMILIES PAY SO IT IS UNDER WHAT
046THAT ALLOTMENT IS. AND THEN WE ARE PROPOSING MONTHLY RATE INCREASE FOR TUITION. CURRENTLY FOR THE 24-25 YEAR FAMILIES PAY A THOUSAND DOLLARS. OUR REVENUE IS ABOUT $5 HUNDRED THOUSAND A YEAR. OUR PROPOSAL FOR THE NEXT 25-26 SCHOOL YEAR IS INCREASE 17.5 PERCENT, WHICH WOULD MAKE IT $1175 A MONTH. HAVING ANNUAL REVENUE OF $588 THOUSAND. AND THEN THE FOLLOWING YEAR DOING THAT ADDITIONAL INCREASE TO MATCH THE STATE SUBSIDY RATE WHICH GETS TO $1350 WHICH HAS AN OUR ANNUAL REVENUE AT $675 THOUSAND PER SCHOOL YEAR. JUST TO SHARE FUNDING ABOUT PRE-K. WE HAVE VARIOUS FUNDING OPPORTUNITIES. WE HAVE HEAD START THAT IS-SORRY, I HAVE TO TURN. IS 1 MILLION, 600 AND 19 THOUSAND DOLLAR, 244 DOLLARS. NC PRE-K PAYS $525 THOUSAND. YOU SEE THE TUITION RATE. OUR LOCAL FUNDING FOR OUR EC WHICH IS IN KIND MATCH
047IS 1 MILLION, $750 THOUSAND AND WE ALSO HAVE FEDERAL FUNDS FROM PRC49 AND PRC60 AND THOSE INFORMATIONS ARE THERE AND ALSO IT LINKED THE NUMBER OF STAFF MEMBERS THAT IS PAID OUT OF EACH POT. ANY QUESTIONS ABOUT THE FINANCIAL PIECE? WE'LL SHIFT SLIGHTLY. YES, MA'AM? COULD YOU REMIND ME, I FEEL WE DISCUSSED THIS DURING THE COMMITTEE, BUT THE INCREASE, WHEN WAS THE LAST TIME WE HAD A INCREASE IN PRE-K TUITION? SO, DOCUMENTED ON PAPER, 10 YEARS, BUT DUE TO STAFF MEMBERS THAT WE HAVE, WE THINK IT IS ABOUT 18 YEARS. OKAY. I THINK THAT IS IMPORTANT TO NOTE, BECAUSE WE HATE TO THINK ABOUT PRE-K COST GOING UP FOR FAMILIES, BUT THAT'S A LONG TIME. YES. THANKS. MY DAUGHTER IN COLLEGE WAS IN PREK X NUMBER YEARS AGO AND WE PAID A THOUSAND DOLLARS, AND
048I THOUGHT AT THE TIME IT WAS SURPRISING. IT WAS EXACTLY A THOUSAND DOLLARS IS HOW MUCH IT COST AND TO SEE MY CURRENT DAUGHTER WHO IS IN PRE-K ALSO PAYING THE SAME AMOUNT IT SEEMED ODD. IT MADE ME WONDER, WAS THIS NUMBER CREATED ORIGINALLY AND SO WHAT IS OUR IMPETUS FOR NEEDING TO INCREASE? BASED ON THE RESEARCH I DID AND NOT SUPER EXTENSIVE, IT WAS WHAT THE SUBSIDY RATE WAS THEN SO KEEPING UP WITH THE SUBSIDY RATE AND COST PER TEACHER. AS TEACHER PAY INCREASED, WE HAVE NOT. THE DISTRICT [INDISCERNIBLE] HAS BEEN SUPPORTING US WITH THAT ASPECT TO OFF SET THE COST. THEN IT WAS A FORMULA BASED UPON TEACHER RATE, SUBSIDY AND THOSE PIECES AND WE JUST HELD THERE BECAUSE WE DID NOT WANT TO PUT THAT ON FAMILIES TO CHANGE. BUT YOU FEEL
049THE ORIGINAL 1 THOUSAND EXACTLY WAS FROM A FORMULA? IT WAS A COMBINATION YES. WE WERE MATCHING WHAT THE STATE WOULD GIVE US FOR SUBSIDY AMOUNTS. THIS SLIDE HERE. IT TALKED HOW MUCH THEY WOULD TAY AND SO IN A EFFORT TO MATCH THAT IS THE INTERPRETATION FROM READING TO MATCH THE SUBSIDY RATE SO EVERYBODY PAYING FOR THE PROGRAM PAID THE SAME AMOUNT BUT STILL YET FACTORING IN THE COST OF OUR TEACHERS WHICH ARE DEGREED TEACHERS THAT MAKE THE SAME THING AS OTHER TEACHES TEACHERS IN THE SCHOOL SO SLIGHTLY DIFFERENT. THE QUESTION WAS ORIGINALLY, RIGHT? RIGHT. [INDISCERNIBLE] THAT IS WHAT I-IT WAS NOT ARBITRARILY-ALSO TALKING TO COUNTER PARTS IN THE DISTRICT WHERE THEY REMAINED SO TO DO WHAT OTHER DISTRICTS WERE DOING TO HAVE CONSENSUS WERE MY THOUGHTS. IT WASN'T YOUR DECISION. CORRECT. IT FELT ARBITRARY AT
050THE TIME AND STILL FEELS ARBITRARY NOW. I TRULY DID DIG TO SEE AND ASK SUBSIDY AND ASK INDIVIDUALS AND A FEW FAMILY MEMBERS AND THAT IS WHAT I GATHERED FROM THE RECORDS. THE NEXT ONE JUST TO SHARE A FEW PARTNERSHIPS. I CURRENTLY SIT ON THE BOARD FOR THE ORANGE COUNTY PARTNERSHIP FOR YOUNG CHILDREN AND HEAD START. BUILDING THAT BACK. WE WERE THERE SO TO CONTINUE. WE ALSO PARTNERSHIPS WITH COMMUNITY CENTERS FOR EC SERVICE, THIS ISN'T A COMPREHENSIVE LIST, JUST WHERE THE MAJORITY OF STUDENT LIE. SO THE DAY CARE CENTER CHAPEL HILL EMPLOYEES. WE HAVE LOTS OF INDIVIDUALS THAT DICTATE WHAT WE DO, HOW WE DO AND HOW OFTEN. JUST TO SHARE OUR EC COMPONENTS TALKS ABOUT SMALL GROUP DATA IEP MEETINGS AND LICENSE, SANITATION AND ECER RATINGS. THE STATE TALKS ABOUT DPI, THE FOUNDATION FOR
051LITERACY AND LETTERS TRAINING I CALL BIG SCHOOL TEACHERS HAVE. WE DO ALSO. IN PRE-K AND HEAD START OUR GOVERNING BODY HAVE A NEW WEBSITE. THE PD. THE CLASS ASSESSMENT AND OUR ANNUAL REVIEWS AND TRIANNUAL REVIEWS. WE ALSO HAVE PARTNERSHIPS BRIDGING THE GAP WITH OTHER PSU IN THE AREA. I MEET WITH INDIVIDUALS FROM THESE COUNTIES JUST TO TALK AND COMPARE AND PROBLEM SOLVE TO MAKE SURE WE ARE STAYING CURRENT ABOUT WHAT OTHERS ARE DOING SO THAT OUR FAMILIES ARE NOT IN SHOCK IF THEY MOVE FROM ONE SYSTEM TO THE OTHER. AND THEN OUR CURRICULUM-- YOU HAVE ACCESS, SO THIS IS ONE ACTIVITY ONE OF OUR TEACHERS HAVE FOR PRE-K SO I WANTED YOU TO SEE WITHIN OUR CURRICULUM IS WHAT WE USE AS OUR BASE. WE TALK MATH COMPONENTS, LITERACY AND SO SHE DID A VIDEO,
052VERY SHORT BUT YOU CAN SEE A ACTIVITY THAT STUDENTS HAVE AND THEY ARE ENGAGING IN. JUST TO SHARE SUPPLEMENTAL WE HAVE FOUNDATION, SO WE HAVE LITERACY COMPONENT THAT MATCHES BIG SCHOOL AND ALSO WE DO SECOND STEP FOR OUR SEL INSTRUCTION. AND SO JUST OVERALL YEAR IN REVIEW FOR PRE-K, WE HAVE BEEN-WE HAVE EMPHASIS ON TEAM BUILDING SO PD FOR STAFF. WE HAVE CURRICULUM LINK TRIPS THAT STUDENTS CAN BE ON THAT IS THE ONE FROM A TRIP THAT WAS TAKEN BY ONE OF THE TEACHERS. WE HAD OUR COMMUNITY SHOWCASE, SO PARTNERS CAN COME IN AND SEE DISTRICT PARTNERS AND EXTERNAL PARTNERS. WE HAVE ALSO SHIFTED TO MAKING IT EASIER FOR PARENTS TO ONLINE REGISTRATION FOR PRE-K SO DON'T HAVE TO FILL OUT THE PAPER PENCIL APPLICATION, BUT WE HAVE IT FOR THOSE THAT NEED IT JUST
053IN CASE. AND WE FOCUS ON BUILDING PARTNERSHIPS THROUGHOUT THE PROGRAM AND BEING INTENTIONAL ABOUT CHAPEL HILL EMBODYING A PREK5 SCHOOL. GOOD EVENING EVERYONE. I'M HERE TO TALK ABOUT NEXT STEPS. WE ARE LOOKING TO HAVE TWO SEPARATE TEACHERS TO HIRE THOSE TEACHERS, SO ONE THING WE ARE TRYING TO BE INTENTIONAL ABOUT WITH PRE-K MOVING FORWARD IS MAKING SURE WE HAVE NOT JUST STAFF THAT HAVE THE LICENSE, BUT TO MAKE SURE THEY ARE GOOD FIT FOR OUR PROGRAM THAT THEY ARE GOING TO STAY THAT WE ARE ABLE TO RETAIN THEM AND EFFECTIVE IN THE CLASSROOM, SO WE HAVE TWO SPACES ONE AT NORTH SIDE WE HOPE TO GET UP AND RUNNING NEXT YEAR AND MORRIS GROVE THAT IS EC SEPARATE CLASSROOMS FOR PRE-K NEXT YEAR. WE ARE WORKING IN COLLABORATION WITH OUR EC DEPARTMENT WITH THE [INDISCERNIBLE]
054SHE IS APPLYING FOR A GRANT FOR A PYRAMID MODEL AND THIS IS BEHAVIOR MODEL FOR PRE KINDERGARTEN AND TEACHERS SO THEY CAN LEARN HOW TO DEAL WITH BEHAVIORS KIDS MAY BE COMING TO SCHOOL WITH AT 3 AND 4 YEARS OLD. WE ARE WORKING ON INCREASED ACCOUNTABILITY FOR LEADERSHIP WHICH IS MYSELF AND ARE DR. MATT AND ALSO THE PRE-K STAFF THAT IS IN THE OFFICE AROUND EXPECTATIONS FOR PROGRAM SUPPORT. WE WANT TO MAKE PRE-K HAS SEVERAL OFFICE STAFF, PRE-K LEADERSHIP PEOPLE AND WE WANT TO MAKE SURE THEY ARE STUDENT FACING. THE ONES THAT NEED TO BE HELPING SUPPORT TEACHERS SO WE CAN KEEP OUR TEACHERS IN PRE-K. WE HAVE BEEN LISTENING TO TEACHERS AND SOME FEEL THE SUPPORT ISN'T WHAT THEY NEED IT TO BE SO TRYING TO LISTEN AND MAKE SURE WE ACCOMMODATE THEM AND
055LISTENING TO WHAT THEY TELL US THEY NEED IN PROVIDING THAT. ONE THING WE ARE GOING TO WORK ON NEXT YEAR-STARTING SOME THIS YEAR IS TRACKING AND MONITORING STUDENTS ENTERING KINDERGARTEN FROM OUR PRE-K PROGRAM. SO, THIS YEAR ONE THING THAT WILL BE NEW IS DR. MAP IS GOING TO MEET WITH PRINCIPALS ABOUT HIGH NEED STUDENTS. THIS COULD BE ACADEMICS AND ALSO BE STUDENTS THAT MAY HAVE BEHAVIOR CHALLENGES OR SOCIAL EMOTIONAL LEARNING NEEDS AND PRINCIPALS TO BE PREPARED TO MAKE PROPER PLACEMENT. SHE WILL MEET WITH EACH PRINCIPAL AND TALK ABOUT STUDENTS THEY ARE GETTING AND NEED TO KNOW ABOUT. ONE THING WE FOUND THIS YEAR IS THERE WAS SOME STUDENTS THAT MAY NOT HAVE BEEN FULLY POTTY TRAINED. AND WERE IN KINDERGARTEN CLASSROOM. IF THE PRINCIPALS KNOW ABOUT THAT THEY CAN REACH OUT TO PARENTS AND FIGURE
056HOW TO SUPPORT AND JUST MAKE SURE THAT WE ARE ON THE SAME PAGE AND THE TRANSITION IS SEAMLESS FOR THE STUDENTS TO BE SUCCESSFUL. THE OTHER THING WE'LL DO NEXT YEAR IS MONITORING THE KIDS THAT ARE COMING INTO KINDERGARTEN WHERE THEY ARE ACADEMICALLY. THIS WILL HELP US TO BE ABLE TO LOOK AT WHAT WE ARE OFFERING FROM ACADEMIC STANDPOINT. THEY HAVE CREATE WAS CURRICULUM. LEARNING THROUGH PLAY BUT WE HAVE OPPORTUNITIES TO TEACH NUMBER AND LITERACY SKILLS AND WE WANT TO MAKE SURE WE MAXIMIZE THAT SO WE ARE PREPARING OUR STUDENTS. THEY ARE IN SCHOOL FOR 2 YEARS AND BY THE TIME THEY GET TO KINDERGARTEN THEY SHOULD BE ABLE TO DO SOME THINGS. YESTERDAY I WAS AT A SCHOOL AND A TEACHER TOLD ME SHE HAD THREE KIDS ALREADY READING SO SHE PULLED OUT A
057PAPER. THEY WERE TALKING ABOUT EARTH DAY SO HE WROTE AND I COULD READ IT BECAUSE I'M A EDUCATOR. EVERYTHING WASN'T SPELLED RIGHT BUT HE SAID I CAN SAVE THE EARTH BY TURNING OFF THE TV. SHE STARTED TO READ IT, I SAID I GOT THIS. I'M ELEMENTARY. I READ IT SO SHE WAS EXCITED ABOUT STUDENTS AND SO THEY ARE DOING STRONG WORK SO WE WANT TO TRACK THAT SO WE CAN REPLICATE IN PLACES MAYBE THAT ISN'T HAPPENING. WE ARE WAITING TO HEAR ABOUT WHETHER WE HAVE BEEN APPROVED FOR OUR GRANT FOR NEXT YEAR, SO HOPEFULLY THAT WILL BE SOON, RIGHT? WE WANT TO MAKE SURE-I FEEL I'M REPEATING SAME STUFF BECAUSE I DID THIS IN TWO COMMITTEE MEAL E MEETINGS YOU WERE ALL IN, THIRD TIME IS CHARM. WE WANT TO MAKE PRE-K IS VIEWED IN
058A POSITIVE LIGHT. WE ARE CONTINUING TO WORK ON SOME OF THOSE SOCIAL THINGS WITHIN PRE-K, SO WE CAN PUT OUR BEST FOOT FORWARD-WE SEE PEOPLE WANT TO SEND THEIR KIDS FOR THE RIGHT REASON. WE WANT A QUALITY PROGRAM ACROSS THE BOARD FOR ALL STUDENTS. AND THEN THE LAST THING IS THIS IS NEW, WE ARE LOOKING TO LICENSE GYMS AND LIBRARIES IN SCHOOLS ACROSS OUR DISTRICT THAT ARE ELIGIBLE. NOT EVERY SPACE WILL BE ELIGIBLE. DR. MAP PUT TOGETHER A LIST TALKED TO LICENSE CONSULTANT FROM THE STATE AND IDENTIFIED SPACED IN OUR BUILDINGS THAT CAN BE LICENSED. THERE ARE SO MANY RESTRICTIONS WITH THE HEAD START GRANT, WE WANT TO BE IN COMPLIANCE AND DON'T WANT TO SHOW UP FOR COMPLIANCE AND HAVE KIDS IN THE LIBRARY TRYING TO DO THE RIGHT THING BUT IT ISN'T A
059LICENSE SPACE SO WE WANT ALL THE LIBRARIES LICENSE AND GYMS ELIGIBLE LICENSED SO THE STUDENT HAVE EXTENDED ACCESS ACROSS OUR SCHOOLS SINCE WE ARE PREK5. THOSE ARE SOME OF THE NEXT STEPS THAT WE ARE LOOKING FORWARD TO AS WE CONTINUE TO STRENGTHEN OUR PRE-K PROGRAM. ANY QUESTIONS? KEEP IT LIMITED BECAUSE OF MY VOICE. THIS IS EXCITING. AS YOU KNOW, ALL THREE OF MY KIDS WENT THROUGH PRE-K SO I TELL PEOPLE SEND YOUR KIDS TO PRE-K. I DON'T LOVE THE INCREASE BUT UNDERSTAND WHY. WE TALKED ABOUT IT IN COMMITTEE T. IS REALLY IMPORTANT WE MAKE SURE THAT WE ARE FINANCIALLY STABLE AND THE PROGRAM IS FINANCIALLY STABLE AND JUST MAKING SURE THERE IS DIFFERENCE BETWEEN OUR TEACHERS AND MAYBE OTHER DAY CARES YOU SAW IN THE 5 STAR RATING THAT OUR TEACHERS ARE LICENSED EDUCATORS AND
060SO AND ALSO WITH OUR FOCUS IT IS CREATIVE PLAY AND THINGS LIKE THAT, BUT WE ARE ALSO TEACHING OUR KIDS TOO. THERE IS A DIFFERENCE MAYBE BETWEEN WHEN PEOPLE COMPARE OUR PROGRAM AND MAYBE SOME OF IT DAY CARES THEY MIGHT CHOOSE TO SEND THEIR KIDS TO. EXACTLY. I LOVE THE IDEA LOOKING TO LICENSE GYMS AND LIBRARIES. MY KIDS WERE AT SEAWELL THAT IS SOMETHING WE WANTED THEM TO BE ABLE TO DO. I AM LOOKING AT MR. [INDISCERNIBLE] MAYBE KEEPING THAT ON OUR MINDS. WE HAVE THREE ELEMENTARY SCHOOLS ON THE LIST FOR THE BOND AND MAKING SURE WE KEEP THAT TOP OF MIND MAKING SURE AS WE DESIGN THE SCHOOL THAT WE KEEP PRE-K AND ACCESSIBILITY FOR THE PROGRAM AT THE TOP OF THE MIND TOO, BECAUSE IF WE CAN KNOCK OUT SOME THINGS AND CHECK
061OFF THINGS IT IS GREAT. GREAT WORK. I LOOK FORWARD SEEING MORE ABOUT PRE-K NEXT YEAR. THANK YOU. MEREDITH. I HAVE A QUESTION. YOU DON'T NECESSARILY NEED TO ANSWER TODAY. I DON'T KNOW WHAT THE LAW IS IN NORTH CAROLINA ABOUT COMMUNITY USING OTHER COMMUNITY FACILITIES FOR PRE-K PROGRAMMING, BUT SEEING WE HAVE A WAIT LIST I WAS WONDERING WHAT ARE THE POSSIBILITIES FOR EXPANSION AND ESPECIALLY WITH THE TUITION PAYING LIST WAS THE LONGEST, SO IT SEEMS LIKE WE COULD HAVE THE POTENTIAL FOR BEING SELF-FUNDING. BECAUSE FOR EXAMPLE WHEN I LIVED LIVED IN NEW YORK THE PRE-K WAS UNIVERSAL BUT THEY HAD PRE-K CENTERS AND INDEPENDENT NON PROFITS THAT WERE REGISTERED AS OFFICIAL PUBLIC PRE-K CENTERS. THINKING OF WHEYS TO EXPAND WHAT WE ARE ABLE TO OFFER TO MORE KIDS. THERE ARE LOTS OF RESTRICTIONS AROUND THOSE THINGS.
062MAKE SURE THEY HAVE A OUTSIDE DOOR BUT IS POSSIBLE? YES. DO I KNOW ALL OFF THE TOP OF MY HEAD? ABSOLUTELY NOT BUT WE CAN GET INFORMATION. CAN I ADD JUST, WITHIN THE PAST COUPLE YEARS I KNOW THERE HAVE BEEN CONVERSATIONS AMONG ADMINISTRATION AND LOCAL CHURCHES WHO HAVE PRE-K PROGRAMS AND LICENSED, BUT WE HAD TO WALK BACK ON THAT A LITTLE BIT GIVEN WHERE WE ARE AS A DISTRICT AND I THINK THOSE CHURCHES ALSO HAD ISSUES, BUT THERE WERE EXTENSIVE CONVERSATIONS I THINK AT SOME POINT IN THE FUTURE WE COULD REVIVE. OTHER QUESTIONS, COMMENTS? I WAS LOOKING AT WHAT IS NEXT FOR PRE-K BULLET POINT ON SOCIALIZING THE POSITIVE IMAGE AND THE WORK BEING DONE AND IT FLASHED IN MY HEAD MY DAUGHTER HAS A PRESCHOOLER AND HE WAS HAVING TROUBLE IN SCHOOL AND DAD
063SAID, HAVE YOU TALKED TO THE FEATURES AND SHE SAID, ARE YOU KIDDING THEY DO GOD'S WORK. I'M NOT TOUCHING THAT. [LAUGHTER] YOU ARE APPRECIATED. KNOW THAT. ANYBODY ELSE? OKAY. THANK YOU VERY MUCH. I THINK THE LAST THING I WANT TO SAY IS BECAUSE TEACHERS HAVE BEEN TELLING ME I GO TO THEIR CLASSROOMS THEY ARE EAGER FOR VISITORS. SOMETIMES OFTEN TIMES IF YOU VISIT THE SCHOOL MAYBE WALK AROUND WITH THE PRINCIPAL YOU ARE GOING TO 5 OR 3 GRADE. STOP IN PRE-K. THEY ARE LIKE YOU CANT STAY LONG. THEY ARE EAGER FOR VISITORS AND EXCITED FOR ABOUT TO SHOW-CASE SO DROP IN AND SAY HELLO TO THEM. THEY WOULD APPRECIATE IT. DON'T TELL ME THAT. THAT IS WHERE I VOLUNTEER SUNDAY. I WILL SIT WITH THEM ON THE CARPET AND COLOR WITH THEM. THEY WOULD LOVE
064THAT. I LOVE DOING IT. WHEN I WAS IN NORTH SIDE I VISITED THE PRE-K CLASSROOMS. THANK YOU. CONSIDER THE INVITATION DUALLY NOTED. THAT BRINGS US TO COMMITTEE REPORTS AND SHARING. ANYTHING FROM FINANCE FACILITY OPERATIONS? OUR NEXT COMMITTEE MEETING IS GOING TO BE ON TUESDAY MAY 13, 5:30. THE AGENDA MEETING INFORMATION IS AVAILABLE ON THE WEBSITE. I'LL LEAVE IT THERE AND DO THE PLUG ABOUT COUNTY COMMISSIONER STUFF LATER. OKAY, POLICY. MIKE ANY UPDATES? JUST OUR NEXT MEETING IS MAY 20, TUESDAY AT 5:30. ANYBODY ON STUDENT SUCCESS HAVE ANYTHING TO SHARE WITH THAT COMMITTEE SINCE VICKY IS NOT HERE? NOTHING ON THAT. ANY COMMITTEE LIAISON REPORTS TONIGHT? SO, I ATTENDED MEETING, THE MEETING WAS SO WELL ORGANIZED HOW THEY WENT THROUGH EVERYTHING IN TERMS OF THE SIP, WHERE THEY WERE REPORTING OUT. I LOVE THE SECOND COMPONENT
065OF THE MEETING WHERE THEY WENT THROUGH ANY CELEBRATIONS, QUESTIONS OR CONCERNS THEY HAD JUST TO REALLY WELL STRUCTURED MEETING. I LOOK FORWARD ATTENDING THE NEXT TWO THEY HAVE. I KNOW THEY ARE IN THE PROCESS ELECTED REPS, PARENTS AND CAREGIVER SAID. THEY INVITED ME TO COME OUT TO THEIR PRESENTATION OR SHOW FROM NORTH CAROLINA ARTS IN ACTION. THIS IS SUPPORTED BY GENEROUS GRANTS AND DONATIONS FROM THE PT A. THE THEME THIS YEAR I REALLY LOVED IT, IT WAS IT IS ELEMENTAL. ARTS IN ACTION IS A COMBINATION OF BOTH DANCE, MUSIC AND ALSO A THEME OR TOPIC AND THIS WAS THE 4 ELEMENTS WHICH I LOVE, FIRE, WATER, AIR AND EARTH. THEY WERE DANCING AND MOVING TO SONGS LIKE FEELING HOT HOT HOT OR HOW FAR I GO AND CALM DOWN, WHICH IS A FAVORITE SONG SO
066I WAS SINGING ALONG. THE MOVEMENTS REPLICATED THE ELEMENTS. THEY EVEN DID A READING OF THE AMANDA GORMAN POEM, EARTH RISE AS WELL AND OF COURSE, THE KIDS DIDN'T HAVE ALL THE FUN, THE FINALE WAS LEAD BY THE TEACHERS WHO WORK WITH THE KIDS IN THE PROGRAM. AND THE KIDS ALSO SANG WONDERFUL WORLD. THIS WAS A WONDERFUL PROGRAM AND I DOCKED TO MR. HAMAL ABOUT IT AS WELL-SO I HOPE THE SCHOOL SAID ARE ABLE TO FIND ADDITIONAL FUNDING SO THEY CAN BRING ARTS IN ACTION TO ALL OUR SCHOOLS BECAUSE I LOVE HOW IT BROUGHT TOGETHER SO MANY DIFFERENT THINGS TO ONE. I ALSO ATTENDED THE CARRBORO MEETING TUESDAY. THEY WERE GOING THROUGH DATA AND THEN AT THE END TALKING ABOUT THE CARRBORO FAIR THEY ARE HAVING THIS SATURDAY. I WILL NOT BE THERE, BUT CHECK IT
067OUT. THIS IS LONG-STANDING FAIR THAT THE COMMUNITY PUTS ON WITH GREAT FOOD, SO I WILL MISS OUT. VERY SAD BUT PLEASE GO CHECK IT OUT. I THINK THAT'S IT IN TERMS OF THE SHARING. [INDISCERNIBLE] THANK YOU. OTHERS? I WANTED TO SHARE A COUPLE THINGS. ONE WAS THE PTSA AT MCDOUGLE ELEMENTARY ORGANIZED A Q & A DISCUSSION AND I TALKED WITH THEM AND ENCOURAGE 62AL TUESDAY INVITE US AND ENCOURAGE BOARD MEMBERS TO TAKE THEM UP ON IT. I LEARNED A LOT IN THE DIALOGUE. I WENT TO THE TECHNOLOGY SOCIAL MEDIA AND TEEN BRAIN PRESENTATION ON THE 24TH. IT WAS OVER AT EAST BY DR. MITCH PRINSTEIN AT THE WINSTON NATIONAL CENTER, ALL ABOUT ADOLESCENT BRAIN DEVELOPMENT AND IMPACT OF SCREEN TIME AND IT WAS ABSOLUTELY A FASCINATING HOUR. I SAY THIS BECAUSE THEY PUT THE PRESENTATION
068ON YOU TUBE NOW AND I INTEND TO GO BACK. THERE WAS PROBABLE A DOZEN TAKE AWAYS BUT THIS IS A TRUE STATEMENT WHAT HAPPENS WITH KIDS. IF YOU ARE A PARENT, HERE IS WHAT YOU COULD DO. I THOUGHT I PULL IT TOGETHER AND SHARE IT. THAT WAS INTERESTING. ON THE 26 LAST SATURDAY THERE WAS A STEM VOCATIONAL TECHNICAL CAREER FAIR AT CARRBORO HIGH SCHOOL SPONSORED BY EQUITY OFFICE AND CTE PEOPLE. IT WAS WELL INTENDED, NOT WELL ATTENDED. HOPE WE CAN GET MORE STUDENTS INVOLVED IN THE FUTURE, BUT I GOT TO MEET A LOT OF COMMUNITY CONNECTIONS OUT THERE THAT DAY AND APPRECIATE EVERYBODY HELPING OUT. ALSO WENT TO NORTH SIDE COMMUNITY FESTIVAL THAT AFTERNOON AT THE JACKSON CENTER AND GOT TO MEET A LOT OF OLD TIME CHAPEL HILL CARRBORO FOLKS AND THAT WAS A
069LOT OF FUN AND CONNECT ON BEHALF OF THE SCHOOLS. AND THEN WE DID HAVE OUR JOINT MEETING TUESDAY NIGHT WITH THE COUNTY COMMISSIONERS AND ORANGE COUNTY SCHOOL BOARDS AND MR. SCOTT AND MR. KAISER YOU CAN CONVEY OUR GRATITUDE TO MR. SCOTT FOR HIS FOCUS PRESENTATION ON OUR BUDGET NEEDS AND WHAT WAS DIFFERENT THIS YEAR WAS THE ORANGE COUNTY FINANCE PEOPLE AND OUR STAFF COORDINATED HOW THEY WOULD DO THEIR PRESENTATIONS SO THE COMMISSIONERS HEAR THE SAME DATA FROM BOTH SCHOOLS AND DIDN'T HAVE TO TRY TO TRANSLATE, WHAT DOES ORANGE COUNTY CALL IT AND WHAT DOES CHAPEL HILL-IT MADE A HUGE DIFFERENCE AND THE DISCUSSION ON FEDERAL FUNDING IMPACTS WAS APPRECIATED BY THE COMMISSIONERS AND A NUMBER CONVEYED TO ME SINCE THE MEETING THAT THEY REALLY APPRECIATED THE FOCUSED PRESENTATION AND ALSO THE DISCUSSION ON THE EXPANSION
070BUDGET. WE DISCUSSED IN HERE QUITE A BIT. IT WAS ACTUALLY APPRECIATED AND DISCUSSED QUITE A BIT BY THE COMMISSIONERS. THEY WANTED TO UNDERSTAND WHAT IS IN THIS EXPANSION BUDGET AND WHAT IS IT REALLY ABOUT. JUST SHARE THAT WITH THE PUBLIC. WERE YOU GOING TO ADD SOMETHING ABOUT THAT? JUST WANTED TO SHARE NEXT STEPS AND NEXT TUESDAY AT THE WHITIT BUILDING, THE COMMISSIONERS ARE GOING TO HAVE BUSINESS MEETINGS SO WHERE THEY TALK ABOUT THEIR WHOLE BUDGET. I THINK FOR THE PUBLIC AND SO ANYONE WATCHING AND AS WE START SHARING WITH THE DIFFERENT SCHOOLS, TUESDAY MAY 13 AT THE SOUTHERN HUMAN SERVICES BUILDING IN CHAPEL HILL, THAT WILL BE THE BUDGET WORK SESSION. THAT IS WHERE THE PUBLIC CAN COMMENT ABOUT THE BUDGET, SO IF YOU WANT COMMUNITY MEMBERS FAMILIES STAFF ANYONE TO COME OUT AND MAKE
071COMMENTS. THAT WILL BE ONE OF THE MEETINGS. AND THEN THERE IS ANOTHER WORK SESSION MEETING ON THURSDAY MAY 29 AT THE WHITIT BUILDING SO THAT IS THE SECOND OPPORTUNITY FOR THE PUBLIC TO MAKE COMMENTS THERE. COUNTY COMMISSIONERS WILL TAKE WRITTEN COMMENT AS THEY ALWAYS DO, BUT PEOPLE WHO WANT TO MIKE PUBLIC COMMENT, THOSE ARE THE TWO OPPORTUNITIES. THE PLAN IS FOR THE FINAL BUDGET TO BE ADOPTED ON JUNE 17. THEY WILL TAKE AMENDMENTS AT SOME MEETINGS BEFORE THAT, BUT THAT IS THE BUDGET TIMELINE FOR THE GREATER COMMUNITY TO KNOW. THANK YOU. I FOUND MY NOTES FROM THE STUDENT SUCCESS MEETING AND WANTED TO HIGHLIGHT SOMETHING WE SHARED WHICH WAS CONGRATULATIONS TO OUR DR. TRICE WHO WAS RECOGNIZED BY THE NORTH CAROLINA SCHOOL SUPERINTENDENT ASSOCIATION WITH DR. SAMUEL HOUSTON, JR. LEADERSHIP AWARD. THIS IS RECOGNITION WITHIN
072NORTH CAROLINA EDUCATIONAL LEADERSHIP OPPORTUNITIES AND HONORS LEADERS WHILE CELEBRATING EXCELLENCE INVASION AND SERVICE AND WE GET TO SEE THAT EVERY DAY WE HAVE INTERACTION WITH DR. TRICE SO WANT TODAY SAY THAT PUBLICLY. WE SHARED THAT AT COMMITTEE MEETING BUT VERY PROUD, VERY PROUD. [APPLAUSE] THANK YOU. ANYBODY ELSE? AND THANK YOU DR. TRICE. ABSOLUTELY. WITH THAT SAID, HEARING NOTHING, THE MEETING IS ADJOURNED. [MEETING ADJOURNED]