Board of Education - May 15, 2025

001THE MEETING OF THE CHAPEL HILL-CARRBORO CITY SCHOOLS BOARD OF EDUCATION WILL COME TO ORDER. THE CHAIR REQUEST A MOTION TO APPROVE THE AGENDA. SO MOVED. I SECOND. BEEN MOVED AND SECONDED. ALL IN FAVOR AYE. OPPOSED? THANK YOU VERY MUCH. THE CHAIR REQUEST A MOTION TO MOVE INTO CLOSED SESSION FOR THE REASONS STATED ON THE AGENDA. SO MOVED. SECOND. MOVED AND SECONDED. ALL IN FAVOR AYE. OPPOSED? THANK YOU. WE'LL RETURN TO CLOSED SESSION AS CLOSE AS POSSIBLE TO 7 P.M. THANK YOU. [BOARD IN CLOSED SESSION] [MEETING RECONVENED] THE MEETING IS BACK IN OPEN SESSION AND THAT IS GOING TO TAKE US TO, PUBLIC COMMENTS TONIGHT. BEFORE I READ--MY LITTLE INTRODUCTORY COMMENTS ABOUT PUBLIC COMMENT, MRS. HALL WAY, HOW MANY SPEAKERS ARE SIGNED UP TONIGHT? SIX, THANK YOU. SO, THIS IS THE BOARD RECOGNIZES THE VITAL IMPORTANCE

002OF LISTENING TO POINTS OF VIEW ON PROGRAMS AND ISH OO AS FACING THE BOARD OF EDUCATION OR SCHOOL SYSTEM AND ENCOURAGE PUBLIC COMMENT ABOUT EDUCATIONAL ISSUES. SPEAKERS ARE REMINDED NEITHER PERSONAL ATTACKS NOR OBSCENE ABUSIVE DEFAMATORY LANGUAGE IS PERMITTED. MAY ASK CLARIFYING QUESTIONS BUT NOT ENGAGE IN DIALOGUE WITH THE SPEAKER OR THE PUBLIC. EACH SPEAKER WILL HAVE UP TO 3 MINUTES TO PRESENT COMMENTS. THE REMAINING TIME IS INDICATED ON THE TABLET CLOCK IN FRONT OF MRS. JENKINS TO MY RIGHT HERE AND WHEN YOU ARE OUT OF TIME, PLEASE CONCLUDE YOUR REMARKS. TO BEGIN, WE RECOGNIZE SCHOOL IMPROVEMENT TEAM REPRESENTATIVES TEACHERS ORGANIZATIONS AND/OR HIGH SCHOOL STUDENT GOVERNMENT REPRESENTATIVES FOLLOWED BY GENERAL PUBLIC COMMENTS. ARE THERE ANY REPRESENTATIVES OF THESE GROUPS AND IF SO, PLEASE COME FORWARD? WE HAVE A REPRESENTATIVE, GREAT. STEP FORWARD AND INTRODUCE YOURSELF AND

003THE ORGANIZATION YOU REPRESENT. [INDISCERNIBLE] MY NAME IS MALINDA MANNING THE COCHAIR OF THE CARRBORO HIGH SCHOOL IMPROVEMENT TEAM. I WANT TO START BY SAYING MY SON GRADUATING NEXT MONTH HAD A OUTSTANDING EXPERIENCE IN THE SCHOOL DISTRICT. HE EVEN RECEIVED MENTORSHIP FROM THE SOUP INTENDANT AS A STUDENT EQUITY AMBASSADOR. AS A PARENT, I NEVER HAD CONCERNS ABOUT ANY OF THE SCHOOLS HE ATTENDED. OUR FAMILY WAS TRULY CONTENT AND REALLY GRATEFUL FOR OUR SON'S EDUCATION. BUT SOME THINGS CHANGED LAST YEAR. CARRBORO HIGH IS STILL AN AMAZING SCHOOL, BUT CRACKS DEVELOPED IN THE VERY FOUNDATION AND DESPERATELY NEED TO BE ATTENDED TO. CONCERNS HAVE BEEN BROUGHT UP ABOUT THE CURRENT ADMINISTRATION AT CARRBORO HIGH. AS COCHAIR OF THE CARRBORO HIGH--I WITNESSED PROBLEMS FIRST HAND AND I HEARD FROM MANY TEACHERS AND STAFF ABOUT THEIR CONCERNS. SOME ISSUES THEY

004RAISED ARE VERY SERIOUS SUCH AS CONCERNS AROUND SAFETY, COMPLIANCE WITH FEDERAL AND STATE REGULATIONS, AND PROFOUND BREAKDOWN OF COMMUNICATION BETWEEN THE ADMINISTRATION AND STAFF. THE TEACHERS AND STAFF ARE PURSUING A PUBLIC FORUM TONIGHT BECAUSE THE INTERNAL FORUMS HAVE BEEN UNAVAILABLE OR UNPRODUCTIVE. I WANT TO REITERATE THAT POINT, THE TEACHERS AND STAFF HAVE TRIED TO RESOLVE THEIR CONCERNS WITH WITH BOTH CARRBORO HIGH ADMINISTRATORS AND LINCOLN CENTER STAFF, BUT THEY HAVE BEEN IGNORED, REBUFFED OR LABELED AS TROUBLE MAKERS. MANY OF THEM WANTED TO COME TONIGHT BUT THEY ARE SCARED. THEY LOVE WHAT THEY DO AND THEY WANT TO STAY IN THEIR JOBS BECAUSE OF THE STUDENTS AND BECAUSE OF THE STRONG CARRBORO HIGH COMMUNITY. PART OF THE MISSION OF THIS SYSTEM IS TO COLLABORATE WITH FAMILIES TO CREATE A COMMUNITY WHERE ALL STUDENTS, FAMILIES AND STAFF MEMBERS

005FEEL AFFIRMED AND RESPECTED. WE ARE NOT LIVING UP TO THAT MISSION RIGHT NOW AT CARRBORO. WE HAVE DONE A POOR JOB CREATED A ENVIRONMENT OUR STAFF FEEL SAFE TO EXPRESS DESCENT AND SHARE CONCERNS. RECENTLY A LONG TIME PARENT VOLUNTEER TOLD ME DISTRICT AND [INDISCERNIBLE] SEE PARENTS AS THE ENEMY. IT IS THE HARSH OBSERVATION BUT ONE I START TO AGREE WITH. IT SEEMS THE DISTRICT WANTS TO PUSH PROBLEMS UNDER THE RUG OR DISMISS THE ISSUES BEFORE THEY ARE PROPERLY VOICED. WHILE PARENTS MAY COMPLAIN A LOT SOMETIMES, WE ARE NOT THE ENEMY AND THE TEACHERS AND STAFF ARE DEFINITELY NOT THE ENEMY. TO ASK FROM THE CARRBORO TEACHERS AND STAFF IS SIMPLE, THEY WANT TO BE HEARD. A LETTER SENT TO ALL OF YOU FROM THEM OUTLINING MANY OF THEIR ISSUES. THE TEACHERS AND STAFF ARE REQUESTING

006OUTSIDE MEDIATOR BE BROUGHT IN SO THEIR VOICES CAN BE HEARD. THANK YOU. [APPLAUSE] HI. GOOD EVENING. MEMBERS OF THE BOARD. MY NAME IS DR.--AND I HAVE A DAUGHTER IN THE ADAPTED CURRICULUM PROGRAM AT CARRBORO HIGH SCHOOL. I APPRECIATE THE OPPORTUNITY TO SPEAK TONIGHT AND WANT TO ADDRESS SEVERAL CRITICAL CONCERNS EFFECTING OUR SCHOOLS. EDUCATOR SUPPORT, SPECIAL EDUCATION SERVICES, ACCOUNTABILITY, PROGRAM CUTS AND COMMUNICATION. MY TWO OLDER SONS GRADUATING FROM EAST CHAPEL HILL HIGH SCHOOL AND UNIVERSITY AND WELL ADJUSTED THRIVING YOUNG ADULTS. I WANT EVERY STUDENT IN THE IST DISTRICT TO HAVE THE SAME OPPORTUNITY TO SUCCEED AND I BELIEVE IN PUBLIC EDUCATION AND THE DISTRICT BUT WE HAVE A LOT OF WORK TO DO. OVER THE PAST 3 YEARS WE HAVE ESSENTIAL PROGRAMS LIKE SWIMMING, BOWLING, COMMUNITY BASED INSTRUCTION AND [INDISCERNIBLE] CUTS FROM THE SCHOOL. THESE PROGRAMS

007ARE SPECIALLY VITAL FOR OUR STUDENTS IN SPECIAL EDUCATION PROVIDING THEM WITH REAL WORLD LEARNING, PHYSICAL ACTIVITY AND LIFE SKILLS THAT CANNOT BE TAUGHT IN A TRADITIONAL CLASSROOM. AT THE SAME TIME, OUR TEACHERS, PARTICULARLY IN SPECIAL EDUCATION ARE UNDER RESOURCED AND OVERWHELMED. MANY ARE MANAGING UNMANAGEABLE CASE LOADS WITHOUT STAFFING, COMPENSATION OR TRAINING THEY NEED TO BE SUCCESSFUL. WE ARE ASKING TOO MUCH OF THEM AND PROVIDING TOO LITTLE IN RETURN. WE ARE SEEN STUDENT AND FAMILIES LEAVING IN THE DISTRICT THERE ARE MORE STUDENTS WANTING TO TRANSFER NEXT YEAR. THIS IS A DIRECT RESULT OF LACK OF ACCOUNTABILITY AND RESPONSIVENESS. COMMUNICATION NEEDS URGENT ATTENTION. DESPITE TECHNOLOGICAL UPGRADES WE STILL CANNOT REACH ALL VIA A LIST SERVE. EFFECTIVE COMMUNICATION IS KEY TO INCLUSION, TRANSPARENCY AND COMMUNITY ENGAGEMENT. I URGE THIS BOARD TO PRIORITIZE BETTER SUPPORT FOR OUR EDUCATORS, RESTORE

008ESSENTIAL STUDENT PROGRAMS, IMPROVE COMMUNICATION INFRASTRUCTURE, AND CREATE ACCOUNTABILITIES THAT FAMILIES CAN TRUST. THANK YOU FOR YOUR TIME AND COMMITMENT TO OUR SCHOOLS. [APPLAUSE] HELLO. MY NAME IS JONAH CADENCE A EDUCATOR MASTER LEVEL SOCIAL WORKER AND CARRBORO HIGH SCHOOL ALUM FROM THE CLASS OF 2017. HERE TONIGHT TO ADVOCATE ON BEHALF OF CARRBORO HIGH FACULTY AND STAFF MANY WHO HAVE SIGNIFICANT CONCERNS ABOUT THE WELLBEING OF THE SCHOOL. I HAVE A JAR OF 71 PENCILS. EACH OF THESE PENCILS REPRESENTS A TEACHER AT CARRBORO HIGH THAT WOULD LIKE TO BE HERE ADVOCATING FOR THEIR SCHOOL BUT AFRAID TO BECAUSE OF PATTERN OF HARASSMENT, RETALIATION AND REFUSAL TO ACKNOWLEDGE STAFF CONCERNS. MANY FACULTY MEMBERS HAVE GIVEN HOPE OF BEING HEARD AND MORE THEN A DOZEN LEFT OVER THE PAST 2 YEARS DUE TO TREATMENT BY ADMINISTRATION. MOST IMPORTANTLY, STUDENTS ARE

009SUFFERING. TEACHER WORKING CONDITIONS ARE STUDENT LEARNING CONDITIONS AND THOSE CONDITIONS DETERIORATED SINCE I LEFT CARRBORO HIGH SCHOOL. FACULTY ARE AWARE OF PARENTS AND STUDENTS THAT ALSO HAVE SIGNIFICANT CONCERNS BUT TOO AFRAID OF RETALIATION TO BRING THE CONCERNS TO LIGHT. I URGE THE BOARD AND DR. HAMLET TO LAY A CONCRETE PLAN OF ACTION BEFORE ANYMORE STAFF DECIDES TO LEAVE. THANK YOU FOR YOUR TIME AND COMMITMENT TO PUBLIC EDUCATION. [APPLAUSE] HELLO EVERYONE. HELLO BOARD. MY NAME IS AUSTIN AND A PARENT OF TWO KIDS WITH AUTISM IN THE DISTRICT. MY DAUGHTER EMILY IS 9 GRADE AT CARRBORO AND SON SAMMY IN-I LIVED IN CHAPEL HILL SINCE 2009 AND PREVIOUSLY WORKED AS A T A AND THE DISTRICT AS WELL. MOSTLY HERE TO TALK ABOUT FUNDING THOUGH. A LOT OF TEACHERS ARE WORRIED ABOUT FUNDING CUTS AND WHAT IT

010MEANS FOR DIFFERENT PROGRAMS THROUGHOUT THE DISTRICT. IF IT IS CUT, WHAT IT MEANS FOR THE A C CLASSROOMS. COULD THE A C CLASSROOM COUNT DECREASE AND [INDISCERNIBLE] AS MARISA MENTIONED, THE TEACHERS ARE VERY OVERWHELMED AND I KNOW PERSONALLY AS WE LOST A LOT OF T A IN SMITH MIDDLE THROUGHOUT THE YEAR INCLUDING MYSELF. COULD FUNDING CUTS ELIMINATE A TEACHER POSITION AND POTENTIALLY CLOSE THE CLASSROOMS THROUGHOUT THE DISTRICT? AND WHAT WOULD THIS ALSO MEAN FOR OUR EC CAMP? EVERY YEAR WE ADVOCATE FOR THE PROGRAM BECAUSE THERE IS REALLY NO OPTIONS FOR OUR KIDS. THE ONLY OTHER ONE IS TO DRIVE 30 MINUTES AND PAY A THOUSAND DOLLARS A WEEK FOR OUR CAMP, WHICH MANY OF OUR KIDS CANT AFFORD. THAT'S PRETTY MUCH ALL I HAVE TO SAY. THANK YOU. [APPLAUSE] JENNIFER. HI. MY NAME IS JENNIFER

011HUNT A PARENT OF A CARRBORO-TWO CARRBORO HIGH SCHOOL STUDENTS. I JUST NEED A SECOND. I WILL PROBABLY NOT BE AS ELOQUENTLY AS YOUR PREVIOUS SPEAKERS. I'M NOT A EDUCATOR AND I AM NOT A STUDENT, WHICH I THINK I HAVE BEEN IMPRESSED WITH THEIR CANDOR DURING THIS PROCESS. I JUST WANT TO SAY, I HAVE THREE CHILDREN ONE IS A GRADUATE OF COLLEGE, TWO IN HIGH SCHOOL. I NEVER HAD ANY ISSUES WITH ANY ADMINISTRATORS AT ANY OF THE SCHOOLS. IN FACT, I HAVE BEEN FRIENDS WITH THE ADMINISTRATORS AFTER MY STUDENTS LEFT THEIR SCHOOLS OUT OF PROFESSIONAL REASONS. I NEVER HAD ISSUES UNTIL THE LAST TWO YEARS WITH CARRBORO. I'M REALLY NERVOUS TO BE HERE AS THE TEACHERS AS WELL AS WE HAVE A FEAR AND INTIMIDATION CULTURE AT CARRBORO NOW AND THAT IS UNFORTUNATE BASED ON WHERE

012WE WERE PREVIOUSLY. I JUST FEEL LIKE THIS ISN'T A PLACE ANYBODY WANTS TO BE SPEAKING UP IN FRONT OF A BOARD AGAINST YOUR OWN SCHOOL ADMINISTRATOR. I'M A VOLUNTEER AND BEEN ON SEVERAL BOARDS, PTSA, BOOSTER, THEATER AND I WORKED TIRELESSLY AND A STANDARD FIXTURE AT THE SCHOOL, MANY MANY PEOPLE KNOW ME, BUT TO THAT, I WANT TO GIVE MY EXPERIENCE WITH DR. THOMAS, THE FIRST YEAR THAT SHE WAS AT CARRBORO WHICH IS LAST YEAR. I RUN THE HOMECOMING EVENT FOR CARRBORO HIGH SCHOOL AND IN DOING SO I LIKE TO INVITE ALL THE ADMINISTRATORS, SEVERAL MEMBERS OF STAFF THAT ARE PART THAT EVENT, SEVERAL SPORT FIGURES AND LOTS OF STUDENT ATHLETES TO COME TO MEETINGS WHERE WE PLAN AND DISCUSS WHAT WE WOULD LIKE TO DO. DURING THAT, I SENT E-MAILS AS I ALWAYS HAD TO

013ALL PREVIOUS ADMINISTRATORS AND NOT ONCE DID DR. THOMAS RESPOND AND NOT ONCE COME TO A MEETING AND INCLUDING WHEN WE GET DONE WITH THE EVENT AND SEND A SUMMARY WHAT WENT WELL AND WHAT DIDN'T AND WHAT CAN WE ANALYZE FROM THE EVENT HOW TO DO BETTER THE FOLLOWING YEAR. I GOT NO RESPONSE TO THAT AS WELL, NOT EVEN A THANK YOU FOR EVERYTHING I HAVE DONE. YOU DON'T NEED TO SAY THANK YOU, PEOPLE DO THIS BECAUSE THEY WANT TO BE PART OF THE KIDS AND STAFF LIVES AND WE WANT TO MAKE EVERYTHING BETTER, BUT IT LEFT A BAD TASTE IN MY MOUTH FROM THE BEGINNING. THIS IS-I KNOW SHE IS ADJUSTING TO A NEW SCHOOL BUT THIS IS OFF-PUTTING. THROUGHOUT THE YEAR WITH DIFFERENT VOLUNTEERING EVENTS AND DIDN'T SEE HER OR INTRODUCE HERSELF. MANY KIDS

014DIDN'T KNOW WHO SHE WAS AND IT FELT OFF-PUTTING. I THINK A LOT OF PEOPLE RAN INTO THAT THE FIRST YEAR AND THIS YEAR WE DON'T HAVE A LOT OF PARENT VOLUNTEERS WHICH I IS A STATE NATIONAL PROBLEM AND ALSO WITH TEACHER LOSS, BUT BEING AT THE SCHOOL FOR YEARS BEFORE THIS IT FEELS DIFFERENT. LIKE SOME PEOPLE MENTIONED PREVIOUSLY, IT JUST FEELS ADVERSARIAL LIKE A ADMINISTRATOR VERSUS TEACHER PARENT AND I HOPE THE BOARD TAKES THE TIME TO INVESTIGATE THIS. THANK YOU. [APPLAUSE] HELLO. MY NAME IS OAK AVERY A JUNIOR AT CARRBORO HIGH AND TO TALK ABOUT ISSUES WITH DISCRIMINATION I FACE WITH THE CURRENT ADMINISTRATION SPECIFICALLY SURROUNDING MRS. BENNETT. IF I'M HONEST, I WAS AND A BIT SCARED AND AFRAID TO DISCUSS THIS YOU. I WAS WORRIED IF I SPEAK ABOUT INJUSTICE OCCURRING YOU MIGHT THING

015THE SOLUTION IS TO REMOVE ME AND MOVE ME TO A DIFFERENT SCHOOL. THEN I REALIZED AS YOU ALL MUST HAVE REALIZED, THAT IS A SOLUTION TO DISCRIMINATION NOT TO REMOVE THE PERSON DISCRIMINATED AGAINST BUT PREVENT IT HAPPENING IN THE FIRST PLACE. THIS YEAR I FACED PROBLEMS SUCH AS MY STUDENT CAMPAIGN POSTER TORN DOWN AND PEED ON AND WHEN I REPORT TO ADMINISTRATION THE INVESTIGATION TO FIND WHO IT WAS NOT TAKING SERIOUSLY. THE PARENT REACTED AND FOUGHT FOR THE INVESTIGATION TO CONTINUE UNTIL I GAVE UP HOPE AND TOLD THEM TO STOP. AFTER THIS IS WAS IGNORED BY THE PRINCIPAL AND VICE PRINCIPAL FOR A WEEK AND A HALF. MOST RECENT EVENT DEAD NAMED ON [INDISCERNIBLE] AP TESTING WHICH IS ACCESSIBLE TO ANY STUDENT TAKING AP TEST THIS YEAR BY THE SAME VICE PRINCIPAL WHICH IS LEGALLY

016INCORRECT. MY LEGAL NAME IS OAK. I YET TO RECEIVE APOLOGY FOR HER WHICH SEEING IN THE HALLWAYS WHICH IS UNFORTUNATE. IT SEEMS ALL TOO OFTEN I'M TALKING TO MY TEACHERS AND FRIENDS. THE COMMUNITY THAT TOOK 3 YEARS TO MAKE CARRBORO ABOUT THE LATEST INGESTS. I LEARNED HOW TO WRITE A GOOD ARGUMENT, THANK YOU MRS. BURNS, HOW TO ACT, HOW TO STAND UP FOR MY RIGHT. NOT ONCE DID I THINK A LESSEN IS TOLD THROUGH SUBTLE AND NOT SO SUBTLE MICRO AGGRESSIONS MY VOICE DIDN'T MATTER AND IDENTITY WASN'T IMPORTANT ENOUGH TO FIGHT FOR NOR DEFEND. THANK YOU MRS. BENNETT. I YET TO HEAR HOW ANY PROBLEMS ARE TO BE RESOLVED OR PREVENTED. ESTEEMED SCHOOL BOARD, I HOPE YOU CAN HELP ME WHERE OTHERS HAVE FAILED. I KNOW YOU DO JUST AS MUCH AS WANT TO BRING

017BACK DIVERSE SAFE INCLUSIVE COMMUNITY CARRBORO HIGH SCHOOL WAS TWO YEARS AGO. THANK YOU. [APPLAUSE] I ALSO HAVE SOME-- IT IS THE DOCUMENT SHEETS OF THE AP TESTING [INDISCERNIBLE] THREE AP TEST LISTED MY CORRECT NAME AND 1 DID NOT WHICH WAS UNDER THE SUPER VISION OF MRS. BENNETT AND THE OTHER IS E-MAIL CHAIN OF MRS. BENNETT AND MY MOTHER NOT ACCOMMODATING MY 504 PLAN. THANK YOU. [APPLAUSE] IS THERE ANYBODY HERE TONIGHT WHO WANTED TO SPEAK AND DID NOT SIGN UP, PLEASE COME FORWARD NOW? OKAY. NOT HEARING ANYBODY, IN ADDITION TO PUBLIC COMMENTS, THE BOARD ENCOURAGES COMMUNITY MEMBERS TO CONTACT US BY E-MAIL OR TELEPHONE. E-MAIL ADDRESSES BOARD MEMBER PHONE NUMBERS ARE POSTED ON THE DISTRICT WEBSITE. THANK YOU. THAT TAKES US TO OUR CONSENT AGENDA ITEM. THE CHAIR WOULD REQUEST A MOTION TO APPROVE THE CONSENT

018AGENDA. SO MOVED. SECOND. IT IS MOVED AND SECONDED. ALL IN FAVOR SAY AYE. AYE. ANY OPPOSED? THAT'S UNANIMOUS. THANK YOU VERY MUCH. THAT BRINGS TO DISCUSSION AND ACTION PART OF THE ITEM, 6 A, THE-EVERY 3 YEARS ACADEMICALLY INTELLECTUALLY GIFTED PLAN AND BELIEVE THAT IS YOU MRS. KENNEDY. YES, SIR. THANK YOU SO MUCH. IT IS A PLEASURE TO BE HERE. THE GIFTED PLAN IS A ROLLING 3 YEAR CONTINUOUS IMPROVEMENT CYCLE PLAN AND THIS IS OUR OPPORTUNITY TO SHARE THAT WITH THE BOARD, THE COMMUNITY AND MY FELLOW COLLEAGUES. I START MY PRESENTATIONS WITH THIS SLIDE. MY TEACHER THOUGHT I WAS SMARTER THEN I WAS, SO I WAS. THE IMPORTANCE THAT IS SO DEEPLY PROFOUND. OUR STUDENTS LOOK TO US TO SEE THEIR GIFTS AND TALENTS AND THEIR BEAUTY AND THEIR GRACE REFLECTED BACK TO THEM. THROUGH OUR

019PERCEPTIONS. SO, I START HERE AND I ALSO WANT TO REACH OUT AND CELEBRATE WITH TWO OF MY COLLEAGUES FOR THIS VERY REASON. IF DR. SULLIVAN AND MR. CASEY COULD JOIN ME. I KNOW THEY ARE BOTH HERE. THEY HAVE BEEN AWARDED THEIR SCHOOL SYSTEM OR THEIR SCHOOLS THE AP PLATINUM HONOR AWARD AND ALSO THE ACCESS AWARD. THE HONOR PLATINUM AWARD SAYS THAT AT LEAST 80 PERCENT OF STUDENTS TOOK ONE AP CLASS OR MORE, 50 PERCENT EARNED 3 OR GREATER AND 15 PERCENT AT LEAST 5 AP CLASSES AND AT LAST ONE BEFORE 10TH GRADE. THE ONE NEAR AND DEAR TO MY HEART IS THE ACCESS AWARD AND THIS MEANS THAT THEIR AP EXAM TAKERS MIRRORED THE DISTRICT DEMOGRAPHIC IN THE BUILDING. ONE OF THE GOALS IS TO MAKE SURE THERE IS OPEN PATHWAYS FOR ALL STUDENTS AND

020THEY ACHIEVED THAT IN THEIR BUILDINGS AND I JUST WANT TO THANK THEM AND ASK THEM TO TAKE THAT BACK AND SHARE IT WITH THEIR TEAM. [APPLAUSE] THANK YOU. SO, ARTICLE 9B ISN'T SUPER-NOT LIKE A PAGE TURNER. BUT IT REALLY ACTS AS THE FOUNDATION OF OUR ENTIRE SYSTEM WHY WE HAVE TO IDENTIFY AND SERVE STUDENTS. IT ISN'T OPTIONAL, IT IS GOVERNED BY LEGISLATION. ARTICLE 9B SAYS ACADEMICALLY OR INTELLECTUALLY GIFTED STUDENT PERFORM OR SHOW POTENTIAL TO PERFORM AT SUBSTANTIALLY HIGH LEVELS OF ACCOMPLISHMENT COMPARED TO OTHERS OF THEIR AGE EXPERIENCE OR ENVIRONMENT. ACADEMICALLY OR INTELLECT WALE GIFTED STUDENT EXHIBIT HIGH PERFORMANCE CAPABILITY IN INT LECTUAL AREAS IN BOTH INTELLECTUAL AREAS AND SPECIFIC FIELDS AND REQUIRE DIFFERENTIATED EDUCATIONAL PROGRAMS BEYOND THOSE PROVIDED FOR REGULAR EDUCATION. THIS IS MOST IMPORTANT LINE. OUTSTANDING ABILITIES ARE PRESENT IN STUDENTS FROM ALL CULTURAL

021AG ROUPS ACROSS ALL ECONOMIC STRATA AND ALL AREAS OF HUMAN ENDEAVOR. THE BOLD IS MINE, NOT THE STATE'S. THE DEPARTMENT OF PUBLIC INSTRUCTION CREATES AND SHARES THESE STANDARDS, THERE ARE 6 OF THEM AND THEY ASK US EVERY 3 YEARS TO WRITE A PLAN AND THEN PRESENT IT TO THE DEPARTMENT OF PUBLIC INSTRUCTION. IT IS A PRETTY BIG LIFT AND LOTS OF DIRECTORS RETIRE THE YEAR THE PLAN IS DUE. I FEEL THAT IN MY BONES. WE ARE REQUIRED TO IDENTIFY SERVE AND SUPPORT GIFTING LEARNERS. AND WE THINK OF OUR SERVICE DELIVERY IN THE SAME LANGUAGE WE USE FOR ALL SUPPORTS, ALL STUDENTS HAVE TALENT DEVELOPMENT, THINGS LIKE SOCRATIC SEMINARS, LOW FLOOR HIGH CEILING PROJECT. SOME STUDENTS ARE ABILITY CLUSTERED WITH PEERS. SOME RECEIVE DIRECT INSTRUCTION FROM GIFTED EDUCATION SPECIALIST. THERE IS TARGETED ADVANCE MATH PATHWAYS AND

022VERY FEW NEED SELF-CONTAINED PLACEMENT TO HAVE A PROFOUND DIFFERENCE AND THAT IS LEAP CLASSROOM. THE PLAN IS 85 PAGES LONG. I'LL SAVE YOU FROM WALKING THROUGH THAT POINT BY POINT, BUT WE HAVE BEEN ASKED TO MAKE CHANGES. I HAVE BEEN IN EDUCATION 38 YEARS AND HAD TO USE A CALCULATOR TO FIGURE HOW LONG I HAVE BEEN IN THE GAME. THIS IS PROBABLY ONE OF THE MOST DIFFICULT THINGS I HAD TO DO IS TO RESPOND TO THE FEDERAL, STATE AND LOCAL REQUIREMENTS TO REMOVE RACE AND GENDER FROM THE GIFTED PLAN. SOMETIMES YOU FIGHT, SOMETIMES YOU WAIT, SOMETIMES YOU DESCENT, AND SOMETIMES YOU ASK YOUR FRIENDS TO HELP OUT AND VARIOUS VERSIONS THAT HAVE TAKEN PLACE. WE WILL MAKE ALL IDENTIFICATION, RACE AND GENDER NEUTRAL. WE WILL REMOVE RACE AND GENDER FROM TOP 10 PERCENT REFERRAL POOLS.

023WE USE A QUALITATIVE INDEX TO CAPTURE STUDENT WHO MAY NOT KNOW SHOW UP IN TEST SCORES. WE KNOW WHO THEY ARE IT IS CONSISTENT AND PREDICTIVE AND PERSISTENT AND CANNOT PRETEND TO BE SURPRISED. WE INCREASE TALENT IDENTIFICATION TRAINING FOR SCHOOL BASE GIFTED SPECIALISTS TO MAXIMIZE THE USE THAT QUALITATIVE INDEX. WE'LL EXPLORE THE USE OF MTSS, WHICH STANDS FOR MULTITIERED SYSTEM OF SUPPORT. EACH SCHOOL HAS A MULTI TIER SYSTEM OF SUPPORT TEAM AND VERY CONSISTENTLY WE GET FEEDBACK FROM THE STATE THAT WE NEED TO DO MORE TO IDENTIFY OUR K-2 LEARNERS, BUT IN OUR DISTRICT THAT CONFLATES SCHOOL READINESS WITH ADVANCE LEARNING. AND THEY ALSO ASK FOR US TO DO MORE DIRECT IDENTIFICATION IN GRADE 6-12 AND WE ARE ALREADY VERY VERY HIGHLY IDENTIFIED WITH SOME OF THE HIGHEST CUT SCORES IN THE STATE. WE ARE

024AT ABOUT 33 PERCENT AND SO WITH MORE TESTING TESTING TESTING, WE WOULD BE DOING LESS TEACHING. SO WE ARE LOOKING TO USE SYSTEMS WE ALREADY HAVE WHICH IS MTSS. WE CONTINUE TO FOCUS ON UNIVERSAL SCREENING IN THIRD GRADE. THAT MEANS EVERY STUDENT IS PUT THROUGH THE PROCESS OF GIFTED ASSESSMENT WITHOUT A FAMILY MEMBER HAVING TO ACTIVELY PUT IN A RECOMMENDATION OR A REFERRAL. AND THEN RESCREEN AGAIN IN 5TH GRADE. A MAJOR CHANGE WE END THE DEFERMENT OPTION IN LEAP. WHEN IT WAS FIRST DEVELOPED NOBODY DIFFERED. IT WAS LIKE A UNUSED OPTION. AND OVER THE PAST 5 YEARS, IT HAS BECOME A COMMON OPTION AND WHAT IT DOES IS IT CREATES A 18 MONTH GAP IN COMPRESSED MATH CURRICULUM THAT CAN BE DIFFICULT TO COMPENSATE FOR. WHEN WE ASSESS THE STUDENTS IN THE FALL OF THIRD

025GRADE, AND THEY WE MAKE A MATH PLACEMENT THAT IMPACTS THE ENTIRE REST OF THEIR MATH TRAJECTORY ON 3 YOU'RE OLD DATA, WHICH IS NOT BEST PRACTICE. SO, IF A STUDENT DOESN'T WANT TO GO AND WANTS TO STAY IN THEIR NEIGHBORHOOD SCHOOL FOR 4 AND 5 GRADE, WE WILL ASK THEY RESCREEN SO WE HAVE FRESH DATA SO WE DON'T CREATE GAPS THAT DON'T NEED TO EXIST. I WAS ALSO ASKED TO RETURN LEAP TO THE ORIGINAL INTENT. THAT IS A HARD THING TO DEFINE WHAT WAS THE ORIGINAL INTENT. LEAP WAS IN INCEPTION, A SCHOOL WITHIN A SCHOOL WAS THE LANGUAGE THEY USED AROUND THAT PROGRAM INSIDE OF A CITY SCHOOL SYSTEM THAT WAS INSIDE OF A COUNTY. WE ARE ONE OF ONLY 5 SCHOOL SYSTEMS IN THE STATE THAT HAS A CITY SCHOOL SYSTEM, SO IT'S A

026COUNTY THAT HAD PROFESSORS IN 1908 THAT DECIDED THEY WOULD START A CITY SCHOOL AND THEN LEAP WAS CALLED TIER 1 AND IT WAS A SCHOOL WITHIN A SCHOOL. TO RETURN LEAP BACK TO ORIGINAL INTENT WILL BE VERY SPECIFIC. RETURN TO CUT SCORE PLACEMENT THAT FOLLOW THE LANGUAGE OF SEVERE AND PROFOUND GIFTEDNESS. THERE IS A TECHNICAL CUT POINT THAT IS 145 IS THE APTITUDE MEASURE AND TO RETURN TO THE ORIGINAL INTENT WE'LL LOOK AT DATA, LOOK AT TEST SCORES, QUALIFY OR YOU DON'T. THAT WAS THE ORIGINAL INTENT. I THINK IT IS VERY IMPORTANT THAT WE REMEMBER ALL STUDENTS DESERVE A YEAR OF GROWTH FOR A YEAR OF TIME AND THIS INCLUDES STUDENT WITH ADVANCED LEARNING NEEDS. IN OUR DISTRICT WE WORK HARD TO SERVE THE STUDENT AND NOT THE LABEL. AND WE DO HAVE TO SUBMIT

027A PLAN TO THE STATE OF NORTH CAROLINA AND IT HAS TO BE APPROVED BY YOU AND THEN NCDPI, SO I ASK THAT YOU APPROVE AND I'M HAPPY TO ANSWER ANY QUESTIONS. AND I BELIEVE DR.--HAS A SLIDE HERE TOO. ONE SLIDE. ONE OF THE BOARD IS DO THESE PROGRAM REVIEWS AND HAVE DIFFERENT REVISIONS TO COME IN TO BRING BACK FINANCIAL IMPLICATIONS SO WE WANT TO SHARE THAT WITH YOU ALL. WE HAVE OUR LOCAL AND STATE BUDGETS THAT I WOULD SAY PROBABLY 95-90 PERCENT THAT COMES DIRECTLY FROM PERSONNEL AND EXPENSES. THERE IS VERY MINIMAL CURRICULUM FROM THE GIFTED PROGRAM. IT IS HERE AND THERE BUT TAKING WHAT WE HAVE AND DIFFERENTIATING IT. WHAT IS COST FOR LEAP TRANSPORTATION? WORKING WITH TRANSPORTATION DEPARTMENT THAT COST IS MINIMAL. IT IS HARD TO JUDGE BECAUSE WE DONT KNOW NECESSARILY THOSE

028STUDENTS TYPICALLY NEED A BUS TOO DEPENDING WHERE THEY LIVE, THEY WOULD HAVE NEEDED TO BUS TO GO TO THEIR LOCAL SCHOOL. THE LAST PIECE IS LOOKING AT CONSIDERATION OF IF WE TOOK THE LEAP PROGRAM AND TRIED TO TAKE IT BACK TO OUR ELEMENTARY AND MIDDLE SCHOOL WHAT WOULD IT LOOK LIKE. RIGHT NOW THE CURRENT CONSOLIDATION IS ONE ELEMENTARY AND ONE MIDDLE SCHOOL IS THE MOST COST SAVINGS WAY TO DO IT. WE ARE PULLING ALL STUDENTS TO UTILIZE THE STAFF. WE END UP LOOKING NEEDED LEAP TEACHERS AT EACH SCHOOL, WHICH WOULD INCREASE OUR OVERALL PERSONNEL EXPENSES THAT WE HAVE. AT THIS POINT, I'LL HAND FOR QUESTIONS AND I KNOW KATE-I WANT TO THANK KATE FOR HER WORK. THIS IS A LOT OF HARDSHIP ON HER AS WE GO THROUGH AND JUST THE CURRENT POLITICAL STATE WE

029ARE IN AND I HAND IT OVER TO THE BOARD. THANK YOU BOTH. BOARD MEMBERS, QUESTIONS? I HAVE A FEW THINGS, ABOUT I'LL WAIT LAST. MIKE. THANK YOU FOR YOUR PRESENTATION. I APPRECIATE THE SLIMMING DOWN OF THE 85 PAGE DOCUMENT. MY QUESTION IS ABOUT THE PRETTY MUCH THE LAST THING YOU SAID GOING BACK TO THE ORIGINAL INTENT OF LEAP. AT THE BEGINNING WHEN YOU HAD THREE CATEGORIES ALL KIDS GET THIS AND SOME KIDS GET THIS AND YOU SAID THAT VERY FEW MIGHT NEED SPECIAL SETTING. WHICH CONFLATES TO OUR POPULATION AS WELL AND WHEN WE LOOK AT MTSS WE THINK ABOUT IT IN BOTH THE SAME BIAS SHOWS UP IN THE INTERVIEW PROCESS THAT SHOWS UP IN ALL THE PROCESSES. WE TEND TO-80 PERCENT WHITE FEMALE TEACHING STAFF, SO TRYING TO DISRUPT AND DISMANTLE THAT IS IS

030THE CORE OF THE WORK. WE OFTEN TIMES HAVE NON PLEASING BEHAVIORS THAT ARE ACTUALLY QUITE IN ALIGNMENT WITH SEVERE AND PROFOUND GIFTEDNESS. I ONCE HAD A TEACHER WRITE A SCATHING PARAGRAPH ABOUT ALL THE REASONS THE STUDENTS WAS REALLY SHOULD NOT GO AND DID NOT NEED THE PROGRAM AND IT HIT EVERY SINGLE MARK ON WHETHER TEACHING PLEASING HIGHLY GIFTED STUDENTS LOOKS LIKE. THE QUANTITATIVE TENDS TO CORRELATE TO INTENSITY AND BEHAVIOR AND LEARNING NEEDS. THAT DATA IS VERY SPIKY AND WHEN YOU GET THE DATA SPIKES, OFTEN TIMES BEHAVIORS CORRELATE. I DID EXACTLY WHAT YOU ASKED ME TO DO. I BELIEVE THE TERM IS MALICIOUS COMPLIANCE. I DID WHAT YOU ASKED ME TO DO. AND THAT'S WHAT IT WAS. SO, IF THAT'S NOT WHAT YOU WANT, I UNDERSTAND AND I WOULD NEED THE GUIDANCE ABOUT WHAT YOU DO

031WANT IT TO LOOK LIKE. IF YOU WANT ME TO REINTRODUCE QUALITATIVE, I CAN DO THAT AND I CAN DO IT WITH SPECIFIC TRAINING AROUND ANTI-BIAS TRAINING. OKAY. YES. CAN YOU-THANK YOU VERY MUCH FOR THE PRESENTATION. I SAW IT DURING THE STUDENT SUCCESS COMMITTEE MEETING AS WELL AND SO I CERTAINLY APPRECIATE THE VULNERABILITY IT TAKES TO GET UP THERE AND TALK THROUGH ALL THIS. CAN YOU ELABORATE A BIT ON THE MEASURES THAT YOU TAKE TO IDENTIFY THESE STUDENTS? YOU SAID APTITUDE, BUT AS A PARENT OF A NEURO DIVERGENT KID, I SAT THROUGH A LOT OF TESTING, PSYCHO-EDUCATIONAL, NEURO PSYCH, THAT KIND OF THING WHICH MORE OBJECTIVELY IDENTIFIES SOME OF THOSE NEEDS THAT ARE SEPARATE FROM JUST THE STRAIGHT UP AND DOWN APTITUDE NUMBERS. OBVIOUSLY IT WOULD BE PRETTY BIG UNDERTAKING TO DO A FULL NEURO PSYCH

032BATTERY ON EVERY STUDENT TO TRY TO IDENTIFY, BUT IS THERE SOME PIECE THAT THAT WE COULD UTILIZE THAT IS MORE OBJECTIVE THEN LOOKING AT THE QUALITATIVE TEACHER RECOMMENDATION TYPE OF THING OR MAYBE THAT IS ALREADY BEING DONE. I DON'T KNOW. THERE ARE QUALITATIVE AND QUANTITATIVE MEASURES. QUALITATIVE MEASURES ARE ALL MOST ALWAYS IMPACTED BY BIAS. NUMBERS TELL ONE STORY AND WORDS TELL ANOTHER T. IS SORT OF THE SCIENCE AND THE CONVERSATION COMING TOGETHER. YES, THAT'S WHAT WE DID AND THAT'S WHAT YOU ASKED ME TO UNDO AND I HAPPILY GO BACK AND REDO IT. BUT YES, THERE ARE WAYS TO USE ANTI-BIAS AND EQUITY TRAINING TO HAVE THAT CONVERSATION ABOUT WHAT PLACES AM I SEEING IT THIS WAY WITH THIS STUDENT BUT IT LOOKS THIS WAY WITH THAT STUDENT AND THAT IS WHY WE HAVE DIVERSED LIVE

033EXPERIENCE TEAM AND MULTIPLE PEOPLE WHO KNOW THE STUDENT AND WHY WE HAVE ANTIBIAS TRAINING AND EQUITY DEPARTMENT. THAT HAS BEEN MY LIFE'S WORK, SO YES, SURE. THE OTHER PIECE WHEN WE LOOK AT THE MTSS PIECE THAT IS WHERE YOU DIVE TO THE INDIVIDUAL CHILD. YES, WE CAN GIVE MANY KIDS MANY LABELS, BUT WHEN YOU GET A TEAM THAT IS IN THE BUILDING AND ABLE TO LOOK AT THAT CHILD AND SAY THIS IS WHAT THIS STUDENT NEEDS AND MAYBE SOMETHING HERE AND THERE, THAT IS WHY WE ARE TRYING TO LEAN MORE TO MTSS PIECE AND MAKE THIS A PROCESS THAT EVERY SINGLE CHILD REGARDLESS WHAT SCHOOL OR PROGRAM YOU ARE IN IS GETTING THE INDIVIDUAL NEEDS YOU NEED. VICKY FIRST. YEAH. I APPRECIATE THE PRESENTATION AND WITH THAT BEING SAID, I UNDERSTAND THIS IS NOT THE

034PRESENTATION THAT CAME BEFORE STUDENT SUCCESS. A FEW WEEKS BACK. WHEN OUR LAST MEETING WAS THAT IT CAME BEFORE US AND I WILL SAY THAT THAT PRESENTATION GAVE ME A BIT MORE INFORMATION THEN THIS ONE DID ACTUALLY AND IT DID LEAVE ME WITH SOME QUESTIONS, SOME YOU URD HAD ME ASK THERE AND SOME I WOULD ACTUALLY ASK HERE AS WE ARE SAYING DURING THE MEETING. THE FACT THAT THEY WERE-IT WAS IMPOSSIBLE FOR KIDS OF COLOR TO BE IDENTIFIED WITHOUT THE RACIAL MARKER S AND I BEG TO DIFFER. I'M ASKING, HAVE YOU NOW GOTTEN TO A POSITION TO SEE THAT THAT IS NOT NECESSARILY THE CASE, THERE ARE WAYS FOR CHILDREN OF COLOR TO BE IDENTIFIED WITHOUT THE RACIAL MARKERS OR IS IT THAT WE JUST NEED TO GO BACK TO THE DRAWING BOARD AS TO HOW

035THEY MAY BE IDENTIFIED WITHOUT THE RACIAL MARKERS? THEY CAN BE IDENTIFIED RACIAL MARKERS. OKAY. I'M GLAD WE HAVE NOW COME TO THAT CONCLUSION. I APPRECIATE THAT AFTER ME GIVING THE EXAMPLE OF SOME THAT WERE IDENTIFIED IN THIS DISTRICT PRIOR TO THAT. AND I WOULD ALSO LIKE TO SAY, AS WE ARE SPEAKING OF OUR DISTRICT BEING A DISTRICT WITHIN A COUNTY, WITHIN-A PROGRAM WITHIN A DISTRICT WITHIN A COUNTY, I WILL CONTEND THERE ARE ONLY 5 OR SO LEFT THAT WAY, BUT IT HASN'T ALWAYS BEEN THAT WAY. WE HAD LOTS OF CITY AND COUNTY SCHOOLS THAT ONLY CHANGED IN THE LAST 25, 30 YEARS, NOT EVEN THAT LONG, MORE RECENTLY. I SAY THAT TO SAY THAT WHEN WE START TALKING ABOUT THE HISTORY WHY OUR SCHOOL SYSTEM WAS DEVELOPED AND WHY LEAP WAS DEVELOPED, AND YOU ARE

036SAYING GOING BACK TO THE REAL REASONING, WE HAVE TO BE CAREFUL AS TO THE WORD REAL AND THE AGENDA FOR LEAP OR THE AGENDA FOR OUR DISTRICT EVEN, BECAUSE DEPENDING ON WHO'S STORY YOU ARE LISTENING TO, IT IS WHO'S TRUTH YOU ARE HEARING, BECAUSE EVERYTHING WRITTEN DOWN IS NOT NECESSARILY THE TRUE HISTORY OF THIS DISTRICT OR THAT PROGRAM. WE HAVE TO BE VERY CAREFUL. AS YOU ARE TALKING ABOUT WITH ANTIBIAS TRAINING OR EQUITY TRAINING, ALL THOSE PROGRAMS ARE GREAT, I'M A RESTORATIVE PERSON AT HEART AND I BELIEVE IT, BUT UNTIL WE ARE LOOKING AT THE FACT THAT THE PEOPLE WHO ARE STANDING IN FRONT OF OUR CLASSROOMS NO MATTER WHAT THEY LOOK LIKE, ARE PREPARED TO TEACH STUDENTS NO MATTER WHAT THEY LOOK LIKE, IT DOESN'T MATTER WHAT TRAINING OR TEST OR BIAS WE ARE

037SAYING WE DON'T HAVE, THEY ARE GOING TO EXIST AND THAT IS WHY THIS DOCUMENT NEEDS TO BE LIVING AND BREATHING AND THAT IS WHY IT NEEDS TO CONTINUE TO BE CHANGED AND THAT IS WHY WE NEED TO CONTINUE TO LOOK AT DIFFERENT VOICES AND EVEN IF THEY SAY-THINGS GO FULL CIRCLE SO MAYBE THIS POINT IN TIME WE ARE AT A POINT WHERE WE NEED A HARD RESET AND LOOK AT SOME OF THE THINGS WITHOUT HAVING A FIT ABOUT WHAT THEY ARE SAYING NOT TO LOOK AT, BECAUSE WE ARE NOT DOING SOMETHING RIGHT AND BEEN DOING SOMETHING WRONG A VERY LONG TIME, BECAUSE 1965, THE NUMBERS IN THE BLACK SCHOOLS HERE IN CHAPEL HILL-CARRBORO, THOSE TESTING SCORES WERE THE HIGHEST IN THE STATE. NOT JUST AMONG BLACK SCHOOLS, ALL SCHOOLS IN THE STATE! ONCE DESEGREGATION HAPPENED,

038THE SCORES OF BLACK STUDENTS STARTED DECLINING. NOBODY WILL TELL ME THAT IS ALL A SUDDEN, BECAUSE WE WERE NOT BEING LOOKED AT THE SAME WAY IN TERMS OF THE WORK WE DID, NO, IT WAS BASED ON WHO WAS STANDING IN FRONT OF THE CLASS, SO UNTIL WE START LOOKING AT THE REAL TRUTH AND HAVING REAL CONVERSATION, ALL CAN GO TO HELL IN A HAND BASKET. I'M REALLY NOT SAYING JUST THE WAY I FEEL ABOUT IT AT THIS POINT, BECAUSE I KNOW WHAT IT IS LIKE TO WALK THE HALLS AND HEAR CHILDREN HAVE A FIT AND FEEL BAD BECAUSE OF THE WAY THEY ARE TREATED AND YOU SAID IT YOURSELF, THE MAJORITY OF THE PEOPLE THAT THEY ARE BEING TAUGHT BY ARE WHITE WOMEN AND WHITE WOMEN HAS BEEN ABUSING OUR CHILDREN IN THIS DISTRICT FAR

039TOO LONG AND UNTIL WE ARE READY TO HAVE THAT REAL CONVERSATION, WE ARE STILL NOT GOING ANYWHERE, BECAUSE THIS IS ABSOLUTELY RIDICULOUS. I'M NOT TRYING TO HOLD YOU RESPONSIBLE FOR THAT, YOU JUST HAPPEN TO BE THE BEARER OF BAD NEWS AND I RESPECT YOU HAVE BEEN DOING YOUR LIFE'S WORK HERE, WHICH IS A REASON I ASKED YOU IN THE MEETING HOW LONG HAVE YOU BEEN WORKING HERE AND I ASKED YOU THE QUESTION ON PURPOSE. I SET YOU UP BECAUSE YOU FELT VERY PROUD TO SAY I HAVE BEEN DOING THIS 25 YEARS. I SAID YOU KNOW WHAT, I CAME THROUGH CARRBORO ELEMENTARY IN THE 70 SO I KNOW WHAT IT IS LIKED TO BE IDENTIFIED WHEN THERE ARE NOT RACIAL MARKERS. GOD BLESS MRS. BURGER. SHE TAUGHT ME HOW TO DISSECT FETAL PIGS AND LEARN ED

040ALL THINGS IN ELEMENTARY SCHOOL OUR KIDS ARE NOT GETTING IN HIGH SCHOOL NOW. WE HAVE TO BE CAREFUL ABOUT WHAT WE ASSUME TO BE TRUE JUST BECAUSE SOMEONE WROTE IT DOWN SOMEWHERE. BECAUSE I WILL BE THE FIRST TO SAY SOMEONE SAID MY NAME IS VALERIE AND IT IS NOT. THANK YOU. THANK YOU SO MUCH FOR THE PRESENTATION AND THE LEVEL OF DETAIL IN THE REPORT. FOR THOSE WHO DIDN'T GET TO SEE ALL THE DETAIL, INTERESTING TO GO BACK AND LOOK AT THE REPORT THAT IS AVAILABLE ON OUR AGENDA. I JUST WANTED TO GIVE A LITTLE CONTEXT ABOUT WHAT WE ARE MOVING FROM AS WE-AND JUST CLARIFICATION. THIS IS NOT SOMETHING CHAPEL HILL-CARRBORO CITY SCHOOLS WANTS TO DO. WE RECOGNIZE WE HAVE GIFTEDNESS ACROSS ALL OF-MANY STUDENTS ACROSS GROUPS AND LEVELS AND OUR EFFORTS HAVE ALWAYS

041BEEN HOW DO WE IDENTIFY THAT TO YOUR POINT DESPITE BARRIERS THAT MAY EXISTING AND ALLOWING TO BE IDENTIFIED. WHAT I WILL SAY IS, WE ARE MOVING FROM A PROGRAM THAT ENABLED US TO REALLY IDENTIFY GIFTED NEEDS ACROSS STUDENTS TO A PROGRAM THAT IS PROBABLY LESS IN LINE WITH OUR LOCAL AND COMMUNITY VALUES BECAUSE IT WAS STATE MANDATE. IF THIS WAS SOMETHING THAT WE HAD MORE INFLUENCE OVER, THE PLAN WOULD LOOK DIFFERENT IN A WAY THAT SUPPORTED THE NEEDS OF THE LOCAL COMMUNITY, ALL OUR STUDENTS IN CHAPEL HILL-CARRBORO CITY SCHOOLS, SO I WANTED TO MAKE THAT POINTS BECAUSE I SHARE YOUR GRIEF WHAT WE ARE WALKING AWAY FROM. I APPRECIATE THAT. AND IT REALLY IS-I HAD TO SIT AND THINK ABOUT HOW THE LAW CHANGES AND HOW THE INTERPRETATION OF THE LAW CAN EVOLVE AND CHANGE

042AND IT MAY BE THIS WAY NOW AND WHEN YOU QUIT YOU ARE NOT THERE TO MOVE IT WHEN IT IS READY TO COME BACK, SO I THINK OF THIS AS A WAITING TIME INSTEAD OF QUITTING TIME. SORT OF. SORRY, I ALSO WANTED TO RECOGNIZE YOUR SHOES ARE FIRE. [LAUGHTER] YES, I WANTED TO ECO THANKS, SUPER DETAILED AND INTERESTING AND THOROUGH. RIGHT, I MEAN, I FEEL LIKE YOU ARE TAKING THE HEAT FOR SOMETHING THAT IS NOT BECAUSE OF YOU AND I JUST WANT TO SAY THAT HERE IN THIS ENVIRONMENT, BECAUSE I THINK IT IS THE OPPOSITE OF WHAT YOU WANT TO BE DOING AND I THINK-I ALSO THINK THE IDEA OF ORIGINAL INTENT IS SUPER STRANGE AND ASSUMING THAT IS WHY IT IS IN QUOTATION MARKS BECAUSE I THINK YOU CAN SAY ORIGINAL INTENT IS TO

043PRESERVE WHITE SUPREMACY OR TO HONOR SOME KIND OF SENSE OF NEURO DIVERGENCE OR SOMETHING ELSE, BUT WHY WOULD WE-I JUST-I THINK WE SHOULD FOLLOW THE LAW I GUESS EVEN THOUGH IT IS COMPLETELY CONTRARY TO WHAT WE ARE TRYING TO DO WITH OUR SCHOOL DISTRICT, BUT I JUST WANTED TO SAY THAT. IT ISN'T REALLY A QUESTION. BUT, DO WE HAVE TO HAVE LEAP AT ALL? NO. OKAY. WHAT SCHOOL DISTRICTS HAVE PROGRAMS LIKE LEAP? I BELIEVE WINSTON-SALEM IS THE-IT IS CALLED BRIGHT HORIZONS AND IT'S-THAT'S IT. ARE THERE ANY SCHOOL DISTRICTS OUTSIDE THE FORMER CONFEDERACY WITH PROGRAMS LIKE LEAP? I DON'T KNOW. DO YOU KNOW OF ANY THAT DO? I DON'T KNOW. OKAY. [INDISCERNIBLE] THANK YOU. SOME SCHOOLS IN TEXAS HAVE IT. [MULTIPLE SPEAKERS] IN THE WEST AND NORTH THERE ARE PLACES THAT DON'T HAVE GIFTED EDUCATION PROGRAMS.

044VERY MUCH A SOUTHERN THING. BALTIMORE CITY IF THEY STILL HAVE INGENUITY PROGRAM, I THINK IT IS LEAP ISH IF YOU CALL IT THAT. LET'S KEEP WITH THE DISCUSSION FOCUSED ON ONE TOPIC AT A TIME. BARB, YOU GOT THE FLOOR. OKAY. THEN MY QUESTION IS ABOUT SOMETHING THAT WAS ON PAGE 75. YES. IT IS ABOUT ACCOUNTABILITY AND WHETHER-UNDER WHAT CIRCUMSTANCES THE DISTRICT SHOULD FOLLOW UP ON KIDS WITH HIGH ABILITY. YES. THIS IS PHRASED AS DROP-OUT. FOLLOWING KIDS WHO DROP-OUT AND TECHNICALLY DROPPING OUT ISN'T SOMETHING THAT HAPPENS A LOT BUT LEAVING HAPPENS ALL THE TIME. LEAVING NOT TO GO TO SCHOOL OR PRIVATE OR CHARTER SCHOOL, SO I DONT THING THIS IS A DECISION YOU CAN MAKE BY YOURSELF, BUT FIGURING WHY KIDS ARE LEAVING IS A GREAT IDEA AND SO I JUST WAS GOING TO SAY,

045SINCE WE ARE TALKING ABOUT EC AS WELL LATER, I WANT US TO HAVE THE LEVEL OF CURIOSITY ABOUT EVERYBODY. YES. THANK YOU. UM, BOY. UM, I'LL FOCUS ON WHAT IS HERE. SO, FOR A STUDENT WHO MAY DIFFER, THEY STILL GET SUPPORTED BASED ON THEIR NEEDS AT THEIR HOME SCHOOL OR-- YES. WE ARE VERY CLEAR THAT IF THEY WANT LEAP SERVICES THEY SHOULD TAKE THEM. IF THEY WANT THAT LEVEL OF SERVICE THAT OPTION IS THERE, PLEASE ACCEPT THE PLACEMENT. I CAN'T PRODUCE LEAP AT EVERY SATELLIGHT SCHOOL BECAUSE THAT IS THE WHOLE POINT OF CONSOLIDATING THE STAFFING AND INTENSITY OF NEED. BUT WE DO PROVIDE GIFTED SUPPORTS FOR STUDENTS THAT STAY IN THEIR HOME SCHOOL AND IT IS MUCH MORE COMMON OVER THE LAST 5 YEARS. I SUSPECT AS WE DE GLAMORIZE LEAP AND TALK ABOUT IT

046AS A SERVICE PROVISION AND NOT ACADEMIC WIN, FOLKS STAY IN THE NEIGHBORHOOD SCHOOL AND THEY LIKE IT THERE AND THEY GET TO BE WITH THEIR NEIGHBORHOOD FRIENDS AND GET TO NOT RIDE A BUS FOR 45 MINUTES. THAT'S ANECDOTAL. IMPORTANT PARTS OF CHILDREN DEVELOPMENT. YEAH, AND NOT HAVING TO LIKE FIGURE OUT DIFFERENT PICKUPS AND ARE YOU SENDING BOTH OF YOUR KIDS TO THE SCHOOL OR-THERE IS A LOT OF MOVING PARTS. BUT YES, THEY ARE PROVIDED SUPPORTS BUT IF THEY WANT THAT INTENSITY OF SERVICE PROVISION WE ASK THEM TO TAKE THE PLACEMENT. THANK YOU. YOU'RE WELCOME. I DO THINK IT IS IMPORTANT FOR THE PUBLIC TO HEAR THE INTENT OF LEAP BECAUSE I KNOW OVER MY TIME HERE IT IS VERY MUCH LIKE LEAP BECAME A STATUS FOR PARENTS ALL MOST MORE THEN FOR THE STUDENTS, SO

047MAYBE YOU CAN SPEAK TO THE INTENTION OF LEAP AND THE PROFOUND NEEDS OF STUDENTS WHO ARE IN THAT TOP 1 PERCENT OF STUDENTS AND AGAIN, EVEN THE WAY I SAID IT SOUND LIKE YOU ARE THE TOP, BUT YOU WILL DESCRIBE IT BETTER. IF YOU THINK OF THE CONTINUUM AND JUST GOING TO SHARE A PERSONAL EXAMPLE, I HAVE A CHILD WITH VERY SEVERE PROFOUND AUTISM. HE WAS EDUCATED IN THE CHAPEL HILL-CARRBORO CITY SCHOOL SYSTEM FROM THE TIME HE WAS 3 UNTIL HE LEFT AT 18. HE IS A SHINING EXAMPLE OF THE LOVE AND CARE HE RECEIVED. HE LEARNED HOW TO READ. HE NOW HAS A JOB. HE WAS THE VOLUNTEER OF THE YEAR FOR THE MEALS ON WHEELS. DEEPLY PROUD OF HIM AND DEEPLY PROFOUNDLY GRATEFUL FOR THE HELP HE RECEIVED. AND, HE WAS IN SELF-CONTAINED

048SYSTEM LEVEL CLASSROOM BECAUSE WHEN HE GOT HIS NEEDS MET, HIS CLASS MATES WERE WAITING AND WHEN HIS CLASS MATE NEEDS WERE MET HE WAS WAITING AND THE STRETCH WAS SO WIDE FOR HIS TEACHERS. THEY REALLY JUST COULDN'T DO BOTH. I ARE TRY HARDEST TO CONTROL THE COMMUNITY AND IT HAS NOT WORKED. THEY FEEL HOW THEY FEEL AND DO HOW THEY DO ABOUT THAT BUT IT BECAME THE BEST WHEN REALLY IT IS SERVICE DELIVERY NEED THAT IS BASED ON SPIKY INTENSITY. AND I SPEAK AND WORK AND DECIDE AND ADMINISTER FROM THAT SPACE OF, I WAS SAD WHEN MY SON COULDN'T GO TO THE NEIGHBORHOOD SCHOOL AND COULDN'T RIDE THE BUS WITH HIS PEERS. THAT IS HOW I THINK OF THIS PLACEMENT. I CAN'T CONTROL IF THE COMMUNITY FEELS THAT WAY BUT THAT IS THERE SERVICE PROVISION

049AND THE ORIGINAL INTENT. VERY HELPFUL. THANK YOU. I THINK THERE IS A PERCEPTION IF MY KID ISN'T THERE THEY ARE NOT SPART SMART-VERY EDGE OF THE TOP. YES. THEY ARE NOT JUST THE ACADEMIC PART BUT THE OTHER CHARACTERISTICS YOU DESCRIBED THAT COME ALONG WITH THOSE SPECIFIC- BEHAVIORS, THERE IS THINGS I'M VERY SPECIFIC ABOUT THERE IS NO PATHWAY A STUDENT CANNOT HAVE IF NOT IN LEAP. THERE IS NO DAMAGES. THERE IS NO PATHWAY YOU CAN'T HAVE. EVERY MATH PLACEMENT, EVERY AP CLASS, EVERY HONORS COURSE, EVERY DUAL ENROLLMENT OPTION, EVERY PATHWAY IS OPEN AND AVAILABLE. ON PURPOSE. AND EVERY ACADEMIC OPPORTUNITY WE WORK REALLY HARD TO MAKE SURE ALL KIDS HAVE ACCESS TO THAT. AND THIS IS HOW YOU DO IT. YOU DO BY BAKING IT INTO A PLAN THAT IS REQUIRED. I DON'T FOR FUN WRITE

05085 PAGE DOCUMENTS. I HATED EVERY MINUTE THAT. EVERY SECOND. AND I WANT TO THANK NICK WINSTEAD, MY SPECIALIST WHO-I WAS SO MAD THAT I COULDN'T OPEN THE DOCUMENT. I AM NOT KIDDING. DR. TRICE STARED AT ME FOR EXTENDED PERIODS OF TIME AND WE WON'T TALK ANYMORE ABOUT THAT. I MEAN IT. IT IS LIKE IF YOU TOLD ME TO DO THE SPLITS I UNDERSTAND THE REQUEST AND CANNOT COMPLY WITH THE DEMAND. I KIND OF CAN'T, BUT WE DID. AND THAT LEVEL OF ENTRY PATHWAY IS VERY IMPORTANT. YOU CAN SEE IN THE DOCUMENT HOW MANY TIMES WE SAY, WE SERVE THE STUDENT NOT THE LABEL. THERE IS A VERY FEW VERY DIRECT SERVICE PROVISION, IF YOU HAVE THIS YOU GET THAT. THERE IS NO GOLDEN TICKET YOU CAN'T HAVE IF YOU DON'T HAVE THIS IDENTIFICATION. IF I

051COULD, SOMETIMES I FEEL THE MORE I LEARN THINGS THE LESS I KNOW. THIS IS ONE OF THEM. FOR ME. I HAVE BEEN AT THIS A WHILE. THINKING BACK TO HISTORY, THERE WAS A TIME AS SURE YOU ARE AWARE WHEN GIFTED ED WAS PART OF SPECIAL ED AND FROM 1977 TO 1996, IT HAD A IEP OR DIFFERENT EDUCATION PLAN AND THERE WAS LOBBYING EFFORT NATIONALLY TO REMOVE GIFTED ED FROM THAT GROUP AND THAT IS NEITHER HERE NOR THERE TONIGHT. WITH THAT SAID, 9B IS THE STATE EQUIVALENT OF WHAT THE FEDERAL LAW SAYS AND IT'S-YOU HIGHLIGHTED VERY WELL IT'S VERY CLEAR IT IS SUPPOSED TO BE CULTURALLY OPEN, NON BIAS, ALL ENCOMPASSING. CALL TO ACTION. IT SAYS PARAGRAPH AFTER PARAGRAPH WE NEED TO HAVE-JUST PARAPHRASING HERE, IT ISN'T JUST FOR WHITE KIDS. IT SAYS, DO THIS AND

052DO THIS AND DO THIS. OPEN THE PROGRAM. THIS IS ON THE DPI WEBSITE. ACCURATE. OKAY. SO ALSO ONE OTHER SORT OF WHERE I'M COMING TO MY QUESTION, WHICH IS SORT OF THE MORE I TALK MY QUESTION MIGHT BE, DID I MISS SOMETHING HERE. WE HAVE MTSS SYSTEM WHICH HAS BEEN DEVELOPED IN SCHOOLS FOR 20 YEARS. IT IS DEVELOPING AND BEEN RENAMED FROM THE ORIGINAL INTENT. RTI. ONE SERVICE IT PROVIDES IS GETTING KIDS HELP THEY NEED WITHOUT GOING FROM A TO Z. AND PUTTING THEM IN EXCEPTIONAL CHILDREN PROGRAM OR SOMETHING LIKE THAT, BUT DO INTERVENTION AND TRY THINGS. AI G PROGRAM SEEMS IT FITS IN HERE. YES. MY QUESTION TO YOU SORT OF IS, HELP ME-THE JOKE ABOUT EXPLAIN LIKE I'M A 5 GRADER, NO OFFENSE 5 GRADERS. WHY ARE WE HAVING SO MUCH PROBLEM WITH

053THE LAW AND RACE WITH ACADEMICALLY GIFTED WHEN WE HAVE THE SAME RESTRICTION ON EXCEPTIONAL CHILDREN IDENTIFICATION. ? WE CAN'T PUT KIDS IN PRIVATE CLUBS BASED ON RACE AND COLOR. WE HAVE DIFFERENT WAYS TO SELECT KIDS AND NOBODY SEEMS TO BE RETURN, WHY DOES AIG-HOW DID WE GET HERE? WHY ARE YOU UPSET ABOUT INTERPRETATION AND I CAN AND [INDISCERNIBLE] HOW COME YOU ARE NOT UPSET? HAVE YOU MET ME? THERE IS THAT PART. BECAUSE, IF YOU DON'T ISOLATE RACE YOU TEND TO NOT GET IT AND WHEN WE USE TEST DATA SOME KIDS SHOW UP ON THE TEST AND SOME DON'T. TEST BIAS, STEREO TYPE THREAT. RACISM OF LOW EXPECTATIONS. I'M NOT A EXPERT IN ALL THAT. I CAN ALLUDE TO IT, BUT THERE IS A COMPLICATED SET OF CIRCUMSTANCES THAT REPLICATES OVER AND OVER AND OVER AND

054OVER AND OVER AGAIN AND WE BRINGING OUR HANDS AND TALKING ABOUT IT. I LIVE IN THAT SPACE. I AM YELLED AT FOR LIVING. WHEN I DESCRIBE MY JOB, WHAT DO YOU DO? I GET YELLED AT FOR A LIVING. THAT IS WHAT I DO. I PLAY A GAME AND WAIT TO SEE HOW LONG IT TAKES TO TELL THE COLLEGE THEY WENT TO AND THEIR GP A. THOSE ARE THE ADULT AND NOT THE KIDS. IT IS PRESSURE COOKER IN A INTENSE SPACE. WHEN WE USE THE TOP 10 PERCENT OF EVERY STUDENT GROUP, NOT JUST UNDER SERVED STUDENTS OR HISTORICALLY MARGINALIZED STUDENTS, I TOOK THE TOP PERCENT OF EVERY GROUP. IT SHOWED IN POWER SCHOOL, DIANE MADE A PIVOT TABLE AND THAT IS PROBABLY WHY SHE IS RETIRING. BECAUSE SHE MADE 17 PIVOT TABLES ON DEADLINE. THE TOP

05510 PERCENT OF EACH OF THE STUDENT GROUPS WAS PLACED INTO A REFERRAL POOL. THAT IS IT. THAT IS ALL IT DID. I DIDN'T HOLD SPACE, I DIDN'T HAVE A QUOTA. I DIDN'T LIMIT THE NUMBER OF STUDENTS. NOBODY WON, NOBODY LOST AND THAT IS WHY THAT PROGRAM ACCORDIONS OUT AND COLLAPSES IN BECAUSE IT DEPENDS WHO QUALIFIES. SO, BY REMOVING THAT POOL WE GO RIGHT BACK INTO, WHY IS SOMEBODY NOT SEEING A STUDENT AND SAYING I THINK THERE IS A INTENSE NEED THERE? THAT'S TEACHER BIAS AND STEREO TYPE THREAT AND ALL THE THINGS THAT CAUSE US TO NOT SEE GIFTEDNESS WHEN IT IS RIGHT IN FRONT OF US. WHAT MAKES ME SO MAD ABOUT IT IS THAT WE FIGURED A WAY TO UNDO THAT AND UNDER A DIFFERENT INTERPRETATION IT WAS CONSIDERED LEGAL AND THEN IN THE

056CHANGING LAW AND THE CHANGING INTERPRETATION, IT WAS NO LONGER CONSIDERED LEGAL. I'M FRUSTRATED BECAUSE IT WORKED. WE ARE ABLE TO FIND AND CAPTURE KIDS WITHOUT PREDETERMINING. FRUSTRATED AT COLLEAGUES, TRYING TO GET DATA FROM ME ABOUT HOW MANY STUDENTS ARE GOING TO BE TRANSFERRED OR MOVED AND I CAN'T TELL THEM BECAUSE I DON'T KNOW UNTIL THE PROCESS PLAYS OUT. THAT IS WHERE THE INTENSITY COMES FROM. OKAY. I'LL LEAVE IT AT THAT. CAN YOU TALK ABOUT THE RESULTS YOU SAW WHEN YOU HAD THOSE POOLS OF DIFFERENT STUDENTS? WERE THERE-WHAT WAS THEIR SUCCESS LIKE? ESPECIALLY WHEN THEY ENTERED 4TH GRADE, THE SUCCESS WAS HIGH, BECAUSE EVERYBODY IS NEW, THEY BLEND TOGETHER. I DON'T HAVE DATA. I DIDN'T RUN A RESEARCH STUDY, BUT ANECDOTALLY THE CLASS LOOKED LIKE THE SCHOOL LOOKED AND THE KIDS WERE SUCCESSFUL AND MELDED TOGETHER

057AND DID WELL. SOME KIDS GO BACK HOME TO THEIR HOME SCHOOL, THEY DON'T LIKE RIDING THE BUS OR NOT ABLE TO PLAY BASKETBALL WHEN THEY-IN THE CUL-DE-SAC, THEY WANT TO BE WITH THEIR NEIGHBORHOOD, BUT IT WAS A SUCCESS. AND IT MIRRORED THE DISTRICT DEMOGRAPHICS. I WANT TO ADD THIS PART. THAT IS IMPORTANT. HELLO, NICK WINSTON, LEAGUE DISTRICT SPECIALIST. I THINK WITH THE IDENTIFICATION PROS, THAT IS SOMETHING ALSO OUR PARENTS AND COMMUNITY IS INTENSE ABOUT. IT IS LEAP OR NOTHING. SOME FAMILIES SEE IT AS THAT. I THINK WE TRIED TO DO WORK AROUND DISRUPTING THE NARRATIVE AND ARE WE CAN'T CONTROL THAT, BUT I THINK ON THE OTHER SIDE OF THE COIN WITH THE IDENTIFICATION PROCESS LOOKING AT THE TOP 10 PERCENT SCORES OF EVERY STUDENT GROUP YOU CAN BE IN THE POOL FOR ONE DATA

058POINT, 3 DATA POINTS, NO MATTER YOUR RACE, GENDER, IF MULTILINGUAL LEARNING OR EXCEPTIONAL STUDENT, LOW SCS. WHAT I HAVE SEEN AS SOMEONE WHO FACILITATES A LOT OF THE MEETINGS IS THE TEACHER PART OF THE DECISION MAKING TEAMS TO IDENTIFY THE STUDENTS IN THE POOL ARE VERY EXCITING TO SEE THE KIDS IN THE POOL FOR CONSIDERATION, EVEN FOR REGULAR GIFTED IDENTIFICATION, NOT JUST LEAP. I THINK THAT IS SOMETHING TO TALK ABOUT TOO IS WHAT THE TEACHERS HAVE SEEN AS A RESULT OF SAYING, WE SEE THIS CHILD WHO HAD RAPID LANGUAGE ACQUISITION AND IT SHOWS UP ON THIS ONE PART OF THE TEST BUT NOT OVER HERE THAT WE HAVE OTHER DATA POINTS TO LOOK AT TO MAKE A COMPREHENSIVE DECISION ABOUT IDENTIFYING THE STUDENT FORMALLY. WHEREAS, IF WE WERE USING A TEST SCORE THAT MAY OR

059MAY NOT HAPPEN. BECAUSE THEY WERE TOP 10 PERCENT OF A STUDENT GROUP THEY ARE IN THE POOL FOR CONSIDERATION. FOR REGULAR IDENTIFICATION. I THINK WHAT TEACHERS HAVE BEEN SAYING AND SEEING IS THAT, VERY DIVERSE GROUP OF STUDENTS ARE SHOWING UP ON DIFFERENT DATA POINTS THROUGH THE INTERSECTION OF QUALITATIVE INFORMATION LIKE THERE IS A LOT OF PE TEACHERS AND MEDIA SPECIALIST BECAUSE THEY CAN SPEAK TO KIDS WHO SHOW LEADERSHIP ON THE PLAYGROUND OR SHOW CREATIVITY IN THE WORLD LANGUAGE CLASS OR MOTIVATION TO LEARN IN ANOTHER FIELD AND THOSE OTHER QUANTITATIVE DATA POINTS ALL PAINT A PICTURE THAT USING THE TOP 10 PERCENT NORMS ALLOWED US TO CAPTURE AND EVERY TEAM I HAVE BEEN A PART OF THE PAST 5 YEARS IN THESE ROLES, THEY ENJOYED GETTING TO TALK ABOUT THE STUDENT IN READING INTERVENTION AND IN

060THE CONSIDERATION FOR BEING IDENTIFIED AS GIFTED OR EMERGING TALENT WHICH IS LOCAL THING WE CREATED TO TRACK THE STUDENTS IN 4TH GRADE SO THEY ARE IN FLEXIBLE GROUPS WITH STUDENTS OF SIMILAR ABILITY AND THEY AUTOMATICALLY ARE RESCREENED IN 5TH GRADE BECAUSE THE SCHOOL HAS EYES ON THEM. BUT WE WOULD NOT HAVE TALKED ABOUT THEM WITHOUT THE DATA. THAT IS ALL I WANTED TO ADD. IT IS DIFFERENCE BETWEEN WE USED TO CALL NOMINATION. YOU CAN GUESS WHO WAS NOMINATED AND I SAY IT ALL THE TIME. WE NOMINATE FOR THE ACADEMY AWARDS. WE REFER TO SERVICE PROVISION. UNIVERSAL SCREENING WAS A KEY PIVOT TO CAPTURING STUDENTS. WE ALSO USE DATA TO CAPTURE AVID STUDENTS AND AVID IS PART OF OUR DEPARTMENT AND IT IS NO LONGER CALLED THE GIFTED DEPARTMENT, IT IS DEPARTMENT OF LEARNING AND STUDENT

061LEADERSHIP BECAUSE THAT MORE ACCURATELY MIRRORS WHAT WE DO TO SERVE ALL STUDENTS WITH OR WITHOUT A LABEL. WE ARE HERE TONIGHT BECAUSE THE BOARD NEEDS TO APPROVE THE PLAN. THAT'S ONE OF THE QUESTIONS TO THE BOARD. CAN WE APPROVE THE PLAN FOR THE NEXT 3 YEARS? IN THAT CONTEXT, I WAS LOOKING AT MY NOTES FROM THE PRESENTATION TO THE STUDENTS SUCCESS COMMITTEE AND ALSO READING YOUR PLAN AND YOU HAVE A LONG LIST OF THINGS YOU ARE GOING TO DO TO ADDRESS THIS ISSUE, JUST BULLET POINT, WORK WITH AVID, WORK WITH PRESCHOOL, WORK WITH THIS GROUP, DO THIS, DO THIS, DO THIS, DO THIS. I'M SURE THEY ARE ALL IMPORTANT STRATEGIES. WHAT I DON'T GET IN THERE IS, IT IS HARD TO-IT WAS HARD FOR ME TO COMPREHEND WHAT IS REALLY GOING TO BE DONE, BECAUSE

062EVERYTHING IS BEING DONE. WHAT DROVE ME TO DO IS PULL PLANS FROM OTHER SCHOOLS. SCHOOL SYSTEMS BECAUSE I'M LIKE--THEY ARE LIKE WHAT YOU-EVERYBODY SEEMS TO DO THE SAME THING. WE ARE DIRECTED BY THE STATE. THAT'S A TEMPLATE I FILL IN. YES, A TEMPLATE. NOT FREE STYLE. THEY FILL IT IN AND SO I THOUGHT OKAY, IT ISN'T JUST UNIQUE TO CHAPEL HILL-CARRBORO. THE OTHER 4 OR 5 I PULLED AND JUST SKIM ROAD READ. I DON'T PRESUME TO READ THEM ALL, THEY ARE HUNDRED PAGES LONG SOMETIMES. BUT, HOW ARE WE GOING TO KNOW WHAT IS WORKING? HOW ARE WE GOING TO KNOW IF THERE ARE 12 STRATEGIES, AND HOW DO WE KNOW THIS STRATEGY ACTUALLY GOT DONE AND IT IS WORKING? AND HOW DO WE KNOW THIS MADE A DIFFERENCE AND NOT TRYING TO BE REAL NEGATIVE

063OR NASTY OR ANYTHING, BUT ARE WE MORE TRYING TO SATISFY THE DPI REGULATIONS OR ARE WE TRYING TO WRITE A PLAN WE CAN FOLLOW IN CHAPEL HILL-CARRBORO? BECAUSE IT WAS HARD TO TRACK AFTER A WHILE. WE ARE DOING SO MUCH. DOES THAT RESONATE? YEAH. DPI IS A-I USE THIS EXAMPLE A LOT, THEY ARE LIKE YOUR MOTHER IN LAW. THEY PROVIDE SUPPORT AND GUIDANCE AND INSIGHT BUT DON'T-THEY ARE NOT-THERE ISN'T A PUNISHMENT CONNECTION. WE DO-THEY WALK THROUGH WHAT YOU ARE SUPPOSED TO DO, BUT IT ISN'T LIKE THERE IS A-THEY DON'T HAVE TEETH TO ENFORCE. THEY GUIDANCE SUPPORT AND SUGGEST. BUT THOSE ARE THE 6 STANDARDS THEY CONSIDER KEY AND EACH HAS A SUBSTANDARD THEY WANT US TO ADDRESS SO WE HAVE TO ADDRESS IT. THE KEY POINTS I THINK ARE HOW WE ARE GOING TO SERVE

064STUDENTS AFTER THEY ARE IDENTIFIED. AND HOW DO WE DO THAT IN OUR DISTRICT? WE DO IT THROUGH DIFFERENTIATED INSTRUCTION IN THE CLASSROOM. WE DO VERY LITTLE DIRECT PULL OUT WORK, BECAUSE ONCE YOU START PULLING KIDS OUT, IF YOU HAVE SOMEBODY WHO BUBBLED UP AND HAS THAT NEED, BECAUSE OF THE CONTENT INTEREST, IF YOU PULL THEM OUT INTO IDENTIFIED ONLY PULL OUT GROUPS THEN THERE IS NO ACCESS POINT FOR OTHER STUDENTS TO HAVE THAT OPPORTUNITY AND WHEN 33 PERCENT OF THE POPULATION IS IDENTIFIED, WHO ARE YOU PULLING AND WHY DON'T YOU JUST STAY IN THE CORE CLASSROOM AND DO THE WORK THERE BECAUSE THEY ARE RIGHT THERE? SO, I THINK THAT IS THE BIG TAKE AWAY IS IN SOME DISTRICTS THEY LOOK FOR STUDENTS AND PULLING THEM OUT FROM EVERY CLASSROOM TO GET A CLUSTER GROUP

065OF KIDS. WE HAVE A CLUSTER GROUP IN EVERY CLASSROOM AND WE ARE WORKING ON BUILDING CAPACITY WITH THE CLASSROOM TEACHER THROUGH THE SUPPORT OF THE GIFTED ED SPECIALIST TO PROVIDE DIRECT INSTRUCTION RIGHT THERE. LOW FLOOR, HIGH CEILING, SOCRATIC SEMINARS, DIFFERENTIATED VOCABULARY WORK, ADVANCE MATH PATHWAYS. WE GET THE MOST QUESTIONS ABOUT MATH IN PRIMARY. THEY WANT MORE RIGOROUS MATH AND HAPPY WITH THE READING INSTRUCTION AND MIDDLE SCHOOL WE TEND TO GET REQUEST FOR MORE RIGOROUS EL A INSTRUCTION BECAUSE THE MATH PATHWAYS ARE THERE. I WOULD SAY, FOR US AND LIVED EXPERIENCE THAT IS WHAT WE ARE ALWAYS TRYING TO GET TO. WHAT DIRECT INSTRUCTION ARE YOU GOING TO GIVE WITH ENOUGH FLEXIBILITY SO IF YOU PULL ONE GROUP YOU ARE NOT LEAVING ANOTHER GROUP WHO COULD DO THE WORK JUST AS EASILY. I THINK IT IS

066IMPORTANT TO REMEMBER THAT HAVING A GIFTED LABEL DOESN'T GIVE YOU A DIFFERENT EXPERIENCE. US ABLE TO PULL TOP 10 PERCENT, IT ISN'T LIKE WE ARE NOT ALLOWED TO LOOK AT THE DATA TO SAY HERE ARE THE DIFFERENT STUDENTS WE LOOKED AT IN A POOL FOR GIFTED LABEL. WE CAN STILL PROVIDE THE SAME SERVICES, PROVIDE THE LIST TO LOOK AT AND HIGHLIGHT OUR MTSS TEAMS ARE LOOKING AT DATA AND FIGURING THE KIDS SPIKING AND NEED TO SUPPORT IN DIFFERENT WAYS. WE PUT A LOT OF MTSS INTO THIS BECAUSE WE TALKED ABOUT IT BEFORE THAT IS WHERE THIS WORK LIVES. THIS IS JUST A PART OF THE CONTINUUM AS WE GO THROUGH THE PROCESS. FOR US, IN ALL HONESTY, IT IS JUST YOU DON'T-WE HAVE MANY KIDS THAT DON'T HAVE A GIFTED LABEL BUT GET MANY SAME

067SERVICES. ALL AND SOME IS OPEN TO PRETTY MUCH EVERYBODY. THE FEW IS THE STUDENTS IN LEAP. I DON'TS THINK WE ARE LOOKING AT KIDS THAT ON THE EDGE FOR THE LEAP. WHAT WE ARE TALKING ABOUT NOW IS GIFTED SERVICE, WHICH WE STILL GIVE THAT. EVERY TEACHER GIVES THAT. THAT IS WHAT A GOOD TEACHER DOES. AND IN MANY DISTRICTS YOU ARE LOOKING AT, THEY HAVE-YOU CAN'T TAKE AP CLASSES WITHOUT BEING IDENTIFIED AS GIFTED OR CAN'T SIGN UP FOR AP WITHOUT HAVING A TEACHER RECOMMENDATION OR-THERE IS ROADBLOCKS AND GUIDES IN PLACE WE DON'T HAVE. PURPOSEFULLY. SO YOU DON'T NEED THE IDENTIFICATION AS MUCH BECAUSE WE ARE TRYING TO KEEP THE PATHWAYS OPEN. I AGREE, WE NEED MORE PATHWAYS OPEN. WE NEED TO MAKE THE OPPORTUNITIES GROW. WHAT I WAS ABOUT TO SAY WAS THAT, A FEW MOMENTS

068AGO YOU SAY WITH US AND LIVED EXPERIENCE, WELL I WOULD SAY WHO IS THE US AND THE LIVED EXPERIENCE, BECAUSE THERE ARE SO MANY DIFFERENT PEOPLE IN LIVED EXPERIENCES BUT IT IS LIKE THE MOTHER IN LAW WHO DOESN'T HAVE TEETH THAT IS CULTURALLY BIAS. SOME CULTURES TO SAY THE MOTHER IN LAW DIDN'T HAVE TEETH COULD BE LOOKED AT AS VERY VERY INSULTING BECAUSE THERE ARE SOME CULTURES THE MOTHER IN LAW RUNS EVERYTHING. WE HAVE TO THINK ABOUT ORANGE COUNTY JUST STARTED HAVING PLAIN LANGUAGE TRAININGS FOR COUNTY EMPLOYEES AND THAT NEEDS TO BE LOOKED AT AND IT IS THROUGH THE OFFICE OF CIVIL RIGHTS AND ACTION AND ARE THAT'S SOMETHING THAT IS PERTINENT BECAUSE WE NEED TO USE LANGUAGE THAT MEANS SOMETHING TO EVERYBODY, BECAUSE THAT'S SOMETHING YOU WOULDN'T THINK OF TYPICALLY BECAUSE WE ARE THINKING

069OF YOUR PARTICULAR CENTER SPACE OF WHAT YOUR PERCEPTION OF WHAT A MOTHER IN LAW WITH NO TEETH MAY HAVE AND I MAY THINK THAT ABOUT MINE. THAT IS NEITHER HERE NOR THERE TO SPEAK TO TODAY. I LEAVE THAT BACK THERE. IN SOME CULTURES AND HOUSEHOLDS THAT ISN'T OKAY AND WE NEED TO BE IN A POSITION WHERE WE ADDRESS ALL PEOPLE WHO ARE HERE AND WE HAVE STUDENTS THAT COME FROM ALL OVER THE WORLD, SO THAT'S SOMETHING THAT COULD BE HURTFUL BEING STREAMED ONLINE, SOMEWHERE HERE TODAY. I'M JUST SAYING, WE NEED TO BE MINDFUL AND CAREFUL WHO THE WE ARE, WHO THE THEY ARE AND WHAT WE SAY ABOUT THE WHO AND THEY WHEN WE ARE TALKING. UNDERSTOOD. THANK YOU. ANYTHING THE BORD CAN DO AT THIS POINT BESIDES APPROVE THE PLAN? I KNOW YOU WANT

070THAT DONE. YOU CAN LET ME KNOW IF YOU WANT ME TO ADD IN. I CAN ADD BACK IN QUALITATIVE EVIDENCE IF YOU IT IN LEAP OR LEAVE IT THAT WAY. THAT'S THE GUIDANCE I NEED FROM YOU. WHAT YOUR WANT IS. I DON'TS THINK IT MAKES A LOT OF SENSE TO ADD IT BACK IN IF WE WERE TOLD IT NEEDED TO COME OUT. I MEAN, IT CAME OUT BECAUSE YOU TOLD ME TO TAKE IT OUT. THAT'S-- [UNABLE TO HEAR SPEAKER] YOU ARE TALKING ABOUT THE THING I BROUGHT UP? YES. OH. I CAN CLARIFY THAT BECAUSE I THINK PART OF WHAT I SAID, YOU MAY HAVE MISUNDERSTOOD. LIKE ASK THE TEACHERS WHAT THEY THINK. I WAS GOING TO BOB REFERRED TO AS THE MTSS TEAM AND KID TALK AND THOSE RESOURCES AS WELL AS PANORAMA DATA. TO

071LET US KNOW THAT--AND LIKE YOU MENTIONED THE NON TEACHER PLEASING BEHAVIORS. IF YOU SURVEY THE TEACHER FIND OUT THAT IS TRUE, IT IS UP TO US THEN TO SAY WHETHER THAT IS PLUS OR MINUS. WITHOUT JUST SAYING TEACHER, DO YOU THINK YES OR NO? SO I THINK THERE IS DATA. I THINK WE COULD USE AND START TRYING TO THINK ALONG THE MTSS LINES WE ALREADY GOT TEAMS IN PLACE WHO MIGHT BE ABLE TO HELP WITH THAT. THAT WAS MY SUGGESTION. YES. MORE ADDING MORE DATA THAT WE HAVE AVAILABLE TO US. WE CAN DO THAT. WHEN I WAS TOLD TO RETURN TO ORIGINAL INTENT, THAT IS WHERE THAT WAS. BUT I CAN ADD THAT BACK. THAT IS FOR LEAP NOT FOR RECEIVING GIFTED SERVICES? CORRECT. ONLY LEAP HAS THE SCORES AND NOTHING ELSE. EVERYTHING ELSE HAS

072QUALITATIVE AND QUANTITATIVE. WHEN YOU ASKED TO RETURN TO ORIGINAL INTENT THAT IS WHAT THE LOOKED LIKE AND ORIGINAL PURPOSE. GO AHEAD. I GUESS UNDERSTOOD THAT DIFFERENTLY, BECAUSE INTENT IS DIFFERENT FROM SELECTION PROCESS. THAT'S WHAT I GET CONFUSED BY. I UNDERSTAND THERE MAY BE DIFFERENCES OF OPINION ABOUT WHAT THE ORIGINAL INTENT WAS. WAS IT TO CREATE-A WHITE SUPREMACIST CULTURE OR NEURO DIVERGENT LEARNERS? A LOT OF THE LEARNERS THE WAY YOU DESCRIBE THEM, IT COMPORTS WITH THE DEFINITION OF NEURO DIVERGENT LEARNERS. TO RETURN TO THE ORIGINAL INTENT OR RETURN IT TO THE ORIGINAL SELECTION PROCESS? TO ME THOSE ARE TWO DIFFERENT THINGS. THE ORIGINAL SELECTION PROCESS WAS CREATED TO CAPTURE THE ORIGINAL INTENT WAS THAT SUPER HIGH IQ NEURO DIVERGENT LIKE STUDENT. AND THE WAY THEY DID IT WAS THROUGH TEST SCORES. RIGHT. BUT I THINK WE

073CAN-INTENT COULD REMAIN THE SAME BUT EVOLVE IN UNDERSTANDING HOW TO CAPTURE THAT GROUP. BY REVERTING TO ORIGINAL INTENT I DON'T THINK THAT NECESSARILY MEANS YOU HAVE TO GO BACK TO ONLY USING TEST SCORES. THAT IS GOOD FEEDBACK. I DIDN'T HAVE THE FEEDBACK- I'M NOT SPEAKING ON BEHALF OF ANYONE BUT MYSELF AND NOT SAYING ONE WAY IS BETTER THEN ANOTHER, JUST TRYING TO POINT OUT THAT LIKE OUR UNDERSTANDING OF HOW TO IDENTIFY THESE KIDS HAVE EVOLVED OVER THE LAST 30 YEARS AND ARE THERE HAS BEEN-OTHER WAYS TO IDENTIFY THEM THAT DON'T INVOLVE JUST RANDOM TEACHER OPINIONS OR TESTING IN WAYS TO IDENTIFY THEM THAT IS QUANTITATIVE IN NATURE, JUST INVOLVES MORE IN DEPTH TESTING. YES. SORRY, COULD I ALSO ADD, I THINK SO THE ADOPTION OF THE PLAN TODAY ALSO GIVES US A WINDOW TO LOOK

074AT OUR PLAN OVER THE YEARS, SO I DON'T WANT THE COMMUNITY TO MISUNDERSTAND WHAT IS ADOPTED TODAY WOULDN'T ALLOW FOR MORE CONVERSATIONS ABOUT WHAT THE PLAN NEEDS TO LOOK LIKE AND WHAT MAY GO IN AND MAY COME OUT. I WANTED TO MAKE THAT POINT. ALSO, THAT STUDENTS WHO WILL BE IDENTIFIED FOR NEXT YEAR, NOT FISCAL YEAR, ARE IDENTIFIED UNDER THE OLD PLAN THAT IS GOING AWAY. JUST WANTED TO MAKE THAT POINT OF CLARIFICATION. THANK YOU DR. TRICE. THANK YOU. THAT IS A REALLY GREAT POINT. THIS ISN'T OUR LAST OPPORTUNITY TO WORK ON THIS. THE OTHER THING I WOULD RAISE IS, WE'LL WANT TO ALSO CONSIDER RESOURCES AS WE TALK ABOUT EXPANDING THE POOL. WE MAY WANT TO THINK THROUGH WHAT THAT LOOKS LIKE. APPROVE IT AS IS. SECOND. BEEN MOVED AND SECONDED TO APPROVE THE

075ACADEMIC INTELLECTUALLY GIFTED PLAN 25-28. FURTHER DISCUSSION? [INDISCERNIBLE] I DON'T WANT TO LOSE THE POINT MY COLLEAGUES WERE MAKING SO THAT IS SOMETHING TO TAKE BACK AND CONSIDER HOW YOU IMPLEMENT THIS COULD LOOK. BECAUSE IT IS A CONTINUOUS IMPROVEMENT CYCLE PLAN FIRST YEAR YOU TEACHER REFLECT, SECOND YEAR YOU TAKE IN FEEDBACK, THIRD YEAR REWRITE THE PLAN AND THIS WOULD BE CONSIDERED PART OF THE POLICY PROCEDURE PART AND SO WE HAVE FLEXIBILITY TO GET THE DETAILS THAT CORRECT IN THE UPCOMING YEAR. AND HAPPY TO HAVE THE FEEDBACK. ANY FURTHER DISCUSSION TO THE MOTION? WHEN WE ARE FINISHED, JUST DON'T LEAVE RIGHT AWAY. ALL IN FAVOR? OPPOSED? IT PASSES UNANIMOUSLY THEN. WHAT I WANTED TO SAY KATE, PLEASE DON'T TAKE AWAY TONIGHT THAT THE STRUGGLE ISN'T APPRECIATED. PEOPLE SAID THAT AT THE OUTSET. THIS IS VERY DIFFICULT ISSUE

076SOCIALLY FOR ALL OF US AND I THINK AS DR. TRICE ADDED WHICH THAT MAKES SENSE, IT IS FLUID DYNAMIC AND WE APPROVED THE PLAN SO YOU CAN MOVE FORWARD, BUT THIS TOPIC CAN COME UP IN LOTS OF ARENAS. HOW DO WE DO THIS ON A EQUITABLE BASIS WHATEVER DAY IT IS? I APPRECIATE MY COLLEAGUES ON THE BOARD TAKING THE TIME AND ENERGY TO HAVE A THOROUGH DISCUSSION AND I APPRECIATE-I THINK I CAN SPEAK FOR ALL OF US, WE APPRECIATE THE WORK YOU PUT INTO IT, CONSISTENTLY OVER THE YEARS TO TRY TO BROADEN HAD SCOPE OF SERVICES TO KIDS SO THANK YOU. YOU'RE WELCOME. THANK YOU. THAT'S IT. [APPLAUSE] WHICH BRINGS US TO DR. STEWART AND RECOMMENDATION FOR PROVAL OF CONTRACTS WITH COMPASS GROUP FORMALLY KNOWN AS CHARTWELLS OR KNOWN AS CHARTWELLS BUT CALLED COMPASS GROUP.

077YES, SIR. DR. STEWART WILL EXPLAIN THAT TO US. THANK YOU DR. GRIFFIN. COMPASS GROUP IS THE PARENT COMPANY OF CHARTWELLS. BEFORE YOU TONIGHT DR. GRIFFIN, BOARD MEMBERS, COLLEAGUES, THE PUBLIC TO SEEK APPROVAL FOR TWO SCHOOL NUTRITION CONTRACTS. WE PRESENTED THIS ON TUESDAY TO THE FINANCE FACILITY OPERATION COMMITTEE, AND WE NEED BOARD APPROVAL TO MOVE FORWARD. THERE ARE TWO SEPARATE CONTRACTS IN THE ABSTRACT. THE FIRST IS THE SUMMER CONTRACT. THE CONTRACT IS SIMILAR TO LAST YEAR, PRETTY MUCH THE SAME. THERE IS ONLY ONE CHANGE TO IT AND WITH THE SUMMER CONTRACT, THE THERE MUST BE A ACTIVITY. WHETHER THAT IS JUMPING ROPE, THE ACTIVITY THAT THE DISTRICT IS ADDING TO THE MOU THIS YEAR IS READING. WE ARE PARTNERING WITH THE PUBLIC SCHOOL FOUNDATION, WITH THE FIVE SITES AND OFFER READ ING AT THOSE SITES DAILY

078AS WE OFFER FOOD AS WELL. THOSE SITES ARE CRAIG, OAK WOOD, AIRPORT GARDENS, COLONY WOODS WEST AND SOUTH ESTES. THAT WILL TAKE PLACE STARTING IN THE SUMMER WHEN SCHOOL IS OUT. THE SECOND CONTRACT WE ARE SEEKING APPROVAL FOR IS THE FINAL EXTENSION OF THE CHARTWELLS CONTRACT THAT WAS FIRST INTRODUCED AND APPROVED BY THE BOARD IN 2021. IT CAME WITH 4 POSSIBLE EXTENSIONS AND THIS WOULD BE THE LAST. WE UNDERSTAND THAT STARTING IN THE FALL WE WILL UNDERGO THE RFP PROCESS TO BEGIN LOOKING FOR FOOD SERVICE CONTRACTOR MOVING FORWARD WITH THE DISTRICT. IN THAT, THE CHANGES TO THE CONTRACT THIS YEAR ARE VERY MINIMAL. FIRST, NUMBER OF DAYS-STUDENT MEAL DAYS WHICH CHANGES TO 175 DAYS OF SCHOOL FOR NEXT YEAR. AND THERE WAS TWO-EVERY TIME SOMEONE ON THE DISTRICT SIDE LEAVES, THAT POSITION REVERTS TO THE

079CONTRACT. SO, AT THE BEGINNING OF THE SCHOOL YEAR, WE HAD 6 DISTRICT EMPLOYEES THAT REMAINED ON THE C A CCS SIDE. WE HAD 2 RETIREMENTS THIS YEAR, SO THOSE TWO POSITIONS REVERTED TO THE CONTRACT AND THAT IS NOTED IN THIS YEAR'S CONTRACT AS WELL. HAD SOME QUESTIONS FROM THE COMMITTEE AND I WANTED TO BRING LIGHT TO THOSE IN OPEN SESSION. ONE QUESTION REVOLVED AROUND THE CEP SCHOOLS. I HAD A OPPORTUNITY TO SPEAK TO DISTRICTS ACROSS THE STATE NOT JUST IN OUR AREA, BUT CHARLOTTE, [INDISCERNIBLE] AND WHAT WE FOUND IS THAT-I NEED TO EXPLAIN THIS IN OPEN SESSION. THERE ARE THINGS CALLED CEP SCHOOLS COMMUNITY ELIGIBLE SCHOOLS AND DISTRICTS. IN ORDER TO QUALIFY FOR THAT, YOU HAVE TO BE 60 CENTS ABOVE. WE ARE JUST ABOVE 30 PERCENT FREE AND REDUCED SO WE DON'T QUALIFY FOR

080CEP. THAT IS WHY IN MY ABSTRACT YOU SEE THERE IS A TABLE AND I COMPARE US TO WAKE AND DURHAM WHICH IS THE MODEL I USED THE LAST 3 YEARS PRESENTING THIS AND IT SAYS ONE OF THE DISTRICTS HAS CEP ACROSS THE BOARD BECAUSE THEY ARE ABOVE 60 PERCENT FREE AND REDUCED. [INDISCERNIBLE] BOARD APPROVAL FOR 2025, 25-26 SCHOOL YEAR INCLUDING MEAL PRICE ADJUSTMENTS. THE BOARD CHAIR REQUEST A MOTION. MOVE TO APPROVE. SECOND. MOVED AND SECONDED. ALL IN FAVOR SAY AYE. AYE. OPPOSED? PASSES UNANIMOUSLY. THANK YOU DR. STEWART. THANK YOU SO MUCH. THAT BRINGS US TO ITEM 7, SOUP INTENDANT REPORT AND THE FIRST ITEM IS HIGH SCHOOL SCHEDULE IMPLEMENTATION UPDATE AND I SEE DR. BAILS. WELCOME AGAIN. GOOD TO SEE YOU ALL. YEAH. I BROUGHT A LOT OF COLLEAGUES WITH ME TODAY. THE LAST FEW

081TIMES WE HAD UPDATES IT HAS BEEN A LOT OF SHARING OUT FROM THE DISTRICT PERSPECTIVE. SOME THINGS WE ARE DOING AND WANT TO MAKE SURE THAT OUR COMMUNITY REALIZED THAT THE EFFORTS EACH OF THE SCHOOLS PUT IN OVER THE LAST YEAR PLUS. SO, OVER THE PAST COUPLE MONTHS, WE HAVE BEEN CONTINUING AS WE MOVE THROUGH OUR PROFESSIONAL DEVELOPMENT, WE HAVE BEEN ABLE TO HAVE ROLLING PROFESSIONAL DEVELOPMENT AT EACH HIGH SCHOOL, AROUND AVID IMPLEMENTATION, BEST PRACTICES AND SMALL GROUPS. ELEVATION, WORKING WITH OUR ML STUDENT AND ABLE TO FIGURE OUT GROUPING WITH THAT AS WELL. WE WERE ALSO ABLE TO TAKE 3 TO 6 STAFF MEMBERS FROM EACH HIGH SCHOOL TO NEIGHBORING HIGH SCHOOL WHO IMPLEMENTED A FLEX IN THE LAST COUPLE YEARS. THEY ARE ABLE TO SEE THAT ACTION. BUILD PARTNERSHIPS, SEE WHAT THE SCHEDULE LOOKS

082LIKE AND GET IDEAS IN TERMS OF WHAT WE CAN EXPLORE THAT IN THE UPCOMING YEAR. WE HAD A DAY WE CAME TOGETHER ALL THE HIGH SCHOOLS TO DISCUSS OUR CROSS ENROLLMENT AND FIGURING OUT WAYS TO DO THAT IN YEARS PAST IT HAS BEEN LITTLE FURTHER DOWN THE LINE, BUT WE ARE ABLE TO DO THAT ON A TEACH ER WORK DAY, GET EVERYBODY TOGETHER AND WHAT WE WANT IN PLACE FOR THIS YEAR TO ALIGN SCHEDULES AND FUTURE YEARS MOVING FORWARD. COLLABORATION BACK AND FORTH. ESPECIALLY THE LAST COUPLE WEEKS AS THE SCHEDULES HAVE BEEN MASTER SCHEDULES HAVE BEEN BUILT. LOTS OF QUESTIONS ON DIFFERENT WAYS TO COLLABORATE. WE HAD LOTS OF GOOGLE MEETS AND CONVERSATIONS JUST AS PRINCIPALS. ONE PIECE WE WERE ABLE TO DO WHEN WE TALK ABOUT THE CROSS SCHOOL COLLABORATION AND AP LATIN CLASS.

083WE WERE ABLE TO MAKE SURE THAT IS TAUGHT AT THE SAME PERIOD TO INSURE WE HAVE THAT AVAILABLE FOR STUDENTS TO ALL TAKE IN PERSON AND NOT HAVE TO NAVIGATE, SO WE'LL DO THAT NEXT YEAR AT EAST CHAPEL HILL HIGH SCHOOL AND STUDENTS HAVE THE OPPORTUNITIES TO EITHER DRIVE OVER THERE OR ZOOM INTO THE CLASS. JUST ONE WAY WE TALKED ABOUT WHAT WE WILL BE DOING IN FUTURE YEARS. I'M GOING TO HAND IT OFF TO DR. SULLIVAN TO TALK US THROUGH HIS PROFESSIONAL DEVELOPMENT AND MR. CASEY AND YOU WILL SEE ME AGAIN. THANK YOU. DON'T KNOW HOW TO USE THIS, BUT--KIND OF FANCY FOR ME. THERE WE GO. I AM GOING BACKWARDS TO GO FORWARDS. ONE THING THAT FOR THE PAST 3 YEARS WE HAD A-ACTUALLY WE ARE ON THE FINAL YEAR OF 3 YEAR

084PROFESSIONAL DEVELOPMENT PLAN AND LOOK AT THINGS OVER THE PAST 3 YEARS, WE TALKED ABOUT A LOT TONIGHT, KATE AND NICK MENTIONED MTSS AND AVID AND WICK. TWO YEARS AGO OUR FOCUS AS A SCHOOL WAS PLC, PROFESSIONAL LEARNING COMMUNITIES. THE LAST YEAR IT WAS MTSS AND THIS YEAR WE HAVE BEEN FOCUSING ON AVID AND WICOR STRATEGY AND INSTRUCTIONAL COACHES, MRS. DUNCAN AND MRS. DICKERSON HAVE DONE A WONDERFUL JOB INFUSING THE STRATEGIES WE USE WITH AVID AND SHOWING HOW THESE STRATEGIES EQUATE TO GOOD STRATEGIES TO BE USED AND BLOCK SCHEDULING. WE SPENT A LOT OF TIME WITH THAT THIS YEAR AND FOCUSING ON THE WICOR WHICH IS WRITING AND COLLABORATION ORGANIZATION AND READING, PART OF THE AVID, SO WHAT WE HAVE DONE THIS YEAR IS THE LARGE GROUP PD. DR. BAILS AND DR. STANLEY JUST PUT TOGETHER

085OR HAD PUT TOGETHER THIS YEAR SOME STUDENTS COACHING FOR US AND THE PRINCIPALS TOOK PLACE IN THAT AND ONE THING WE LEARNED YESTERDAY WAS ONCE YOU GET THOSE LARGE GROUPS IN, NOW YOU CAN START FOCUSING ON THE SMALL GROUP PROFESSIONAL LEARN AND INDIVIDUALIZED PROFESSIONAL LEARNING. OUR GOAL NEXT YEAR IS TO HAVE A FOCUS ON ALL THREE OF THESE, PLC, MTSS, AND AVID AND WICOR AS WE MOVE FORWARD IN THE BLOCK SCHEDULING PIECE, BUT FOCUS MORE ON THE NEEDS OF THE TEACHERS AS FAR AS WHAT PARTICULAR AREA DID THEY NEED SPECIFIC PROFESSIONAL DEVELOPMENT AND INSTEAD OF BLASTING THE SAME THING TO EVERYBODY, FOCUS ON THE INDIVIDUAL GROUPS. DO THEY NEED HELP WITH SOCRATIC SEMINARS? DO THEY NEED HELP WITH WRITING WITH PURPOSE, ORGANIZATIONAL NOTEBOOKS? WHAT NEEDS TO BE, BUT GOING BACK THROUGH WHAT WE LEARNED AND

086STUDIED OVER THE PAST 3 YEARS AND GETTING TO THAT DEEPLY AND INDIVIDUALIZED AND WE TALK ABOUT INDIVIDUALIZED INSTRUCTION FOR STUDENTS, WHAT WE ARE HOPING TO DO IS GET THAT INDIVIDUALIZED INSTRUCTION FOR TEACHERS TO HELP THEM BE SUCCESSFUL IN BLOCK SCHEDULING BY USING THESE BEST STRATEGIES ACROSS THE BOARD. THAT IS OUR GOAL. DR. GRIFFIN YOU MENTIONED SOMETHING EARLIER ABOUT THE NUMBER OF STRATEGIES THAT WAS IN KATE'S PROPOSAL AND WHAT THE DPI REQUIRES AND IT IS TONS AND TONS OF STRATEGIES. COUPLE MONTHS AGO DR. BAILS BROUGHT TO OUR ATTENTION WE FOCUS ON THE BIG ROCKS. PLC. MULTI-TIERED SYSTEMS OF SUPPORT AND AVID MOVING FORWARD NEXT YEAR. REALLY LIKE WHERE WE ARE. FOCUSING ON THE THREE MAIN TOPICS WE HAVE BEEN WORKING OEN THE PAST 3 YEARS AS WE TRANSITION TO BLOCK SCHEDULING AND NOT HAVING 20 OR

08730 DIFFERENT PROJECTS WE ARE TRYING TO IMPLEMENT AS WE MAKE THIS CHANGE, SO I THINK WE ARE IN A GOOD PLACE. THE DIRECTION THAT I SEE HAS KIND OF BROUGHT US TO I THINK WE ARE MOVING FORWARD AND EXCITED FOR WHAT WILL HAPPEN NEXT YEAR. ANY QUESTIONS? QUESTIONS FOR DR. SULLIVAN? THERE MIGHT BE LATER IF YOU CAN STICK AROUND. ALRIGHT. I'M GOING TO GIVE THIS TO MR. CASEY, SEE IF HE CAN WORK IT BETTER THEN I CAN. HERE WE GO. GOOD EVENING BOARD. HONOR TO TALK ABOUT WHAT WE DID. I PUT TOGETHER GLOWS AND GROWS FROM OUR OPPORTUNITY TO RUN THE BLOCK SCHEDULE. MY FIRST SLIDE SHOWS HOW WE USE THE BLOCK SCHEDULE. I WANT TO SHOW THIS TO GIVE REFERENCE. IT WASN'T EXACT ORANGE TO ORANGE RUNNING OF THE SCHEDULE, BECAUSE WE HAD TO

088MODIFY OUR 7 PERIOD DAY TO WHAT WILL BE 8 CLASSES NEXT YEAR. BUT WE DID-THE WHOLE IDEA WAS TO GIVE TEACHERS A OPPORTUNITY TO GET A FEEL FOR TEACHER TO THE BLOCK. TEACHING TO THE 80 MINUTES WAS THE MOST IMPORTANT THING, NOT SO MUCH THE SCHEDULE ITSELF AND WHERE THINGS ARE. BUT GETTING UNDERSTANDING AND FEEL FOR WHAT IT IS LIKE TO TEACH THE 80 MINUTES AND FLOW OF THE DAY OF 4 CLASSES AND THE FLEX. IF YOU LOOK AT THE SCHEDULE WE HAD CREATIVE THINGS WE IT DO WITH THE 8 PERIOD. THAT IS WHERE YOU SEE THINGS WE DID DIGITAL WELLNESS DURING THE DIGITAL WELLNESS WEEK, THE COUNTYWIDE THING THAT WAS REALLY GOOD AND HAD A LESS STRESS FEST AT THURSDAY WHICH WAS GOOD BECAUSE IT ACTUALLY PROVIDED STUDENTS WITH ACTIVITIES THAT THEY COULD DO

089DURING FLEX NEXT YEAR WHEN WE MIGHT HAVE A WELLNESS TYPE WEDNESDAY OR PUT THINGS IN WHERE THEY CAN CHOOSE CERTAIN LESS STRESS OR SOCIAL EMOTIONAL TYPE ACTIVITIES THEY COULD CHOOSE FROM. SO, SOME GLOWS THAT WORKED WELL, I TOOK THIS INFORMATION. I WAS ABLE TO POLL TEACHERS AND STUDENTS DURING THAT TIME WHERE I WAS WALKING AROUND GOING INTO CLASSROOMS, JUST SEEING HOW THINGS WERE GOING AND ARE SEEING HOW THINGS WENT IN THE MOMENT, BUT ALSO SURVEYED TEACHERS, ALSO ABLE TO SPEAK TO STUDENTS DIRECTLY AND ALSO HAD A OPPORTUNITY TO BRING TOGETHER THE EQUITY ADVISORS TEAM EVERY HIGH SCHOOL HAS. BRING THEM TOGETHER AND TALK TO THEM. THIS IS WHERE I GOT DATA FROM. INSTRUCTION AL BENEFITS, THE LONGER PERIODS SUPPORT FULL LESSEN DELIVERY. I HAD A COUPLE STUDENTS TELL ME THAT SPECIFICALLY LIKE SCIENCE CLASSES, THEY

090WERE ABLE TO DO A LAB THEY WOULD HAVE NEVER BEEN ABLE TO DO BECAUSE OF THE CHEMICALS AND HOW THE LAB WORKS YOU CAN'T DO IT IN MULTIPLE WAYS AND ONLY ONE DAY AND IT WAS A ENGAGING LAB THEY REALLY LIKED, SO THAT WAS THE FEEDBACK. THEY FELT TEACHERS ARE ABLE TO TAKE MORE TIME IN WHAT THEY WERE TEACHING AND DIDN'T FEEL TEACHERS WERE RUSHED SO THAT WAS SOME OF THE PARTS OF THE GLOWS. DEFINITELY VARIED ACTIVITIES. HIT MULTI-DIFFERENT TYPE OF LEARNERS AND THEY LIKE THE FEWER TRANSITIONS BECAUSE THEY CAN FOCUS MORE. FOCUS ON STUDENTS AGAIN, REPORTED LESS STRESS. LIKE FEWER CLASSES. THEY FELT LIKE ESPECIALLY IN LANGUAGE EMERGING COURSES IN ENGLISH THERE WAS MORE ENGAGEMENT. STUDENTS DEFINITELY AS I GO BACK ENJOY FLEX EVERY DAY. TEACHERS, FELT LIKE THEY FELT MORE CONFIDENT BECAUSE THEY

091HAD MORE TIME TO TEACH. THE FLEX TIME BETWEEN BLOCKS HELPED RESET OR HELPED WITH RESET OR INTERVENTION SO THEY LIKE TO SEE KIDS EVERY DAY FOR INTERVENTION TYPE PURPOSES AND FEWER PREPS SO FELT THEY COULD FOCUS. LIKE THE STUDENTS DID, THEY FELT THEY COULD FOCUS AND BE MORE INTENTIONAL TO LESS PREPS, DAILY PREPS. SOME GROWS, LONG BLOCKS DO REQUIRE VARIED AND MORE INTERACTIVE STRATEGIES. SOME WAYS YOU CAN SEE AS A GOOD THING. LITTLE CONCERNED ABOUT DISENGAGEMENT. LECTURE HEAVY FORMATS WHICH WE WANT TO TRY TO GET AWAY FROM, BUT IF A CLASS DOES LEAN TO THAT, THEY SAW SOME OF THOSE AS CHALLENGES AND FATIGUE. WITHOUT AS MANY MOVEMENT OR BREAKS. THE FLEX TIME STRUCTURE, SOME OF THE GROWS IS THERE WAS MIXED STAFF FEEDBACK. THEY DO FIND VARIABLE FOR INTERVENTION AND REFLECTION, BUT THE FREQUENCY

092CREATED SHORTER DURATION. LIKE AT EAST WE HAVE ONE DAY FOR A HOUR, WHICH GIVES THE OPPORTUNITY TO MAKE UP A TEST OR LONGER PROJECT, BUT WITH EVERY DAY, WE HAVE TO SHORTEN IT, SO THAT WAS SOME GROWS THERE. AND OF COURSE ATTENDANCE AND ABSENTEEISM. WHEN YOU MISS A CLASS, IT IS MISSING MORE THEN YOU WOULD IN A STANDARD YEAR. THEY FOUND STUDENTS THAT MISSED A DAY OR TWO IN THE WEEK THEY HAD TO DO MORE TO BRING THE STUDENTS BACK UP. GENERAL SUMMARIES, IT WAS GOOD TO SEE ESPECIALLY FROM KIDS THAT THERE WAS ENTHUSIASM. I SAW SOME KIDS WHO TALKED HOW THEY THOUGHT THEY MIGHT NOT LIKE IT, BUT ACTUALLY THEY DID AND ARE ENJOYED THE 80 MINUTES. WE NEED TO MAKE SURE WE ADDRESS CONCERNS FROM BOTH STAFF AND STUDENT TO INSURE EQUITY ENGAGEMENT

093AND EFFECTIVENESS AND CONTINUE COLLABORATING WITH OUR TEACHERS AS THEY FEEL CHALLENGED AND PROVIDE THE SUPPORT THEY NEED. ANY QUESTIONS? MR. CASEY. COUPLE DAYS AFTER YOU DID THIS, WASN'T AWARE YOU HAD DONE THIS, BUT I WAS IN A COMMITTEE MEETING WITH A ROOM FULL OF ADULTS AND STUDENT FROM EAST AND HE IS A PERMANENT MEMBER OF THE COMMITTEE AND ALWAYS REPORTS ON THERE IS A COUPLE STUDENTS ON THE GROUP AND THE COMMITTEE TALKED ABOUT THE BLOCK AND HIS TURN TO TALK HE TALKED ABOUT THE BLOCK DAY AT EAST AND HE WAS SO POSITIVE AND SO EFFUSIVE IN PRAISE. THE REST OF THE ROOM STARTED PAYING ATTENTION IN A WAY THAT WE TALKED ABOUT THE BLOCK IN THE ROOM BEFORE AND DOING WHATEVER THEY ARE DOING. I PASS THAT ON TO YOU BECAUSE HE WAS A BETTER

094AMBASSADOR THEN ANYONE ELSE HAD BEEN. THE STUDENTS ALWAYS ARE. I APPLAUD YOU FOR DOING THAT WITH THE KIDS. I HEARD SINCE FROM OTHER KIDS THEY REALLY LIKED THE DAY. ALSO HEARD FROM STUDENT WHO WENT TO OTHER EVENTS THEY SPONSORED AND DIDN'T LIKE IT AT ALL. THEY ARE NOT AFRAID TO TELL YOU THAT. RIGHT. I THINK THE BEST FEEDBACK WAS DURING THE TIME WITH THE EQUITY GROUP AND JUST ASKING THE QUESTIONS THEY WERE ENGAGING AND WILLING TO TALK ABOUT IT AND JUST SEEING THE COUPLE OF THE STUDENTS WHO JUST WERE LIKE, IT WANT WHAT I THOUGHT IT WAS, IT WAS BETTER. IT WAS GOOD TO SEE THAT AND I KNOW THERE IS A LOT OF CHALLENGES WITH THIS, BUT I THINK JUST THE CHANGE AND WE TALK ABOUT CHANGE A LOT IS JUST, FORCING TO DO

095SOME THINGS DIFFERENTLY AND BETTER WAY AND THINK THE STUDENT ARE BUYING IN AND THINK THE TEACHERS ARE TOO. THANK YOU. DR. THOMAS HAS BEEN NAVIGATING A DEATH IN HER FAMILY, SO WANT ABLE TO BE HERE. SHE HAS BEEN TRYING TO PRIORITIZE HER TIME BACK. CONDOLENCES TO HER AND FAMILY. SHE GAVE ME NOTES TO SPEAK ON. ONE THING THAT IS THROUGHOUT THE LAST TWO YEARS AS WE HAVE BEEN WORKING THROUGH THE BLOCK SCHEDULE, EVERY TEACHER FROM CARRBORO HIGH SCHOOL CAME BACK TO THE FLEX PERIOD AND WANTED TO MAKE SURE THAT WAS CONTINUED DAILY AND WASN'T SOMETHING THAT WE WERE TRYING TO GO AWAY FROM. EVERY SINGLE TIME EVERY SINGLE PERSON FROM THE SCHOOL WAS A PIECE OF. ALSO THE STUDENTS WERE ADAMANT. THEY UNDERSTAND THE CHOICE MIGHT NOT BE CHOICE EVERY DAY. BUT CHOICE IN THAT.

096THEY ARE A SCHOOL THAT HAD FLEX THE LAST FEW YEARS AND LOOKING FORWARD EXPANDING TO DAILY FLEX NEXT YEAR. THEY HAVE BEEN WORKING WITH THEIR TEAM TO FIGURE WHAT THIS LOOKS LIKE AND THE FUTURE OF THE BLOCK COME WHICH IS REAL TIME AND FLEX TIME. REAL TALK AND FLEX TIME IN NEXT SCHOOL YEAR. THEY HAVE BEEN LOOKING DIFFERENT SCHEDULES, GOING TO NEIGHBORING DISTRICTS, HELP THEM SEE A COUPLE DIFFERENT OPTIONS TO LOOK AT. ONE THING THEY ARE TRYING TO PRIORITIZE IN THE UPCOMING YEAR WHICH ISN'T ALWAYS ABLE TO HAPPEN ON MONTHLY BASIS IS PLC TIME. A MATH 3 CLASS FOR TEACHERS ARE ABLE TO MEET DURING A SET AMOUNT OF TIME ONCE A MONTH. IT MIGHT BE OTHER TIMES THEY DON'T MEET OR DO SOMETHING ON GOOGLE DOCK OR DO SOMETHING AFTER SCHOOL,B ABLE TO NAVIGATE

097THAT WITHIN FLEX. THEY ALSO TALKED HOW THEY EACH GROUP IDENTIFIED KEY PRIORITIES AND FOR STUDENTS THE TOP 3 THEMES THAT EMERGED WERE STUDENT CHOICE, WELLNESS AND TEACHER CHOICE. THEY WANT TO MAKE SURE THAT IS SOMETHING THAT THEY CONTINUE TO LOOK AT AS THEY MOVE INTO FLEX NEXT YEAR. WHILE THE PLAN ISN'T NECESSARILY FINALIZED NEX YEAR, FEEDBACK FROM STAFF AND LEADERSHIP PLAY A ESSENTIAL ROLE SHAPING THE STRUCTURE. SCHOOL PRIORITIES ARE REFLECTED IN THE FINAL SCHEDULE AND EACH OF THE SCHOOLS WILL HAVE DIFFERENT VARIATIONS OF FLEX. WHEN I COME BACK AND TALK AGAIN WE'LL TALK ABOUT WHAT THINGS TO PUT IN PLACE IN THE SUMMER. EVERY SCHOOL HAS ITS OWN IDENTITY SO WE ARE REALLY LOOKING TO GARNER A LOT OF FEEDBACK FROM CARRBORO HIGH SCHOOL ON THE JOURNEY THE LAST COUPLE YEARS AND I KNOW OUR

098PRINCIPALS HAVE BEEN PICKING HER BRAIN ON WHAT CAN WORK IN FUTURE YEARS. I WILL HAND IT OVER. GOOD EVENING EVERYONE. SEE IF I CAN UTILIZE THIS. PHOENIX ACADEMY, PROUD TO SAY WE HAVE BEEN AROUND THE BLOCK A WHILE NOW AND THIS IS 3 YEARS WE HAVE BEEN ON THE BLOCK AND PROUD OF WHAT WE HAVE SEEN AS A RESULT. I WANT TO TALK ABOUT THAT TONIGHT. AGAIN, WE ARE NO STRANGER TO 4 BY 4 MODEL. WE HAVE BEEN OPERATING FOR THE PAST 3 YEARS. WHAT I SAY ABOUT THAT IS OUR STUDENTS AND STAFF ENJOY LIFE ON THE BLOCK. I THINK THINGS WERE MENTIONED, POSITIVE THINGS OTHER SCHOOLS AS A RESULT OF WHAT MR. CASEY SAW. I CAN SAY WE SEE THE SAME THINGS AT PHOENIX. I SPOKE TO THE FLEX TIME. I THINK ABLE TO

099PERSONALIZE THAT TIME IS REALLY REALLY IMPORTANT. WE WERE ABLE TO REALLY BUILD RELATIONSHIPS ON A DIFFERENT LEVEL THIS YEAR. WHEN I LOOK AT THE DATA FROM PANORAMA, I THINK THE WAY STUDENTS ARE FEELING AT PHOENIX ACADEMY. IMAGINE A TEACHER TAKING THE TIME TO WORK WITH A STUDENT TO TEACH NOT ONLY A EXPERT IN SOCIAL STUDIES AND EXPERT GARDENER. SOMETIMES THE PRINCIPAL AT PHOENIX IS KNOWN TO WORK WITH KIDS AND PLAY GUITAR OR MUSIC. WE HAVE A SOCIAL STUDIES TEACHER WHO IS A GREAT SEAMSTRESS SO WORK ON THEIR CLOTHES AND MEND THEIR MATERIALS. THE FLEX TIME HAS BEEN A VERY VALUABLE TIME AND ANOTHER THING THAT ISN'T MENTIONED IN THE SLIDE, BUT I WAS REMINDED TODAY IS A IMPORTANT THING TO BRING UP IS THAT, STUDENTS TOLD US 7 CLASSES THROUGHOUT THE COURSE OF THE DAY

100IS LOT OF PREPS TO WEEKLY PREPARE FOR. WE KNOW WE HEAR TEACHER PRESS AND YOU THINK FROM A STUDENT PERSPECTIVE, STUDENT HAS 7 CLASSES, 7 HOMEWORKS, 7 PROJECTS AND ASSIGNMENT THROUGHOUT THE COURSE OF THE WEEK THAT CAN EQUATE TO A LOT OF TIME. THE STUDENTS APPRECIATE ONLY HAVING 4 CLASSES IN ANY TIME AND AGAIN, THAT IS WHAT THE SURVEY DATA STUDENTS GAVE US SAID IN REGARD TO 4 BY 4 AND THEIR THOUGHTS REGARDING WHAT THEY WANTED FROM THE SCHEDULE. I JUST THINK THE STRESS OF KIDS AND THE FACT A 4 BY 4 BLOCK MAKES THEM FEEL A LOT LESS STRESS. THERE IS A LOT LESS THERE TO MANAGE. THE TIME PIECE IS CERTAINLY SOMETHING THAT IS A CONCERN FOR A LOT OF FOLKS, BUT AGAIN I THINK LIKE MOST BIG BLOCKS OF TIME YOU BREAK

101IT INTO SMALLER BLOCKS OF TIME AND AS MR. CASEY MENTIONED, FIND ENGAGING THINGS STUDENT CAN BE DOING. WHAT I'M EXCITED ABOUT, WE TALK A LOT ABOUT EQUITY IN OUR DISTRICT AND VERY EXCITED THAT THIS IS GOING TO ALLOW MY STUDENTS MORE EQUITABLE ACCESS TO THE COURSE WORK THROUGHOUT THE DISTRICT. PHOENIX STUDENTS AS A RESULT OF HAVING SMALL STAFF HAD ACCESS TO VERY FEW CLASSES AND COURSES. MANY OF THE COURSES THEY HAVE TO TAKE ARE APEX COURSES WHICH IS LIKE A ONLINE MODULE. THE FACT THE STUDENT NOW HAVE ACCESS TO ALL THE GREAT COURSES AND THEY ARE GOING ALL AROUND THE DISTRICT IS EXCITING THING AND THE RIGHT THING TO DO SO PROUD OF US FOR THAT. ALSO WITH THE CROSS ENROLLMENT OPTIONS, WE HAVE A LOT OF KIDS ALREADY EXCITED. THEY KNOW WHAT TWO CLASSES

102THEY WANT TO TAKE AT OTHER CAMPUSES AND KNOW THEY WANT TO TAKE THOSE COURSES BECAUSE AGAIN, WE CANT OFFER THEM AT PHOENIX AND JUST EXCITED THAT WE ARE MAKING THESE MOVES AND WHAT I THINK IS A VERY MUCH RIGHT DIRECTION FOR OUR DISTRICT AND CERTAINLY A RIGHT DIRECTION FOR PHOENIX ACADEMY STUDENTS. AGAIN, THEY WILL GET ACCESS TO THERE SPECIALIZED HANDS ON INTEREST BASED ELECTIVES. MR. CASEY ALLUDED TO THIS EARLIER, BUT BEING ON THE BLOCK ALLOWS YOU MORE TIME TO GET INTO REAL PROJECTS AND SPEND A LOT OF TIME IN A LAB OR SOMETHING THAT NATURE. MY KIDS ARE NOW GOING TO HAVE ACCESS TO THESE COURSES, BE AP LEVEL COURSE WORK, WHICH NOW THEY DON'T HAVE ACCESS TO, THE FIREFIGHTER TECH, EMT COURSES, THE AUTOMOTIVE COURSES ARE VERY POPULAR. AGAIN, JUST THE ACCESS TO THOSE

103CTE PATHWAYS AND COLLEGE PREP TRACKS THEY HAVE NOT HAD ACCESS TO PREVIOUSLY, AGAIN IS WHY I THINK THIS IS A GOOD THING AND MOVE IN THE RIGHT DIRECTION FOR OUR WHOLE DISTRICT. AGAIN, WHAT DOES THIS LEAD TO? A MORE PERSONALIZED LEARNING EXPERIENCE FOR ALL STUDENTS WHERE I AM ABLE TO TAKE COURSES THAT MAY LEAD TO A CERTIFICATION OR MAY LEAD AGAIN TO A CAREER INTEREST WHEREAS BEFORE, MY STUDENTS MAY NOT HAVE HAD THE OPTIONS AND MAY HAVE HAD TO TAKE WHATEVER CLASSES THEY WERE AVAILABLE AND NOT NECESSARILY THOSE MOST INTERESTED IN. THE FUTURE IS PROMISE IN REGARD TO 4 BY 4. THE FUTURE AT PHOENIX IS PROMISE AND SEE A FUTURE WHERE STUDENTS AND LONGER DEFINED AS I SAY BY THE LIMITS OF SINGLE SCHOOL SITE BUT EMPOWERED BY THE COLLECTIVE OFFERING OF THE DISTRICT

104IN ALL HIGH SCHOOLS. THIS GIVES THE SCHEDULING POWER TO MAKE THE VISION REAL. DECIDING AS A DISTRICT TO GO TO 4 BY 4 BLOCK AND THAT CROSS ENROLLMENT TAKES IT A STEP FURTHER AND BRINGS US CLOSER TO AGAIN EXCITED ENGAGED STUDENTS ABOUT THE CLASSES THEY ARE TAKING IN THE CHAPEL HILL-CARRBORO CITY SCHOOLS. I AM ESPECIALLY COMMITTED TO USING THIS MODEL NOT JUST INSURING ACCESS OR INSURING ACCESS AND NOT JUST AVAILABLE. IT IS GREAT WHEN THINGS ARE AVAILABLE BUT IF STUDENT DON'T ACCESS THOSE THINGS THAT IS MUTE POINT. THE FACT WE ARE MAKING THE MOVES WE MADE TO INSURE MY STUDENTS HAVE ACCESS TO THE COURSES AND AGAIN, ALL CHAPEL HILL CARRBORO CITY SCHOOLS, SOMETHING PROUD OF US FOR AND I THANK YOU FOR ALLOW ING ME TIME TO SPEAK TONIGHT. THANK YOU. WHERE THAT, I'LL

105HAND IT OVER. THANK YOU. GOOD EVENING EVERYBODY. ALSO JOINED BY TIM MACARTHUR BUT THINK I'M DOING MOST OF THE TIME. DIRECTOR OF SCHOOL COUNSELING, REBECCA ATKINS AND PART OF WATT SCHOOL COUNSELORS DO IS ACADEMIC ADVISEMENT AND SUPPORTING STUDENTS. COUNSELORS BIG PART OF JUST THE PHYSICAL LABOR OF SCHEDULING AND CREATING SCHEDULES WITHIN THE STUDENT INFORMATION SYSTEM AND AS WE ALL KNOW, WE ARE MOVING TO A NEW STUDENT INFORMATION SYSTEM AT THE SAME TIME AS MOVING TO NEW BLOCK, WHICH IS ITS OWN UNIQUE CHALLENGE WE ARE READY TO RISE TO. SO, HERE IS THE REGISTRATION TIMELINE I THINK I SHOWED YOU BACK IN JANUARY AND IF WE ARE LOOKING AT A-WE ARE HERE MAP WE ARE NOW IN THE LAST BULLET. AT THIS POINT THE STUDENT SELECTED THE COURSES AND BUILT MASTER SCHEDULES AND PUT STUDENTS INTO

106CLASSES ON THE BACK END. POWER SCHOOL HELPS YOU DO THAT SOMEWHAT AUTOMATICALLY, BUT IT TAKES HUMAN EYES TO GO THROUGH AND MAKE SURE IT IS BOTH CORRECT AND APPROPRIATE. FOR EXAMPLE, YOU WOULDN'T A STUDENT SCHEDULED FOR 4 CORE CLASSES ONE SEMESTER AND 4 ELECTIVES IN THE NEXT. POWER SCHOOL DOESN'T HAVE A GREAT WAY TO DO THAT. IT TAKES HUMAN EYE ARES. AT THIS POINT WE KNOW IN THE TRANSITION, THE BETTER WE HAVE THINGS SET UP IN POWER SCHOOL, THE BETTER OFF WE'LL BE FOR WHEN WE USE A NEW SYSTEM, BECAUSE NO MATTER WHAT WE DON'T KNOW HOW TO USE IT. YET. SO, AT THIS POINT, WE ARE REVIEWING AND REVISING SCHEDULES STARTING ALREADY, BUT THAT WILL CONTINUE THROUGHOUT THE SUMMER AS WE MOVE INTO INFINITE CAMPUS AND WE LOOK AND SEE TO MAKE SURE THE

107SCHEDULES HAVE LOADED CORRECTLY AND BEAUTIFULLY TO THE NEW SYSTEM AND TWEAK AND MAKE CHANGES THAT COME UP AS STAFFING CHANGES, NEW STUDENTS ENROLL, ET CETERA. TO SUPPORT OUR COUNSELORS, WE HAD TWO SESSIONS WITH A NEIGHBORING SCHOOL DISTRICT, CENTRAL OFFICE ADMINISTRATOR WHO WE INVITED TO COME IN. SHE WORKED IN HIGH SCHOOL HER FULL CAREER AND HAS BEEN IN 4 BY 4 WHO CAREER AND PHASE 1 INFINITE CAMPUS SO BROUGHT THE LENS OF BOTH. ON FEBRUARY 17 AND MAY 6 WE HAD GUEST SPEAKER SPEAK WITH ALL THE COUNSELORS TO GO THROUGH BEST PRACTICES AND THEN TROUBLE SHOOTING. WE ALSO HAD A HIGH SCHOOL COLLABORATIVE SCHEDULING MEETING WITH PRINCIPALS, AP, COUNSELORS, ON TEACHER WORK DAY TO TALK ABOUT WHAT ARE YOU DOING, WHAT IS CROSS ENROLLMENT GOING TO LOOK LIKE, HAVING EVERY IN THE SAME ROOM MAKES IT

108EASIER THEN $45 THOUSAND E-MAILS GOING AROUND. AND OUR COUNSELORS ALSO MEET MONTHLY IN THE PLC AND MAKE SURE TO LEAVE TIME TO TALK ABOUT JUST THE NUTS AND BOLTS OF ANY BARRIERS, QUESTIONS THEY HAVE, HOW ARE YOU HANDLING THIS AND THAT SO WE CAN MAKE SURE EVERYONE HAS THE COMMUNITY SUPPORT OF THEIR COLLEAGUES. OUR NEXT STEPS ARE HAPPENING NOW. WE ARE ALREADY STARTING TO PULL DATA, DR. BAILS AND DR. BUCKRAM HAVE BEEN LOOKING AT SCHEDULE BUILDS, MAKING SURE THEY ARE MAKING SENSE, ASKING QUESTIONS, HAVING A DIFFERENT SET OF EYES. NOT THAT THE HIGH SCHOOLS CAN'T DO T BUT ALL WORKING TOGETHER. WE WANT TO BE IN THE BEST PLACE FOR THE TRANSITION. WE ARE COMMUNICATING WITH SCHOOLS. TIM AND I OUR OFFICES ARE NEXT TO EACH OTHER AND CONSTANTLY GOING BACK AND FORTH, HAVE YOU

109THOUGHT ABOUT THIS? WHAT ARE WE DOING ABOUT THAT? WE ARE REALLY IN THE STAGE MAKING SURE WE ARE THINKING THROUGH THINGS THAT ARE NOT ON A LIST ANYWHERE AND ALSO TALKING ABOUT WHAT ARE THE BACKUPS TO HAVE FROM POWER SCHOOL AS WE MOVE TO INFINITE CAMPUS AND SURE IT WILL GO FINE. IT WENT FINE FOR PHASE 1, BUT YOU HAVE THE WORRY SO THE THINGS TO PULL SO WE HAVE THEM SITTING SOMEWHERE JUST IN CASE. 364 DAYS AGO, WE LITERALLY WERE SITTING HERE JUST STARTING OUR PRESENTATION AND MY WATCH DID NOT TELL ME TO STAND UP FOR 3 HOURS BECAUSE WE WERE STANDING HERE. IN THE LAST 364 DAYS THERE IS A LOT OF WORK DONE. THERE IS A LOT OF WORK THAT STILL HAS TO BE DONE. WE HAVE SMOOTHED OUT THE PLANNING. ARCHY

110WE TALKED ABOUT THIS TIME LAST YEARS SOME THINGS SHIFTED. EVERY DAY-LET'S TRY DO THIS. GETTING FEEDBACK FROM STUDENT AND TEACHERS SO EXCITED ABOUT THE WORK THE TEAM HAS DONE AND THE WORK WE'LL CONTINUE TO DO MOVING FORWARD. AS WE LOOK OVER THE SUMMER, LIKE REBECCA SAID WE ARE FINALIZING SCHEDULES, JUST-WE WERE ABLE TO SECURE CONTRACTS FOR COUNSELORS TO WORK OVER THE SUMMER SO THAT WAS A WORRY WE HAD BEFORE. WE WERE ABLE TO SECURE FUNDING FOR THAT AND THEY ARE HAPPY WITH THAT AS WELL. JUST MAKING THE TRANSITION TO INFINITE CAMPUS. OVER THE SUMMER WE TALKED CREATING A COMMITTEE FOR OUR FLEX TO LEARN FROM EACH OTHER. ONE MAGE MAIN THING WE LEARNED IS HOW POWERFUL WE CAN BE WHEN WE WORK TOGETHER. NOT THE HIGH SCHOOL PRINCIPALS DIDN'T WORK TOGETHER BEFORE, BUT THIS MADE

111THEM HAVE TO WORK TOGETHER ALL THE TIME. THEY COME TO BOARD MEETINGS AND DO PRESENTATIONS AND MEET YOU. ALL THOSE THINGS HAVE ALLOWED THEM TO THINK AND BUILD THINGS TOGETHER. AND THAT IS REALLY COOL AND UNIQUE TO SEE. AS WE HAVE THAT COMMUNITY OVER THE SUMMER, ABLE TO ASSIGN FLEXIBILITY STABILITY. THAT IS SOME WORRY OF STAFF MEMBERS WHAT IS FLEX. IS IT WILD OR WHATEVER? PROVIDING SOME OF THE FLEXIBILITY SO WE KNOW WHAT THE SCHEDULE LOOKS LIKE ON A MONTHLY BASIS BUT IT IS STILL FLEXIBLE FOR THE STUDENTS AND TEACHERS. ALSO KNOWING FIRST COUPLE WEEKS WE ARE NOT JUMPING INTO A FLEX AND SAY GO WHERE YOU WANT TO GO. WE HAVE TO BUILD THE MUSCLE MEMORY FOR TEACHERS AND STUDENTS AND THERE IS A LOT OF STUFF BEGINNING OF SCHOOL YEAR HAVING THE EXTRA

11240 MINUTES EVERY DAY IS HELPFUL TO GET THIS IN PLACE, DO THIS AND TALK ABOUT THIS. THAT WILL HAPPEN AS WE MOVE FORWARD. DO I ANTICIPATE THAT HOW FLEX LOOKS DAY 1 WILL LOOK DIFFERENT THEN THE MIDDLE OF THE YEAR AND END OF YEAR? ABSOLUTELY. I THINK AS WE MOVE FORWARD JUST LIKE MR. CASEY SAID, EVEN JUST DOING IT A COUPLE DAYS THERE IS A FEEDBACK OF THIS WASN'T AS BAD AS IT WAS. HERE IS SOMETHING WE THOUGHT WOULD WORK WELL AND MIGHT NEED TO ADJUST A BIT. WE ARE WILLING TO DO ALL THOSE THINGS. PROFESSIONAL DEVELOPMENT, OVER THE SUMMER. WORKING WITH DIRECTORS AND SCHOOL ADMIN COACHES. NOT SOMETHING TAKES A HOUR TO GET-SOMETHING LIKE I THINK ABOUT THIS, WHAT IS A VIDEO OR SOMETHING I CAN WATCH FOR 5 MINUTES THAT GIVES THE JUST

113OF WHAT THAT ENTAIL S. THE TEACHERS ARE ASKING FOR I NEED THAT BIT TO REFRESH WHERE I'M AT. THEY ALSO ASKED WE REOFFER THE SAME SESSIONS WE OFFERED THIS YEAR. WHEN THEY ARE IN THE CLASS AND DOING IT, BETTER UNDERSTANDING OF WHAT THIS MIGHT LOOK LIKE. THEN AGAIN CONTINUING TO GATHER FEEDBACK AND WHERE WE MAY LAND. AGAIN, CONTINUING TO BRANCH MINDS. WE HAD A LOT OF TEACHERS THAT ACCESSED THE ASYNCHRONOUS OPTIONS. IF YOU ARE TAKING ADVANTAGE THAT YOU TOOK ADVANTAGE OF ALL OF IT. CONTINUE TO MAKE SURE THAT IS OUT THERE AND AVAILABLE FOR TEACHERS. OFFERING AS MUCH AS THEY MAY NEED OR NOT NEED AND AS THEY GET INTO THE PROCESS NEXT YEAR, THEY WILL UNDERSTAND MORE WHAT IT LOOKS AND FEELS LIKE AND BE ABLE TO CONTINUE TO NAVIGATE. FROM THERE, I OPEN

114UP FOR QUESTIONS. THANK YOU FOR THE PRESENTATION. THE FEEDBACK FROM STUDENTS ESPECIALLY THE ONES WHO DID THE EXPERIMENT MR. CASEY DID, THEY WERE ENCOURAGING. ONE TECHNICAL QUESTION THAT I HAD WAS ABOUT TRANSPORTATION. OBVIOUSLY WE ARE TOUTING THE CROSS ENROLLMENT AS A BENEFIT AND I KNOW THAT THAT WAS A CONCERN THAT HAD BEEN EXPRESSED BY A LOT OF PEOPLE. DO WE HAVE A PLAN IN PLACE FOR GETTING KIDS FROM ONE SCHOOL TO THE OTHER OR IS IT ALL DONE VIA ZOOM? I WORRY ABOUT ZOOM BECAUSE IT IS OFTEN HARD TO HEAR, IT IS NOT IDEAL. WE ARE STILL WORKING WITH DURHAM AND HAVING DIFFERENT CONVERSATIONS ON WHAT ARE DIFFERENT FUNDING SOURCES THAT THEY BE ABLE TO UTILIZE. I IS A I HAVE A MEETING TO SEE IF WE CAN ALTER BUS ROUTES TO MAKE IT EASIER.

115THEY NEED THAT TRANSPORTATION FOR THE MOST PART. WE PROVIDE IT IF YOU DO HALF THE DAY. IF IT IS ONE CLASS AT THE END OF THE DAY AND WE PROVIDE THAT ROUTE IT WONT BE THAT DIFFICULT. I KNOW THE CITY TRANSPORTATION, WHEN I E-MAIL THEY WERE QUICK TO RESPOND SO EXCITED ONCE WE GET THE MEETING UP AND GOING WHAT WE CAN DO MOVING FORWARD. IT IS STILL THINGS WE ARE CONTINUING TO LOOK AT. IT IS ALSO THE FACT WEEP HAVE TO HAVE THE STUDENTS ACTUALLY CROSS ENROLLED FOR THAT ONE PERIOD AND IT IS YOU NEED THE STUDENTS BEFORE WE CAN SAY WE HAVE THE NEED. IF WE HAVE MULTIPLE BUSES I DON'T WANT BUSES AND 12 KIDS. I THINK OVER THE NEXT 3 TO 5 YEARS AS WE CONTINUE TO GROW THE PROGRAMMING, WE WILL

116HAVE MORE OF CROSS ENROLLMENT AND WITH DURHAM TECH, MR. CASEY MAY BE ABLE TO GIVE A BETTER NUMBER, BUT THERE IS MULTIPLE COURSES THAT INSTEAD OF BEING TAUGHT LIKE ON CAMPUS AND AT DURHAM OR ONLINE, THE TEACHERS ARE COMING ON CAMPUS TO TEACH THE COURSES THERE. DR. BECAME BAILS IS CONVERSATION ABOUT DURHAM TECH TO DO- [INDISCERNIBLE] AND SHE WAS TELLING ME THAT AT THAT TIME THEY WERE-THOSE SPACES WERE GOING TO BE FOR CONTINUING EDUCATION BUT I ALSO KNOW THEY HAVE THE CNA LAB, THE CONTINUING EDUCATION VERSION BUT DO I KNOW IF THEY ARE LOOKING AT POSSIBLY CHANGING TO THE CURRICULUM SIDE FOR CREDIT TO SEE IF MAYBE THAT WOULD BE A POSSIBILITY FOR OUR STUDENTS SINCE IT IS SET UPRIGHT IN OUR BACKYARD AND IT IS COMPLETELY IDENTICAL TO THE ONE ACCEPT SMALLER SCALE BUT

117A LOVELY LOVELY SPACE FOR THE CNA PROGRAM. WE ARE-THEY ARE OPEN TO WHATEVER PARTNERSHIPS WE CAN HAVE IN THE COMMUNITY. WE TALKED DO WE UTILIZE THE PUBLIC LIBRARY. IT IS DO WE HAVE THE STUDENTS WHO WANT TO TAKE THE COURSES. THEY HAVE BEEN FLEXIBLE AND WANT THIS TO WORK. THINK BIG AND I WANT TO BE ABLE TO SEE IN 3 TO 5 YEARS HERE ARE ALL THE THINGS WE HAVE DONE. YES JUST NOT YET. I WANT TO REITERATE. THEY ARE WONDERFUL PARTNERS BUT A LOT OF HEAVY LEFT IS ON US. IF WE CAN BRING THE STUDENTS THEY ARE GOING TO BRING THE PROGRAMMING AND WE HEARD THAT FROM THE HIGHEST LEVELS OF THEIR ADMINISTRATION. [INDISCERNIBLE] THANK YOU. [INDISCERNIBLE] FOLLOW UP ON DR.-DURHAM TECH HAS BEEN COMING TO US WITH IDEAS AND HAVE THINGS LIKE THEY

118CAME TO US AND SAID THEY HAD A CODING CLASS THEY WANTED TO TRY TO PILOT SO WE HAVE 5 KIDS IN IT AND SEE HOW IT WORKS. WANT TO BUILD ON THAT. WE HAVE A VERY STRONG RELATIONSHIP WITH BEAMMAN WHO COMES THURSDAY AND FRIDAY FROM DURHAM TECH AND IF YOU COME ON THURSDAY AND FRIDAY, SHE IS WITH ALL KIDS WORKING ONG PLANS. THEY ARE COMING TO US AND WE ARE OPEN TO ANYTHING THEY WANT TO BRING TO US BECAUSE A LOT OF THEIR PROGRAMMING AND CLASSES ARE KIND OF MORE OF WHAT KIDS ARE LOOKING INTO THESE DAYS. I CAN ADD TO THAT TOO. OUR AUTOMOTIVE CLASSES IN THE YEARS PAST HAD TO PAY STIPEND TO TEACH A ADDITIONAL CLASS OR TWO EVERY YEAR. THEY WERE ABLE TO GET CERTIFICATIONS SO THEY CAN HAVE IT DURHAM

119TECH CLASS TAUGHT AT CHAPEL HILL HIGH. THEY ARE PAYING FOR IT SO WE ARE NOT HAVING TO PAY THE BILL ANYMORE. YOU'RE WELCOME, JONATHAN. SO, THAT IS PARTNERSHIP WE HAVE BEEN WORKING ON AND SOME THINGS WE WANT TO CONTINUE TO LOOK AT. WHEN WE TALK PATHWAYS AND TALK ABOUT GIFTED PLAN, THIS IS A WAY FOR US TO-WE HAVE THE PATHWAYS AND HOW TO EXPAND. THERE IS MORE OVER HERE SO WE OFFER MULTIPLE PATHWAYS SO IT ISN'T HERE IS 1, BUT HERE ARE 3 OR 4. THEY ARE EXTREMELY INTERESTED DURHAM TECH MAKING SURE WE HAVE COMPLETED. NOT YOU TAKE A COUPLE COURSES, YOU ARE LEAVING WITH A CERTIFICATE OR LEAVING WITH SOMETHING. EXCITED TO SEE IN A COUPLE YEARS AND NEXT YEAR THE NUMBERS WE CAN BRING BACK AND SAY HERE ARE THE NUMBER OF COMPLETERS

120WE HAD. WE TALKED ABOUT THAT IN THE CTE CLASSES BUT BRINGING ADDITIONAL NUMBERS. THANK YOU. BARB YOU. I GUESS THINKING BACK OVER THE MEETINGS WE HAD TO DISCUSS THE BLOCK SCHEDULE IN THE PAST, SOME OF THE-TWO OF THE POINTS OF RESISTANCE FROM PEOPLE WHO DIDN'T LIKE IT, ONE WAS ABOUT WHETHER HOW WE ARE GOING TO ADDRESS TAKING THE AP TEST. I LIKE TO HEAR A UPDATE ON THE PD GOING ON OR JUST ANYTHING YOU CAN SHARE ABOUT-JUST A VIBE CHECK HOW AP AND TEACHERS ARE FEELING AND THAT IS ONE AND THE SECOND IS, ANOTHER THING I FEEL LIKE I KNOW THE ANSWER TO THIS, BUT WORTH SAYING. PEOPLE ARE LIKE WE'LL USE 380 MINUTE OF INSTRUCTION TIME. PEOPLE CALCULATED THE NUMBER AND IT IS LIKE, IT SEEMED OBVIOUS TO ME IF YOU HAVE LESS TIME

121OF IN A SEAT, THE QUALITY OF THE TIME YOU ARE IN THERE SEEMS SO MUCH HIGHER. JUST ANYTHING YOU LIKE TO SHARE ABOUT THOSE TWO POINTS WOULD BE SUPER HELPFUL. THANKS. CHAPEL HIGH, WHEN WE WENT TO NEIGHBORING DISTRICT ABOUT FLEX, AP CAME UP A LOT BECAUSE THEY SENT SOME TEACHERS AND HEAR FROM THE TEACHERS I DON'T KNOW WHY YOU ARE WORRIED. IT WORKS OUT. IT WILL BE OKAY. AND THEN ASKING, WHAT ARE THINGS YOU PUT IN PLACE AND IT IS THAT STRATEGIC IN THE LAST MONTH OF APRIL, DURING THE FLEX TIME VERY SPECIFIC LIKE, MONDAY IT IS LIKE THESE THREE AP COURSES. MONDAY YOU COME IN AND REVIEW GET READY FOR THE AP EXAM. I WANT TO MAKE SURE THE COMMUNITY KNOWS, THAT DOESN'T SAY IF YOU TAKE A AP COURSE YOU NEED TO GO

122TO REVIEW EVERY MONDAY THROUGHOUT THE YEAR. THEY TALKED ABOUT WHEN YOU GET BACK FROM SPRING BREAK THAT IS MIND SET SHIFT WE HAVE A MONTH OR SO. ON OUR END TOO, AND TALK WHAT CAN THE BOARD DO, CONTINUE TO ADVOCATE THAT WE HAVE MULTIPLE WINDOWS FOR THE AP EXAM. WE LOOK AT CALENDARS, I KNOW IF WE ARE ABLE TO SCOOP THE FIRST SEMESTER UP-WHEN YOU TALK TO TEACHERS IF WE CAN DO THAT, THAT WOULD HELP. WE ARE TRYING TO FIGURE WAYS TO NAVIGATE THAT AND I THINK AFTER THE FIRST YEAR AND HOW THEY FEEL WE'LL GET A BETTER UNDERSTANDING WHAT THE FEEL IS AND THE NEED IS. THE SECOND QUESTION WAS AROUND- [INDISCERNIBLE] YEAH. I ALSO WANT TO MAKE SURE THE COMMUNITY IS VERY CLEAR, FLEX TIME ISN'T RUN AROUND AND BE FREE AND NOT

123DOING ANYTHING. IT IS TIME TO GET WHAT YOU NEED. I COULD BE A STUDENT EXTREMELY TALENTED IN MAT BUT STRUGGLE IN ENGLISH AND MIGHT GET DONE WITH MATH AND SIT FOR 45 MINUTES BECAUSE I'M DONE. IF I HAD TIME I CAN CAN DEVOTE BACK TO MY ENGLISH CLASS AND THAT IS WHAT WE ARE DOING, IF YOU TAKE A LITTLE TIME, WE GIVE IT BACK TO THE STUDENT TO SAY WHAT DO YOU NEED. DO YOU NEED EXTRA SUPPORT? DO YOU NEED SEL TIME? WHEN WE LOOK AT THE SCOPE OF THE LESSEN, WE ARE NOT TELLING TEACHERS TO TEACH TWO LESSENS MONDAY. IN REALITY, IF WE TOOK TWO LESSENS THERE IS WARMUP AND EXIT TICKET. I HOPE THAT ON A BLOCK SCHEDULE YOU ARE NOT DOING THAT TWICE. IF YOU DON'T DO TWO [INDISCERNIBLE] THAT IS YOUR

124TIME THAT IS LOST IN THAT TIMEFRAME. HAS MR. CASEY WITH HIS STUDENT, JUST ABLE TO GO IN DEPTH INTO CONVERSATION IS REALLY HELPFUL. THAT MEANS WE HAVE TO PROVIDE RESOURCES AND PROFESSIONAL DEVELOPMENT TO MAKE SURE TEACHERS ARE DOING THAT AND NOT JUST LECTURING THE ENTIRE TIME. THERE IS MANY PLACES WE ARE JUST MAXIMIZING THE TIME AND GIVING SOME TIME BACK TO STUDENT TO GET WHAT THEY NEED. DR. BAILS YOU HIT ON MY QUESTION. HOW ARE THE STAFF BEING SUPPORTED IN THE TRANSITION? NOT NECESSARILY PROFESSIONAL DEVELOPMENT. ASSUMING ALL OUR EDUCATORS KNOW HOW TO TEACH, RIGHT? FIRST BASE ASSUMPTION. IT IS A MIND SHIFT IF THEY HAVE BEEN TEACHING THE SAME CLASS FOR 20 YEARS CERTAIN THEY DUST OFF THE SAME LESSEN PLAN EVERY YEAR AND NOW IT IS DIFFERENT, YOU GO FROM 45 MINUTES TO 80,

125SO NOW YOU GOT TO LIKE REORG THAT A LITTLE BIT AND I HOPE WE ARE NOT LECTURING 45 TO 50 MINUTES A DAY, BUT FOR THOSE WHO ARE WE CAN'T LECTURE FOR 80 MINUTES. THAT IS PAINFUL FOR ANYBODY. HOW ARE WE SUPPORTING STAFF WITH LIKE RESTRUCTURING THE LESSEN PLANS, GIVING TIME TO DO THAT? AND THEN THAT'S FIRST QUESTION. AND THEN, THE FEEDBACK FROM THE STAFF. WHAT I DON'T WANT IS STAFF COMING TO TALK TO ME OR 7 OF US, I CANT FIX ANYTHING FOR THEM. I MIGHT TRY, BUT I CAN'T FIX ANYTHING THE FIXING HAPPENS WITH YOU ALL. IT HAPPENS WITH THE ADMINISTRATION AND YOU AND YOUR TEAM DR. BAILS, SO I WANT TO MAKE SURE THE FEEDBACK LOOP ISN'T ONE SCHOOL OR THIS SCHOOL BUT ACROSS THE DISTRICT YOU ARE GATHERING IT BECAUSE MAYBE

126SOME STAFF AT ONE SCHOOL FEEL MORE COMFORTABLE GIVING FEEDBACK BUT IT IS SAME ISSUE AT ANOTHER SCHOOL AND DONT WANT TO SAY ANYTHING OO THE ADMINISTRATOR BECAUSE THAT IS NOT GOOD. THOSE ARE MY TWO CONCERNS BECAUSE I WANT TO MAKE SURE PEOPLE ARE GOING TO THE RIGHT PLACES WHERE CHANGE CAN HAPPEN WHILE WE STAY AHEAD OF IT, BECAUSE AT THE END OF IT DAY IT IMPACTS THE KIDS, SO I WANT ADULT ISSUES TO MOVE OUT OF THE WAY OF KIDS SO THEY ARE GOING TO BE LEARNING REGARDLESS WHAT SCHEDULE THEY ARE ON. CAN I JUST WEIGH IN BEFORE DR. BAILS-I WANT TO REMIND THE BOARD AND THE COMMUNITY THAT WE ARE DEVELOPING A COMPREHENSIVE EVALUATION PLAN. WHEN YOU MENTION FEEDBACK LOOPS SUCH AS STUDENT AND STAFF SURVEY AND IDENTIFY THE NEEDS WE HAVE AS A

127DISTRICT OVER TIME AND NOT JUST TALKING ABOUT NEXT YEAR, BUT OVER THE NEXT 3 OR 4 YEARS AS WE DO DEEP IMPLEMENTATION, DIANE AND I HAVE BEEN WORKING HARD ON WHAT THAT WILL BEGIN TO LOOK LIKE. THERE ARE COMMUNITY MEMBERS WHO EXPRESSED INTEREST AND SERVING ON. THAT COMMITTEE WE HAVE BEEN IN CONTACT WITH AND YOU WILL MORE ABOUT THE EVALUATION PIECE, THE FEEDBACK LOOPS WE WILL CREATE FROM THE VERY BEGINNING, STARTING IN THE FALL AS A BOARD. YOU WILL HEAR ABOUT THAT IN THE FALL. IT ISN'T ON THE NEXT STEPS FOR THE SUMMER, BUT ALL MOST IMMEDIATELY WHEN WE COME BACK THE BOARD WILL HEAR AND SEE THE PLAN WE ARE PUTTING IN PLACE FOR THE FEEDBACK LOOP. THANK YOU. I WILL SAY IN TERM OF THE CURRICULUM AND SCOPE AND SEQUENCING THAT WORK HAS

128BEEN DONE BY THE TEAMS AND TEACHERS WITHIN THE LAST YEAR. TEACHERS DONT HAVE TO GO BACK AND DUST OFF THE LESSEN PLANS AND REDO IT. WE HAVE ALL IN TERMS OF THE PACE AND LOSE THIS TO THIS PART OF THE YEAR AND MOVE THIS HERE. IT MAPS OUT THE ENTIRE YEAR. FOR TEACHERS I REMIND THEM, LOOK AT THE PACING GUIDES AND WE HAVE INSTRUCTIONAL PLANNING TEAMS. REGARDLESS IF WE DO A BLOCK THEY GIVE FEEDBACK WHAT IS WORKING OR NOT. I SAY IN TERMS OF FEEDBACK PIECE, I WILL TELL YOU TEACHERS ARE VERY WILLING TO TALK AND GIVE FEEDBACK. I KNOW AS WE MOVE FORWARD IF THEY FEEL LIKE YES YOU ARE LISTENING TO IT AND FEEDBACK DOESN'T MEAN EVERYTHING GOES AND CHANGES BUT WHAT DOES IT LOOK AND FEEL LIKE AND I TRY TO REMIND

129THE TEACHERS, OUR GRADING PRACTICE. WE HAD COUPLE YEARS BASED ON TEACHER FEEDBACK AND STUDENT FEEDBACK AND PARENT FEEDBACK. THAT IS THE SAME ROTATION. THIS IS THE BASELINE YEAR AND TRYING TO CONTINUE TO GET FEEDBACK. I TALK WITH PRINCIPALS ALL THE TIME WHO GET THAT FEEDBACK. BECAUSE THEY ARE IN THE CLASSROOMS MORE OFTEN. I TALKED WITH THE TEAM WHEN WE TRANSITION INTO FLEX, WE ARE GOING TO BLOCK THE FIRST MONTH AND BE IN THE BUILDING TO SEE WHAT FLEX LOOKS LIKE. I ANTICIPATE A LOT IS US IN THE BUILDING NEXT YEAR GETTING THE FEEDBACK ON DAY ONE, DAY 20, DAY 98 TO SEE WHAT THINGS THEY FEEL, WHAT STRESS IS NOT STRESSFUL AND WE ARE IN ALL THE SCHOOLS SO GET A PULSE WHERE ALL THAT IS. THE PRINCIPALS DO A GREAT JOB AND THEY COME

130TOGETHER ALL THE TIME. GLAD I'M NOT IN THE GROUP CHAT BECAUSE I KNOW THAT THAT COMES UP A LOT. JUST CONTINUING TO BUILD THAT TEAM AND THE TEACHERS KNOW WE ARE OPEN TO FEEDBACK AND WE HAVE SO MANY DIFFERENT AVENUES TO DO SO IF THEY WANT TO CALL THEY WANT ME TO POP OVER, WE TALKED TO ABOUT POPPING INTO PLC MORE NEXT YEAR, SO WE CAN GET FEEDBACK DIRECTLY FROM OUR ENGLISH 2 TEACHERS SAY THIS AND NAVIGATE THAT PIECE. ALRIGHT. APPRECIATE THAT DR. BAILS. THANK YOU AND TO THE PRINCIPALS HERE TONIGHT, WE APPRECIATE HEARING DIRECTLY FROM YOU AND MRS. ADKINS ON BEHALF OF COUNSELORS REASSURING TO HEAR ALL THE ACTIVITY GOING ON AND OVERWHELMING THE AMOUNT OF WORK AND EFFORT AND BELIEVE ME IT IS APPRECIATED. I CAN SAY THAT ON BEHALF OF EVERYBODY SO

131THANK YOU. THANK YOU. THAT BRINGS TO THE NEXT ITEM WHICH IS EXCEPTIONAL CHILDREN PROGRAM UPDATE. YES, WE CAN TAKE A 5 MINUTES, OKAY? MRS. ROBINSON, WE NEED A QUICK BREAK. YOU ARE WAITING PATIENTLY. [5 MINUTE RECESS] OPEN SESSION IS BACK OPEN. WE ARE BACK FROM BREAK. MRS. REEVES AND MRS. ROBINSON ARE GOING TO DO EXCEPTIONAL CHILDREN. WERE YOU GOING TO EXPLAIN THE STRUCTURE? YES. THEN I WON'T. OKAY. I LIKE TO HEAR IT BETTER FROM YOU. I'LL FILL IT IN. GOOD EVENING MEMBERS OF THE BOARD, MEMBERS OF THE PUBLIC AND MY COLLEAGUES. I WANT TO ESPECIALLY THANK OUR SPECIAL CHILDREN DEPARTMENT BEING HERE TONIGHT. SO, WE ARE GOING TO DO SOME THINGS DIFFERENTLY TONIGHT. ONE OF THE THINGS WE ARE GOING TO DO IS ATTEMPT TO GROUND YOU IN EC SO PROVIDE PRELIMINARY INFORMATION, OUR ACCOUNT

132INFORMATION, JUST SMALL SMIDGET ON STAFFING AND THEN LEAVE ROOM FOR YOU ALL TO ASK QUESTIONS AS WE BUILD OUT THE FULLER PRESENTATION AND SO, YOU LOOK AT THIS PRESENTATION AND HAD HAS 26 SLIDES. WE ARE NOT GOING THROUGH ALL SLIDES. SOME IS JUST INFORMATION FOR YOU TO GROUND YOURSELF AND ASK THE QUESTIONS YOU MAY HAVE OF US. ONE THING I DO WANT TO OUR TEAM WAS REALLY WHEN I SPOKE WITH THEM ABOUT THE NEW WAY, THEY WERE LIKE, WE ARE PREPARED TO GIVE A PRESENTATION AND HAVE EVERYTHING TOGETHER. THEY WANTED TO MAKE SURE YOU ALL KNOW THEY ARE PREPARED. BUT, WE ALSO WANT TO GIVE THE OPPORTUNITY TO GIVE INPUT ON WHAT THE PRESENTATION CAN LOOK LIKE AND WE ARE NOT JUST STANDING UP HERE LIKE WHAT DO YOU WANT TO TALK ABOUT. TODAY WE'LL

133GO OVER COMPREHENSIVE REVIEW AND WE WENT OVER THE COMPREHENSIVE REVIEW IN THE STUDENT SUCCESS COMMITTEE. WE WILL ALSO GO OVER THE CHILD COUNT NUMBERS. WE THINK THAT IS IMPORTANT TO SHARE HOW MANY STUDENTS WE HAVE IN THE EC PROGRAM. WE TALK SMALL BIT ABOUT STAFFING. WE WANT TO OPEN UP QUESTIONS AROUND THE EC FISCAL LANDSCAPE. WE DONT HAVE MUCH DATA THERE, SO OPEN THE QUESTIONS UP THERE FOR THAT. I THINK-- [INDISCERNIBLE] THANK YOU. DO YOU WANT TO HOLD OUR QUESTIONS UNTIL YOU INITIAL PRESENTATION? COULD WE AND IT WILL GIVE YOU A GOOD FRAME OF WHAT QUESTIONS YOU MAY STILL HAVE. TO BE CLEAR TOO, WE ARE DOING THIS BECAUSE WE KNEW WE WILL BE LATE IN THE HOUR WITH EXCEPTIONAL CHILDREN AND FEEL THE LAST TIME THE SAME THING HAPPENED FOR THOSE WHO ARE HERE.

134IT DIDN'T SEEM FAIR TO GET INTO A BIG PROGRAM LATE AT NIGHT, SO WE SET UP WHERE WE CAN GET STARTED TONIGHT BUT THE BOARD COULD ALSO DIRECT SOME ISSUES THEY WANT TO DO TO ADDRESS THE NEXT BOARD MEETING AS A RESULT. IS THAT YOUR UNDERSTANDING? ABSOLUTELY. AND THANK YOU FOR SAYING THAT TOO. ABSOLUTELY. SO, AGAIN WE WILL BE GOING OVER PRELIMINARY DATA AND YOU SEE AT THE END THERE ARE STUDENTS SUCCESS DATA. THE SLIDE BY SLIDE AND WE WILL NOT GO OVER THE SLIDES IN TOTALITY BUT IF YOU WANT TO LOOK AND HAVE QUESTIONS BRING THOSE QUESTIONS. WITH THAT, I TURN IT OVER TO MRS. ROBINSON. COLLEAGUES [INDISCERNIBLE] MY DREAM TEAM BACK HERE. IT IS A PLEASURE AGAIN TO BE BEFORE YOU AND I WANTED TO BEFORE I GET STARTED THANK YOU ALL FOR

135INVITING ME BACK TO TAKE THIS JOURNEY AS WE WORK WITH OUR EXCEPTIONAL CHILDREN PROGRAM. I WILL START BY TALKING A LITTLE BIT--I UNDERSTAND WHAT THEY ARE SAYING ABOUT THE POWERPOINT NOW. IT IS TO THE SIDE. MINE WORKS THE OTHER WAY. AGAIN, JUST CATCHING OURSELVES IN 4 FOCUS AREAS AND YOU SEE THAT THROUGHOUT. NOT JUST WITH THIS PRESENTATION BUT THE PRESENTATION WE'LL DO NEXT MONTH THAT WILL BE MORE IN DEPTH. SO, I WANT TO START WITH THE COMPREHENSIVE REVIEW. WE VOLUNTARILY PARTICIPATED IN A COMPREHENSIVE REVIEW HAVING THE STATE OF NORTH CAROLINA TO COME IN OR DPI TO COME IN AND TALK WITH US ABOUT OUR PROGRAMMING AND SO WE COULD LEVEL SET AND SEE EXACTLY WHERE WE ARE RIGHT NOW. WE HAD THEM COME IN SEPTEMBER, THERE IS CORRECTIVE ACTION, SOME COMMENDATIONS AND THINGS THAT NATURE.

136AND I THINK SHE ASKED ME TO GO TO-- SLIDE 4. ALRIGHT. SO, I WILL NOT TALK MUCH ABOUT THAT, BUT IF YOU HAVE QUESTIONS, WE CAN DISCUSS IT AT OUR NEXT TERM. I WILL SAY THAT AS A RESULT OUR TEACHERS WHO I DO WANT TO COMMEND BECAUSE THEY HAD A VERY TRANSITIONAL YEAR PARTICIPATED IN QUITE A BIT OF PROFESSIONAL DEVELOPMENT. THERE WERE SOME THINGS THAT WERE REQUIRED BY THE STATE FOR US TO MAKE CORRECTIVE ACTIONS TO. BUT IT DID PROVIDE US A REALLY INTERESTING AND GOOD OPPORTUNITY TO MAKE SURE THAT WE ARE LOOKING AT OUR IEP IN A COMPREHENSIVE WAY AND ADDRESSING THE THINGS THOSE MINUTE THINGS THAT REALLY HAVE TO BE ADDRESSED CHILD BY CHILD. BUT I DO WANT TO TELL YOU A LITTLE BIT ABOUT OUR CHILD COUNT. THE REASON THIS IS REALLY

137IMPORTANT IS THAT, AS OUR OVERALL ENROLLMENT HAS BEEN DECLINING, EC IS INCREASING. THAT MAY SEEM ODD BECAUSE YOU THINK CHILD FOR CHILD, BUT WHAT WE ARE TALKING ABOUT IS WE ARE REFERRING MORE STUDENTS, WE ARE PLACING MORE STUDENTS AND WE ARE HAVING MORE STUDENTS COME IN WITH EXTENSIVE NEEDS. YOU'LL SEE THAT WE IS A CHILD COUNT THAT OCCURS IN DECEMBER AND IN APRIL. THIS YEAR THE STATE OF NORTH CAROLINA DECIDED NOT TO DO A APRIL ONE CHILD COUNT AND THAT DOES HAVE IMPLICATIONS POSSIBLY FOR OUR FINANCIAL OUTLOOK AND SO WE KNOW THERE WILL BE FUTURE DISCUSSIONS ABOUT THAT. I WANTED YOU TO PAY PARTICULAR ATTENTION TO OUR PRE-K AND I KNOW THAT THEY PRESENTED TO YOU LAST MONTH. WE HAVE QUITE A BIT OF INCREASE IN THE PRE-K STUDENTS POPULATION. ALRIGHT. NOW, WE CONTINUE TO

138PARTNER WITH HR WHO HAVE BEEN ABSOLUTELY WONDERFUL AND HELPING US TO FULFILL OUR VACANCIES. THIS IS DATED 4-21, WE DECIDED NOT TO CONTINUE BECAUSE THIS TIME OF YEAR WE HAVE LOTS OF TRANSITIONING TAKING PLACE. PEOPLE ARE MAKING DIFFERENT DECISIONS, WE HAVE RETIREMENTS, THERE ARE LOTS OF THINGS THAT IMPACT THIS DATA. BUT IN APRIL WE WERE LOOKING RELATIVELY GOOD IN COMPARISON TO ORT DISTRICTS. THE THING I WANT YOU TO KEEP IN MIND IS THAT, OUR TEACHER ALLOTMENTS AND T A ALLOTMENTS ARE SIGNIFICANTLY HIGHER THEN MOST OTHER DISTRICTS SO EVEN THOUGH WE HAVE VACANCIES WE ARE STILL IN GOOD SHAPE. HR HAS ALSO PROVIDED LOTS OF RECRUITMENT STRATEGIES BUT THE THING I WANT YOU TO NOTICE ABOUT THIS SLIDE IS THAT, OUR HIRING POOL CONTINUES TO BE SOMEWHAT SHALLOW IN TERMS OF PEOPLE WHO ARE ENTERING THE

139FIELD AND SO, THAT IS A AREA THAT IS GOING TO CONTINUE TO NEED TO BE ADDRESSED NOT ONLY AT THE LOCAL LEVEL BUT ALSO AT THE STATE LEVEL. I MENTIONED THE CASE LOADS BEFORE, YOU HAVE SEEN THIS. YOU ALL HAVE SEEN THIS BEFORE. BUT I WANT YOU TO SEE IT AGAIN. LOOKING AT OUR STATE POLICY IS AT 35 FOR ELEMENTARY, NOT TO EXCEED 50 FOR MIDDLE SCHOOL AND NOT TO EXCEED 50 FOR HIGH SCHOOL. OUR TARGET BEING 10 TO 1, 14 TO 1 AND 18 TO 1. AND SO, WE ARE STAYING PRETTY CLOSE TO WHAT WE SAID WE WOULD LIKE TO KEEP OUR TARGETS AT. WHEN YOU LOOK AT THE ANTICIPATED WE ARE PRETTY WELL IN LINE WITH THAT. SO, THOUGH WE HAVE VACANCIES, WE STILL STAND WITHIN THE RATIOS WE ESTABLISHED HERE IN CHAPEL

140HILL. AND LIKEWISE, WITH OUR ADAPTIVE POPULATION. SO, SOME OF THE THINGS THAT WE EMPHASIZED THIS YEAR AND AS WE SAID EARLIER, AS MRS. REEVES SAID EARLIER, WE HAVE MANY MANY THINGS WE WANT TO SHARE WITH YOU. WE HAVE BEEN EXTREMELY BUSY. BUT ONE THING THAT WE EMPHASIZED FOR THIS YEAR WAS COMMUNICATION CHANNELS. I HAVE BEEN HERE REALLY ONE YEAR AND 7 MONTHS. IT SEEMS I HAVE BEEN HERE MUCH LONGER THEN THAT BUT ONLY BEEN HERE ONE YEAR AND 7 MONTHS SO OUR TEAM IS STILL TRYING TO BUILD RELATIONSHIPS WHILE TRYING TO GET THE WORK DONE. WHILE TRYING TO REESTABLISH THE FOUNDATION AND SO THAT CAN SOMETIMES BE CHALLENGING. BUT ATTENDING THE PLC HAS BEEN VERY EYE OPENING FOR ME. THE REASON THAT I WANTED TO VISIT THE PLC AT THE SCHOOLS WAS TO SEE IF

141I CAN ENGAGE MORE CLOSELY WITH THE TEACHERS. SO, THEY WOULD NOT VIEW OUR DEPARTMENT AS A IVORY TOWER GIVING DIRECTIVES AND FINDING WHAT IS AT THE HEART OF THE TEACHERS WITHIN THE DISTRICT AS WELL AS THE ED ADMINISTRATORS. SO THEY CAN ASK ANY QUESTIONS THEY WANTED TO ASK ME, AND I WANTED TO SEE HOW THEIR TEAMS FUNCTIONED. LOOKING AT THE EC CHAIRS AND WHAT THEIR ROLE WAS AND THEIR LEADERSHIP ABILITIES, SO WE CAN START IDENTIFYING THE PEOPLE WHO ARE GOING TO BE THE TRUE CHAMPIONS IN EACH BUILDING. LOTS OF WORK WITH SNACK THIS YEAR AS WE REESTABLISHED THE SNACK TEAM. WE HAD SEVERAL MEETINGS AND DONE COMMUNITY MEETINGS AND THE PARTNERSHIP IS STRENGTHENING. I WILL SAY THAT I HAVE A DESIRE TO ENGAGE WITH ALL OUR DEMOGRAPHICS AND I DO FEEL THAT WE HAVE WORK

142TO DO IN THAT AREA. SO, AS I LUNCH MORE I THINK THAT WILL BE A OPPORTUNITY TO DO THAT. WE CREATED A EC NEWS LETTER TO TRY TO GET INFORMATION OUT. NOT ONLY ABOUT A PARTICULAR TARGETED AREAS, AREAS OF AUTISM, ASSISTIVE TECHNOLOGY, THINGS THAT NATURE AND ALSO THINGS HAPPENING IN OUR WORLD. AGAIN, TO TRY TO ENGAGE WITH THE PARENTS. IT WAS A TRIAL. WE ONLY DID TWO THIS YEAR, BUT WE HOPE TO EXPAND THAT. AND OF COURSE WE HAVE OUR NCDPI PARENT SURVEY. WE ARE CURRENTLY COLLECTING INFORMATION FOR THAT AND HOPING THAT WE WILL MOVE FORWARD. WE ARE GETTING MORE FAMILIES INVOLVED. NOW THE NUMBERS ARE SOMEWHAT DOWN. AND FINALLY, OUR INCREASE COLLABORATION WITH ALL OUR PARTNERS. HUMAN RESOURCES, [INDISCERNIBLE] THE GIFTED PROGRAM, PRE-K, ET CETERA. SO, SOME MILESTONES WE WERE EXCITED ABOUT. AT THE

143HEART OF OUR WORK IS INCLUSIVE PRACTICES AND SO, WE ARE TRYING TO FIND MORE AND MORE WAYS TO ENGAGE OUR STUDENTS. 80 PERCENT OF OUR STUDENTS ARE IN THE GENERAL CURRICULUM AND THEN WE HAVE A POPULATION OF STUDENTS THAT SOMETIMES CAN BE ISOLATED AND SO WE WANT TO MAKE SURE ALL OUR STUDENTS REGARDLESS OF DISABILITY CATEGORY OR LEVEL OF SERVICE HAS OPPORTUNITIES. SO, WE HAD A TRANSITION FAIR THIS YEAR. IT WAS VERY WELL ATTENDED. OUR TRACK PROGRAM IS THRIVING. CAN TELL YOU MORE ABOUT THAT MAYBE A LATER DATE. IN TERMS OF OUR WORK BY THE NUMBERS, AS I SAID EARLIER, WE DID LOTS OF TRAINING THIS YEAR ON AUTISM CORE FEATURES AND OUR [INDISCERNIBLE] AND WE ALSO TRAINED 190 STAFF MEMBERS ON EDUCATIONAL BENEFIT AND STANDARDS ALIGN IEP. YES. SO, AS WE MOVE INTO THE

144SUMMER AND INTO NEXT YEAR, WE WANT TO GIVE MORE FOCUS ON OUR LOOKING AT OUR ATTENDANCE PATTERNS AND LOOKING AT DISCIPLINE AND LOOKING AT SOME OF THE THINGS THAT WE CONTINUE TO SEE THAT SEEM TO BE A LITTLE PERVASIVE. BUT WE HAVE SEEN SUCCESSES. WE HAVE SEEN DECREASE IN OUR CHRONICALLY ABSENT. WE WANT THAT NUMBER TO GO DOWN. AND THEN OF COURSE WE WANT TO INCREASE THE NUMBER OF STUDENTS WHO ARE ATTENDING REGULARLY. EC CONTINUES TO BE A AREA WHERE WE DO HAVE SOME ABSENTEEISM CONCERNS SO THAT IS SOMETHING WE WILL LOOK AT MORE CLOSELY. AND THEN TALKING ABOUT THE PERCENT OF STUDENTS THAT HAVE OFFICE REFERRALS. THAT IS WHERE WE WILL EMPHASIZE ATTENDANCE AND DISCIPLINE. AND THEN IN CLASS INFORMATION. OKAY. YOU TAKING THIS? ALRIGHT. TAKE IT AWAY. ALRIGHT. THIS IS WHERE WE END

145UP BECAUSE WE DON'T HAVE--WE ARE OUTLINING THE THREE MAIN FUNDING SOURCES WHICH ARE STATE, LOCAL AND FEDERAL AND ALSO HAVE SPECIAL GRANTS. YOU NOTE ON THE SIDE THERE WE TALK ABOUT THE WORK WE PULLED FROM THE GRANTS AND THEN REALLY WITH THAT WE WANTED TO OPEN UP FOR QUESTIONS WHERE THE TEAM IS READY TO SHARE MORE IN DEPTH INFORMATION YOU MIGHT HAVE THAT IS CENTERED AROUND HERE. THE INFORMATION AND OR ANY OR TOPICS. THANK YOU. I GOT A COUPLE TOPIC AREAS THAT I AM INTERESTED LEARNING MORE, ONE RELATED TO RESOURCE NEEDS. HOW WE ARE SUPPORTING PRINCIPALS AND STAFF ACROSS THE EC DEPARTMENT. AND THEN, INTERESTED IN TEACHER CLIMATE RESULTS IF WE HAVE THE LATEST INFORMATION ON HOW TEACHERS ARE DOING. HOW THEY ARE REPORTING THEY ARE DOING. AND THEN WE HEARD PUBLIC COMMENT TALK ABOUT

146PROGRAMMING AND INTERESTED WHAT IS HAPPENING WITH PROGRAMS, PARTICULARLY FOR THE SECONDARY LEVEL STUDENTS AND THEN THE SUMMER CAMP. THANK YOU. MRS. REEVES, I'LL WAIT TILL YOU FINISH WRITING YOUR NOTES. WHEN YOU HAD THE FINANCE PIECE UP THERE, WERE YOU SAYING YOU ARE GOING TO PUT NUMBERS TO THAT? WE CAN. YES. BECAUSE I WILL BE INTERESTED WHAT THE NUMBERS LOOK LIKE. I THINK WE NEED TO START DOING THAT AS WE DISCUSS PROGRAMS. WE NEED TO KNOW IN ROUND NUMBERS. WHAT OUR BUDGET IS LOOKING LIKE. BARB. WELL I WANT TO SECOND THE POINT ABOUT TEACHER CLIMATE ISSUES. AND I WENT BACK AND LOOKED AT THE PRESENTATION FROM JANUARY 18, 2024, AND IT WAS GREAT. WHAT I REALLY LIKED ABOUT IT IS IT WAS GROUNDED IN THE CURRICULUM ON IT. NOT ONLY THE CURRICULUM, BUT I THINK THERE

147HAD BEEN A 2018 STUDY WE HAD DONE OURSELVES. THERE WAS A LOT OF STUFF IN THERE THAT WAS CRITICAL BUT HELPFUL SO I THOUGHT THAT WAS REALLY GOOD. AND THEN, I HAD A-COULD YOU BACK UP ONE SLIDE? OR MAYBE-YEAH. THAT ONE. YES. THAT SECOND THE MILESTONE ABOUT THE PERCENT OF UNIQUE STUDENTS WITH DISABILITIES WITH OFFICE REFERRAL BEING UP, THAT'S NOT GOOD, RIGHT? BECAUSE THE OTHER TWO THINGS ARE GOOD. YES. OKAY. GRAD TO KNOW IT, BUT IT IS A MILESTONE, NOT A--OKAY. THANK YOU. THAT SAME SLIDE I LIKE TO SAY, I APPRECIATE THE FACT YOU GUYS HAVE THE INDICATOR ABOUT PARENT SURVEY RESPONSES, BECAUSE I KNOW THAT IS ALWAYS A GOAL TO TRY TO HAVE PARENTS COMING IN AND GIVING WHAT THEY ARE SPEAKING TO. THE NEXT THING I WANTED TO MENTION I IS A QUESTION

148ABOUT THE T A TO TEACH PROGRAM WE ARE TRYING TO CONTINUE I KNOW TO PUSH MORE INTO. I WAS WONDERING, DO THE NUMBERS WE HAVE AT THIS POINT WITH THE OPPORTUNITIES ARE THOSE NUMBERS JUST BASED ON WHAT WE HAVE AVAILABILITY TO DO, OR IS THAT JUST THE NUMBERS OF PEOPLE ACTUALLY INTERESTED IN DOING T A TO TEACH? DO YOU HAPPEN TO KNOW WHICH YET OR IS THAT SOMETHING WE CAN FIND OUT? AND GREAT QUESTION. WE PARTICULARLY THE LAST COHORT WE JUST HAVE NOT HAD THAT MANY CANDIDATES WHO QUALIFY FOR THE PROGRAM AND WHO WERE INTERESTED IN EC. EVEN OUR NEWEST COHORT WE HAD QUITE A BIT OF INTEREST THIS YEAR. IF I REMEMBER CORRECTLY I THINK THERE ARE ONLY THREE WHO ARE EC AND SO IT IS REALLY NOT THE CAPACITY. WE HAD A PRIVATE

149DONOR WHO COMPLETELY FUNDED EC AND WE COULD HAVE PAID FOR 5 LAST IN THE FALL. WE JUST DIDN'T HAVE THE APPLICANT TO QUALIFY. THANK YOU FOR THE PRESENTATION. A COUPLE THINGS I LIKE TO GET MORE INFORMATION ABOUT. ONE THING I WAS GOING TO BRING UP WAS ALSO THE PERCENTAGE OF OFFICE REFERRALS. I LIKE MORE INFORMATION WHY WE THINK THAT IS, WHAT WE ARE DOING ABOUT IT, TRYING TO FIGURE HOW MANY OF THOSE REFERRALS HAVE TO DO WITH TRAITS ASSOCIATED WITH THE DISABILITIES THE KIDS HAVE. BECAUSE THAT IS A LITTLE CONCERNING THAT NUMBER. I ALSO WOULD LOVE TO GET SOME INFORMATION ON LIKE MORE QUALITATIVE TYPE INFORMATION ON WHAT WE SEE AS GAPS IN THE SERVICES THAT OUR KIDS ARE EXPERIENCING. WHAT WE ARE SEEING IN TERMS OF TRENDS. WE TALK-ONE THING I ASKED FOR THE

150LAST TIME WE HAD DISCUSS ABOUT EC WAS NUMBER OF KIDS THAT HAVE LEFT THE DISTRICT WHO HAVE EC DESIGNATIONS AND I LIKE A UPDATE ON THAT. BECAUSE ANECDOTALLY I HEAR SOME KIDS LEAVE FOR OTHER TYPE OF EDUCATIONAL ENVIRONMENTS WHETHER THAT IS HOME SCHOOL OR PRIVATE SCHOOL OR CHARTER SCHOOLS AND I LIKE TO GET A SENSE OF HOW MANY OF OUR EC KIDS HAVE EXITED THE DISTRICT. AND WHETHER WE CAPTURED ANY INFORMATION ABOUT WHY THOSE KIDS ARE SEEKING OTHER TYPE OF EDUCATION. I ALSO WOULD LOVE A LITTLE MORE INFORMATION, LITTLE MORE LIGHT SHED ON ANYTHING INNOVATIVE OR INTERESTING WE ARE DOING DIFFERENTLY OR WE HAVE PLANS TO DO DIFFERENTLY FOR OUR EC KIDS. I FEEL I DON'T HAVE A GOOD SENSE OF ARE WE PARTNERING WITH ANY OF OUR LOCAL INSTITUTIONS LIKE UNC OR TEACH OR

151OTHER THINGS TO BENEFIT OUR KIDS. I THINK GIVEN THE BUDGET DIFFICULTIES WE ARE CURRENTLY FACING, WE WILL HAVE TO BE REALLY CREATIVE ABOUT HOW WE APPROACH EC AND WE ARE LUCKY TO LIVE IN A COMMUNITY THAT DOES HAVE A LOT OF RESOURCES THAT I FEEL ARE SOMEWHAT UNTAPPED AND SO I LIKE TO JUST HEAR WHETHER WE ARE DOING ANYTHING TO TRY TO REACH OUT TO THOSE PEOPLE AND I THINK A LITTLE RELATED TO THAT IS THE DISCUSSION ON FUNDING BECAUSE WE CAN TALK ABOUT WAYS WE CAN LEVERAGE GRANTS FROM COMMUNITY RESOURCES IN ORDER TO BENEFIT THOSE KIDS. SO, JUST A LITTLE MORE--I LOVE TO HEAR ANECDOTES WHAT IS WORKING AND NOT WORKING AND THEN FINALLY, SOMETHING THAT I THINK A NUMBER OF US TALKED ABOUT IS JUST HOW THINGS ARE GOING SINCE THE DEPARTMENTAL REORGANIZATION

152AND WHAT WE LEARNED FROM THAT AND WHAT HAPPENED POSITIVE AND NEGATIVE OUT THAT. WHAT CAN WE DO TO SORT OF COMPENSATE FOR SOME OF THE LOST RESOURCES WE HAVE OR REALLOCATED RESOURCES WE HAD WITH PF AND JUST OTHER CHANGES WE MADE TO THE DEPARTMENT. SORRY, THAT WAS A LONG LIST. I WILL SAY ONE THING, I WAS ABLE TO PULL THE DATA FROM OUR STUDENTS WITH DISABILITY BACK FROM 2018 TO 19. DURING THAT TIME WE HAD 1300 STUDENTS AND SO WE ARE UP FROM WHERE WE WERE. WE WERE SETTING BETWEEN 1300, BETWEEN 2018 TO LAST YEAR SO WE ARE UP IN TERMS OF STUDENTS FOR DISABILITIES IN OUR DISTRICT. THAT MAY HAVE TO DO WITH THE INCREASING IDENTIFICATION. I GUESS WHAT I WAS REFERRING TO MORE IS JUST KIDS WHO-BECAUSE I CAN NAME A FEW PEOPLE

153OFF THE TOP OF MY HEAD, PEOPLE APPROACHED ME THAT LEFT THE DISTRICT BECAUSE THEY FELT THEIR NEEDS WERE NOT BEING MET. THAT'S-WE ARE SEEING SOME PRIVATE SCHOOLS ARE NOT ACCEPTING STUDENTS WITH DISABILITIES AS MUCH SO SOMETIMES IT IS IN AND SOMETIMES OUT. CERTAINLY. I THINK GEORGE YOU HIT ON AND OTHER PEOPLE HIT ON THE FINANCIAL LANDSCAPE. I LIKE TO SEE-I DON'T JUST WANT TO SEE THE NUMBERS, THIS IS WHAT WE GET FROM FEDERAL, STATE, LOCAL AND HOW DOES THE ALLOCATION LOOK? MOST OF IT IS PEOPLE, BUT HOW IS IT BEING USED AND WHAT DOES IT TRANSLATE TO FOR OUR STUDENTS. AND THEN I LOVE SURVEYS. YOU GUYS KNOW THAT. I LOVE A GOOD SURVEY. BUT THAT WAS A 267, THAT DOESN'T-I WANT TO KNOW WHO IS TAKING THE SURVEY. I HAVE SOME FEELINGS WHO IS

154DOING THE SURVEY AND I HAVE QUESTIONS ABOUT WHO IS NOT. IT IS THE ONES WHO AREN'T I'M ALWAYS WORRIED ABOUT. BECAUSE THAT IS WHERE WE HAVE THE GAP AND WHERE WE PROBABLY SEE SOME THINGS IN THE OTHER DATA POINTS AND THINGS LIKE THAT. I LIKE TO JUST-YOU GUYS CAN DISSECT THE SURVEY DATA, BUT I LOVE TO SEE WHO TOOK IT, WHO DIDN'T, HOW DOES THAT RELATE TO THE COMPOSITION OF THE STUDENTS WE ARE IN THE PROGRAM RECEIVING SERVICES. MIKE. I JUST A COUPLE THINGS TO ADD. ONE IS ADD TO WHAT MEREDITH WAS TALKING ABOUT WITH OUR-SINCE THE REORG AND LOSING THE PF, I SPECIFICALLY LIKE TO KNOW ABOUT THE RESPONSIBILITIES THAT WERE HELD BY PF AND WHO IS DOING IT NOW. BOTH IN TERMS OF LIKE PLANNING FOR THE IEP MEETING AND PAPERWORK AND RESPONSIBILITY

155ASSOCIATED WITH AND BEING A [INDISCERNIBLE] REP. SUMMARY THAT WOULD BE GREAT. THE OTHER THING, DR. HARRIS, ANY TIME WE TALK ABOUT PERSONNEL, WE ARE ALL THIS BOARD IS VERY INTERESTED IN MAKING SURE WE GOT OUR EC STAFF AS COMPLETE AS WE CAN. ONE CONCERN WE HEAR FROM PARENTS THAT IS HARD TO FIGURE OUT A GOOD SOLUTION FOR IS, FOR EXTENDED ABSENCES OR EXTENDED VACANCIES. ESPECIALLY IN EC CLASSROOMS WHEN THAT HAPPENS. I NOTICE IT IS IN THE COMPREHENSIVE REVIEW SO I LIKE TO KNOW WHAT WE ARE DOING FOR THAT SPECIFIC SITUATION SO WE CAN STILL MAKE SURE WE ARE PROVIDING SERVICES THESE KIDS ARE REQUIRED TO GET. THANK YOU. LISTENING TO EVERYTHING, THERE IS A LOT OF QUESTIONS AND THEY ARE ALL LEGIT AND GOOD. I DON'T MEAN IN THE SENSE THEY WOULDN'T. YOU GOT A

156COUPLE WEEKS, SO TAKE THE TIME, COME BACK TO US JUNE 5TH WITH WHAT YOU CAN AND THEN WE CAN ADD ANOTHER SESSION IF WE NEED TO, BECAUSE IT IS IMPORTANT AND I DON'TS WANT YOU TO FEEL PRESSURED THAT WE ARE TRYING TO GET EVERYTHING DONE AT ONCE. IF YOU CAN, THAT IS GREAT TOO. I'M HEARING LOTS OF WOW. THAT IS REALLY COOL. I WANTED TO ADD WHAT MEREDITH SAID AND THIS MAY BE WHY I SAID TAKE YOUR TIME. WHAT'S ASPIRATIONAL FOR EXCEPTIONAL CHILDREN, WHICH SHE WAS SAYING WHAT IS INNOVATIVE AND I CERTAINLY SAY THAT AND I WILL BE ASKING THIS QUESTION OF ALL OUR DEPARTMENT PRESENTATIONS. NOT ONLY STATUS REPORT ON WHAT WE DO AND WHERE WE ARE, BUT IF YOU COULD, WHERE ARE WE HEADED AND WHAT DO YOU WANT TO DO AND SEE

157EC AND THE DISTRICT 2 YEARS OUT, 5 YEARS OUT, WHERE ARE WE GOING? SO THAT MAY NOT BE GET BACK ON JUNE 5, BUT OUT THERE FOR ME. ANYBODY ELSE? OKAY. APPRECIATE IT. THANK YOU ALL. I APPRECIATE IT. THAT BRINGS US TO SHARING COMMITTEE REPORTS FIRST. WHICH IS FINANCE, POLICY, MIKE AND STUDENT SUCCESS, VICKY. WE HAD OUR FINANCE FACILITY OPERATION COMMITTEE MEETING THIS WEEK. WE TOUCHED ON A NUMBER OF TOPICS. SOME OF THEM WE APPROVED OR WENT OVER TONIGHT. FOR THE FACILITIES UPDATE WE ARE DR. STEWART IS DOING IT DIFFERENT SO HIGHLIGHTING SOME OF THE WORK FOR EACH OF THE DEPARTMENTS UNDER FACILITIES SO WE GOT A UPDATE OF THE GROUNDS TEAM AND SO ONE GOOD THING THAT DR. STEWART SHARED WAS HOW WE DO ALL THE GROUNDS WORK OURSELF, STUFF WE BROUGHT IN-HOUSE SO

158IT ENDS UP BEING A COST SAVINGS. GOOD NEWS THERE. THE NUTRITION CONTRACT THAT WAS WHAT WE DISCUSSED TONIGHT. THERE ARE POLICY REVISIONS AND OBVIOUSLY STUFF WITH THE BONDS AND CONSTRUCTION DELIVERY METHOD BUT THAT COMES TO FULL BOARD SEE WE GOT THE PRESENTATION AS A COMMITTEE SO THAT WILL COME TO EVERYONE ELSE. FINANCE UPDATES, WHICH WAS ON CONSENT AND THEN ONE IMPORTANT THING I KNOW IT IS AFTER SCHOOL ENROLLMENT TIME, SO LOTTERY IS GOING ON BUT THERE ARE COST UPDATES AND TALKED ABOUT THAT WITH PRE-K BUT THAT IS SOMETHING FOR THE PUBLIC TO BE AWARE OF. THE COST UPDATES ARE COMING IN THE FUTURE AND WE HAVE TO KEEP UP WITH THE COST OF RETAINING AND PAYING OUR STAFF. I THINK THAT'S THE BIG THING THERE. I DON'T KNOW IF THERE WERE OTHER THINGS I MISSED.

159THANK YOU. OUR NEXT MEETING IS TUESDAY JUNE 10, 5:30. EVERYTHING IS ON THE WEBSITE. THANK YOU. POLICY, MIKE. WE HAVEN'T MET SINCE THE LAST MEETING, BUT OUR NEXT MEETING IS NEXT WEEK SO TUESDAY THE 20 AT 5:30. VICKY, STUDENT SUCCESS. OUR LAST MEETING WAS APRIL 22 AND WE WERE PRESENTED WITH THE GIFTED PRESENTATION, SO YOU GUYS JUST SAW A PIECE OF WHAT WE GOT. OUR NEXT MEETING WILL BE THE 27 AT 5:30 ONLINE AND THE INFORMATION WILL BE ON THE WEBSITE. THANK YOU. COMMITTEE MEMBERS, ANY LIAISON REPORTS OR OTHER SHARING? I HAD THE COUNTYWIDE ORANGE COUNTY CLIMATE COUNCIL MEETING TODAY. BEFORE THIS MEETING, SO THAT IS WHY I WAS RUNNING A LITTLE LATE. AND JUST COUPLE UPDATES. ONE SHIFT IN TERMS OF I GUESS THE CAMPAIGN. IT WAS GOING TO BE AROUND ELECTRIFICATION FOR 2025

160BUT WE ACTUALLY SHIFTED FROM ELECTRIFICATION TO ALIGN WITH SOME OF THE STATE PROGRAMS AND THINGS LIKE THAT THAT LAUNCH NEXT YEAR. THAT'S FOR 2026, BUT THE 2025 CAMPAIGN IS FOCUSED ON BEAT THE HEAT AND HEAT AWARENESS. SO, JUST THERE WAS A PRESENTATION ON IT IN TERMS OF THE EXTREME HEAT OF 2024 AND HOW IT WAS HOTTEST ON RECORD AND SO THE HEAT AWARENESS WEEK IS GOING TO BE THE WEEK OF MAY 25-31. THERE A BUNCH OF COLLABORATIVE INITIATIVES WITH THE TOWNS AND COUNTY TO GET THE WORD OUT THERE IN TERMS OF HEAT AWARENESS. JUST A LOT OF STRATEGIES TO PREPARE FOR THE UPCOMING SUMMER AND THEN JUST THE COST AND IMPACT OF THE INCREASING TEMPERATURES AND HEAT GOING ON AND HOW THE HEAT LEVELS HAVE BEEN RISING OVER THE PAST 30 YEARS SO A LOT

161OF INFORMATION ON THAT. I MISSED A LOT OF MEETINGS BUT THEY SHIFTED THE NOVEMBER MEETINGS. WE LOOK FORWARD TO ELECTRIFICATION NEXT YEAR. EXCITED ABOUT IT. MORE INFORMATION ABOUT THE HEAT AWARENESS CAMPAIGN IS ON THE ORANGE COUNTY WEBSITE, YOU CAN CHECK IT OUT. THANK YOU. OTHERS? I ATTENDED DISCUSSION HOSTED BY THE NORTH CAROLINA PUBLIC SCHOOL FORUM WHICH BROUGHT TOGETHER EDUCATORS AND EDUCATION EXPERTS ACROSS NORTH CAROLINA TO TALK HOW ALLOCATE FUNDING TO SCHOOLS. TODAY ALLOCATES FUNDING TO PUBLIC SCHOOLS LARGELY BASED ON ALLOTMENTS AND SO THERE IS DISCUSSION ABOUT A SHIFT POTENTIAL SHIFT TO A MODEL THAT CONSIDER SHIFT TO STUDENT WEIGHTED FUNDING. THERE IS A BASE AMOUNT AND ADDITIONAL LAYERS FOR ADDITIONAL STUDENT CHARACTERISTICS. THAT CONVERSATION WILL CONTINUE AND I WILL CONTINUE TO KEEP THE BOARD ABREAST WHERE THAT LANDS. I ALSO ATTENDED THE BLACK EXCELLENCE RECOGNITION

162WITH BOARD MEMBER VICKY AND I WAS FANTASTIC. I DID NOT BRING-INTENDED TO BRING THE LIST SO I CAN RECOGNIZE SOME OF THE NAMES BUT WANT TO THANK THE CHAPEL CARRBORO N A A CP FOR RECOGNIZING THE STUDENTS IN GRADES 10-12 AND LOOKING AT LAY LU, SHE WAS THERE AND CONTRIBUTED A LOT TO THE PROGRAM. THE CHAPEL HILL-CARRBORO CITY SCHOOL WHO ACHIEVED 3.0 OR HIGHER SO ILLUSTRIOUS GROUP OF STUDENT. I DIDN'T COUNT BUT VICKY DO YOU KNOW HOW MANY STUDENTS THERE WERE? [INDISCERNIBLE] THAT'S FANTASTIC. 109 WERE AWARDED. REALLY PLEASED TO BE PART THAT. I JUST WANTED TO END WITH A HAPPY BELATED MOTHERS DAY TO ALL THE MOTHERS OUT THERE. THANK YOU. WE HAD BEEN APPROACHED BY ORANGE COUNTY GROUP JUSTICE UNITED AND MRS. REEVES HANDLED THE INITIAL CONTACT AND RAN PRELIMINARY MEETINGS AND THEY WERE-IT

163IS A LOCAL GROUP SUPPORTING IMMIGRANT FAMILIES IN ORANGE COUNTY AND THEY APPROACHED THE SCHOOLS HERE TO SEE WHAT WE WERE DOING AND TALK WITH US A LITTLE BIT AND THEY HELD AN-THEY INVITED ALL THE POLICE CHIEFS AND THE DEPARTMENTS LIKE SCHOOLS AND COUNTY COMMISSIONERS AND THE MAYORS TO COME AND GIVE THEIR VISION IN THREE MINUTES OR LESS AS TO WHAT YOU ARE DOING TO SUPPORT OUR IMMIGRANT COMMUNITIES AND THEN TO PROVIDE SOME DETAILS THEY WANTED FILLED IN. MRS. REEVES YOU CAN HELP ME OUT WITH THAT. BASICALLY WE AFFIRMED OUR SUPPORT OF OUR IMMIGRANT COMMUNITY AND IT WAS WELL ATTENDED BY A LOT OF THE HISPANIC FAMILIES IN ORANGE COUNTY WHO MADE IT CLEAR THE BEST WAY TO GET WORD BACK TO FAMILIES IS MOUTH TO MOUTH WHERE THEY CAN HEAR IT AND TRUST IT AND

164PASS IT ON. IN THE ERA WHERE PEOPLE ARE AFRAID OF ICE AND WHAT IS GOING ON NATIONALLY IN OUR COMMUNITY. WE WERE ASKED TO SPECIFICALLY TELL THEM WE DON'T CHECK IMMIGRATION STATUS AND NEVER HAVE, IT IS THE LAW OF THE LAND HERE IN THE DISTRICT. THEY ASKED US TO SPECIFICALLY TALK TO ARE WE PREPARED IF ICE AGENTS SHOW IN SCHOOL AND WHAT THAT MEANS AND DR. STEWART PROVIDED INFORMATION FOR THAT AND WE WERE ABLE TO SHARE WITH THEM WHAT TRAINING HAS BEEN MADE AVAILABLE FOR OUR STAFF AND HOW THAT WORKS TO THE POINT OF WHAT BUS DRIVERS DO IF AN ADULT APPROACHED THE SCHOOL BUS AND HOW THAT WORKS AND IT WAS VERY WELL RECEIVED AND THEY GOT BACK AFTERWARDS AND SAID HOW THEY APPRECIATED WHAT CHAPEL HILL-CARRBORO SCHOOLS WERE DOING TO PROTECT AND SUPPORT

165OUR IMMIGRANT FAMILIES DURING THESE TIMES AND I THINK YOU PROBABLY AGREE, THEY WERE LITTLE SURPRISED WHEN THEY FIRST HEARD. THEY HAD LIST OF THINGS THEY WANTED US TO DO AND THANKS TO STAFF WE ALREADY SET OUT THE TRAINING FOR THE STAFF. IT WAS A VERY WELL ATTENDED EVENT SO I WANTED OUR BOARD TO KNOW WE PARTICIPATED IN THAT. BRANDY DID YOU WANT TO ADD TO THAT? I FEEL PEOPLE SAY NO AND GO AHEAD AND SAY SOMETHING. NO, BUT WHAT I WAS GOING TO SAY WAS, THAT IT WAS VERY WELL ATTENDED. THEY ALSO WANTED TO KNOW ABOUT OUR RESPONSE TO BULLYING AND INSURING STUDENTS ARE SAFE AND WE MENTIONED THAT IS OUR FIRST PRIORITY. I HAD A CHANCE TOO AND VICKY DID AND MEREDITH TO ATTEND THE LINCOLN HIGH SCHOOL ALUMNI LUNCHEON AT THE TRINITY CHURCH

166ON 15501 LATER THAT AFTERNOON. I CONFESS, I DIDN'T REALIZE THAT WAS THE FORMER SITE OF THE [INDISCERNIBLE] THE LAST SEGREGATED RESTAURANT AND MOTEL IN TOWN AND THEY WERE REVIEWING THAT. IT WAS JUST A VERY ENGAGING EXPERIENCE AND THEY GAVE AN AWARD TO BOBBY WOODARD WHO ISN'T HERE FOR THE WORK BOBBY HAD DONE HELPING DEVELOPMENT THIS MONUMENT IN THE FRONT AND SHOWER SURE YOU PASS IT EVERY DAY, I DO AND SPENT TIME JUST LOOKING AT THE NAMES ON THAT MONUMENT AND TRYING TO REFLECT. I LOOKED AT-GOING TO CONFESS, MY HIGH SCHOOL CLASS WAS 1967, SO I PICKED OUT EVERYBODY FROM THE CLASS OF 67 TO SEE WHO WERE THEY. IT IS MARKED IN STONES OUT THERE. JUST TRIED TO IMAGINE WHAT THEIR LIFE WAS LIKE HERE WHILE I WAS IN HIGH SCHOOL IN MICHIGAN. JUST VERY

167PERSONAL KIND OF THING, PERSONAL PRIVILEGE JUST TO SHARE THAT. BOBBY IF YOU KNOW BOBBY AND THINK EVERYBODY DOES, HE GAVE A LITTLE PRESENTATION THAT LIKE I CAN LISTEN TO HIM FOR HOURS. VERY MOTIVATIONAL. HE WAS VERY TOUCHED BY THAT. A NUMBER OF US WERE AT THE CHAMBER STATE OF THE COMMUNITY REPORT ON MAY 7 IN THE MORNING. ANDY I WANT TO THANK YOU FOR THE STAFF RECOGNITION CEREMONY. I THINK YOU WERE THE PULLER BEHIND THE SCENES GUY. OUR HUMAN RESOURCES DEPARTMENT DID HEAVY LIFTING FOR THAT EVENT. YOU WERE THE FACE BUT THEY WERE THE ONES WHO DID THE WORK? I'LL SETTLE FOR THAT. THANK YOU BECAUSE I KNOW THAT IS A IMPORTANT NIGHT FOR A LOT OF PEOPLE HERE. IT WAS THE NIGHT THAT WAS A BIG CROWD AND PEOPLE GET EXCITED AND THAT WAS

168ENJOYABLE SO THANK YOU. ANYBODY ELSE? I'LL STOP RAMBLING. IT IS GETTING LATE. I WANTED YOU TO KNOW SOME THINGS WE ARE DOING. OKAY. WITH THAT SAID, THE MEETING IS ADJOURNED. [MEETING ADJOURNED]