Asheville City Board of Education Special Called Open Meeting with Closed Session

001evening everyone. It's nice to see everyone back for a new school year. Um, all members of the board are present. Rebecca Strimer is present. She is joining us remotely and so I think we'll see her face at some point but she is with us also tonight. Um we are going to start off a little differently. Do most of you have a paper agenda in front of you? Um you will see on the first page paragraph 1.1 the call to order and below it is our equity statement. and we are going to read this together. Um, so just like we do in church, I'll start and if y'all could join in. In Asheville City Schools, we are we are committed to equity and anti-racist policies for all students and staff to learn and thrive. We recognize

002that our positions come with power, responsibility, and public service for the entire ACS community. We will model our commitment to equity through our practices and decisions. During this meeting, we invite a pause if harm has taken place, a moment to name the harm and space to practice repair. Thank you. Um, as I mentioned, all boards, all members of the board are present. So, we do have a quorum. And at this time, is there a motion to approve our agenda? So moved. Second. All those in favor? I I. All right, the agenda is approved and at this time I will call on Miss Pchet to talk about our student releases. Good evening board. Welcome back to another fantastic start of school year 2526. And what you have before you is a continuum of this school year

003of student releases. And we're starting at line 43 all the way down to 59 for releases. Tanya, we don't have numbers, so can you just give us a sense of what page be in? Would be the first. Great. Thank you. the last name uh to the board. I think the way this new um expanded reporting is working, you'll see final schoolboard approval date and then if you basically scroll down until you don't see that anymore. Um from there forward is what we are going to be approving. Um and certainly if there are any questions otherwise um just looking for consensus about whether this could go on the consent agenda next Monday. Looks good. Okay. Thank you Tanya. Um next Miss Kim Robinson with our student code of success. Good evening board. So today, this evening

004we have sort of changed the student the code of student success uh for Asheville City Schools. in the past that's been um vague as far as how we code, how we discipline our students as far as behavior goes and expectations. Uh this time it's a little lengthy. However, it is supposed to provide more clarity on how the process goes and provides so when students are being written up um it would be based more on factual information than assumptions. So, um I know you haven't had much time to review it, but do you all have any questions? Um, thank you, Kim. This is a lot of work. I haven't had much time to review it, but I have scrolled through it a little bit. Um, one question that I have, I mean, the the the concern

005that I've heard from um staff is that um the same behaviors were being treated very differently depending on the AP or even the teacher. Um I appreciate therefore trying to get more consistency. Question is if I look at this and I see um different levels sometimes levels three, four and five or one, two, maybe there's a one, two, and three probably um for the same conduct. I didn't scroll down enough to see is there a specific is there specific guidance as to which of those it should be because that's and I do appreciate that culpability varies depending on spec but anyway is there a way for is is it standardized within that does that make sense yes and we do at the end of the 11 expectations we do have various levels of what those

006suggested consequences should be and I let me uh add that level ones and twos are supposed to be handled by teachers themselves and three levels three, four and five are more administrative. However, level one, two, they can counselor administrative support as well. How does it how does one determine if it's the same behavior whether something is a level one, two or three when all three are available? Uh they have different descriptions of each one. What is page 36? Um yeah. So the various uh responses begin on page 36. Okay. The system itself is designed to be a progressive model and that's why you see various levels at for one event that's what it's called and they're in fractions but in um okay so first so I guess I'm looking at I'm trying to understand what

007the how a teacher or a staff member is to know if they have for example insubordinate behavior and I have I don't remember, but I want to say that's one and two or one and one through three. I see under one that there's a parentheses that says first through third instances. Um, is that I mean I'm trying to figure out how one because that's where I think the rub has been. There have always been consequences and then a range of possible I mean behaviors and a range of possible consequences. And I'm wondering how this So let's narrow it. Yes. So again, we want teachers to be able to provide the consequences themselves for the level one and two. And like I said, it's it is a progressive model. So the first three instances, we're hoping

008that a teacher will be able to take the suggestive responses to handle them themselves prior to handing it over to an administrator or student support staff on campus. Is that answering your question? Not really, but I appreciate the effort. Okay. like um I mean in in all honesty I think what I'm asking is I understand the teachers handle one and two but what is the differentiation between two and three for example how is a teacher to know and then I I don't know if you you may not be able to answer that question that's okay I'm sure you have my real more important question is how are we going to train the teachers so that they know because I think what you're seeing is some teachers are having a lot of writeups and some teachers

009are having very few and the same kids are in those classrooms engaging in the same behaviors. So, um it it just breeds inconsistency both of behavior and it there there's probably something wrong on both ends of that equation if that makes sense. And so I'm just wondering at least what's the training going to be so that a teacher knows this is what looks unsubordination looks like and this is what it looks you know if you get three instances we expect you to do X have one of these responses if you have you know once we get to four through six. Does that make sense? Yes. So you you're really talking about repetitive behaviors. Oh yeah. Yes. I'm not talking about once. Yeah. And so with that being said, teachers will be writing up minors and

010there will be a narrative in um for them to be able to write they won't be writing major referrals as they have in the past. the they'll be creating a narrative in Infinite Campus and then the administrators will be the ones who will once that repetitive behavior continues the the uh administrator will be the one who will be determining what that event is. Okay. And so does and I'm sorry to dominate the question. No, keep going. Yeah. So um does um so so do they know like do they write them up even for the first second and third instances that they're going to be handling it'll be yes they put that also they're able to put that into infinite care put that in and then and then the next question is I've just I only

011and I don't know if this is really accurate or not um but I understand that there are even differences among administrators and how they handle things And so is there going to be training for administrators so they have I just really believe that if we don't have consistent responses we don't have a classroom that's very helpful for teachers or students. I agree and yes we will be providing training. I've already told administrators. I uh spoke with some teachers last year and I think they're going to get tired of seeing my face and time's face in my team because we're going to be in there and especially August and September. We're going to be working with school administrators and their staff on how to ensure that this is a um equitable process, equitable process uh for

012them and our students. Yeah. Okay. Thank you. And I'll just add a couple things. So, as I've been talking with principles over the summer, what I've asked them to do is develop like the code of student success is a list of our expectations for students, how we process administrative referrals. It doesn't speak to as much as the local school processes and procedures for addressing classroom disruptions, the things that a teacher we'd expect a teacher to deal with, which level one and partially level two. So what I've asked the principles to do is with their team and their leadership team develop what their local school process is going to be. So the first time a student in a classroom does X not follow direction here's the consequence that a teacher would give and they've got to

013create a progressive consequence list so that the first time a kid does something in a classroom they're not getting sent to the administrator. So we're creating a little more school um ownership over the initial teacher process. And the reason um that Kim is talking about like teachers won't write referrals is because teachers don't to be honest don't really need to know what these rules are. They need to know what are their local school rules, what are their expectations for them in the classrooms for their students and here's how we manage when students aren't meeting our expectations. So the teachers are going to need to spend some time with their administrators uh during pre-planning to say okay what are these norms and expectations that we have as a school for student conduct in our classroom and

014then what are we going to do to a point where our stu where the teachers then say I've done these four steps the student continues to be disruptive in my classroom I'm really not sure what to do next and then that conversation with administrator would move that student on to next time this happens you know you're going to get a a major referral instead of just having a teacher consequence. Um, and then the other piece of this is when you see see things that are like a level two and level three, the first time a student's written up, it's going to be a level two. And then you're also going to take the severity of the incident. So you could have, you know, a student um a student fight that is very very disruptive or

015you could have a student fight that looks a little more like hey pushing and shoving in the hallway. So those would be ne very of course different levels of of response for the students and their consequence levels. So even within the rule there is going to be variation. So you have to have some of that flexibility and if a student is chronically doing the same rule over and over you're going to move up the level of consequence for that student in particular. One addition that we added to this um code is a specific rule for students that are chronically disrupting the classroom. so that we have a little more um clear, very consistent procedures in place so that our teachers know if you have a student that is continuously dangerous or disrupting your the learning

016environment, we can't stand for that. So, we'll have some additional steps that we'll be taking with students and their families and the school to help support those students that are those that can be chronically disruptive in the classroom. We always as a principal I knew it was like five students that took almost all of my time as an administrator managing their student behavior. Um so when we have very clear expectations for students that are observable and not a lot of hey I think this is what that was. I think that will also help our administrators manage these more consistently across the board. So some of the training that's going to happen for our administrators is they'll see and unpack this code first on Thursday and then we'll have standard setting opportunities for our administrators throughout

017the school year. So we'll start pulling ev like referrals that have been written same rule but m much different consequences and we'll start level setting those so that there is more consistency as we move throughout the school year. Thank you. Um I I just wanted to George I know you had questions too but just to follow up on this particular thing. Um, I just wanted to ask about the ease of implementation and as a teacher myself, I recognize that it is often very challenging to log instances, especially if it's like a level one or two. And so I just wanted to ask like if if that's something that's going to be sustainable for our staff. Yeah, I definitely think so. I'm big I'm a and I've just I've said this before, I'm a big fan

018of paper referrals. I wish that we would just say forget about putting this in because when you have a paper referral, you can do it anywhere, but you've got to have your computer or something to enter stuff in when it's tied to a process or a system in your computer. Um, so that's not that was not a a favor a favorable response when I suggested that, which is fine. Um, so you know, with everything it's a process. There's going to be a learning curve. We do know that. We also have a brand new student information system, so that's learning with all that. So, we're just going to have to, you know, go as we can and support our teachers and our principles with the implementation with whatever they've asked for. Thank you. I got the

019the point from George down there. Um, thank you, George. Um, so I'm going to lean on the rest of you when we get into policies. This is really what I did the deep dive in in preparing for uh today is reading through all of this. Um Miss Robinson, I have sent you uh probably about a hundred questions and edits. Um it's in your email. Thank you very much for um inviting me to do that when we spoke earlier. Uh but look thinking about Amy's question and the readability um I think there's a lot in here that's really transformational and this is excellent and exciting. Um, I am wondering whether or suggesting rather that the progressive support framework perhaps go before all of the expectations because it really lays out that incremental philosophy. And it's something

020that a parent can really understand and and wrap their head around instead of faced with a wall of of something that more looks like accusations. And this um the progressive nature of it becomes very clear as soon as you start with that section. and then maybe follow that with possibly the expectations 11 section which is what happens with repeat because that kind of ties in with the um uh progressive framework and then get into your your expectations one to 10 which is it looks like it's a lot of state referral codes or state logging and I don't know how much flexibility we've got with editing that or adding to Um, so I want to thank you for doing all that work. Um, I I did have one big question about the appeals process. Um, on

021page 45 it says that if it is a shorter term or temporary suspension or something else, I can't remember. It's three days to appeal. once that's the decision is received and then and it has to be appealed by the student. But if it's a long term, it's five days to appeal and it can be appealed by the student or the parent or guardian. And then if it's a assignment to an alternative learning, it can't be appealed at all. And so I'm wondering if we can provide more time and allow uh parents and guardians to advocate for their students in in each instance. Not that every appeal would be successful, but just to give that um possibility. The appeals process is in policy, state policy. That's not an ask for city schools policy. It's a general

022statute. So, as far as allowing extra time, then we would go to our attorney and ask if we're allowed to do that. Yes. Um, the appeal for student disciplinary matters is handled through statute and board policy. So, it would we'd need to review both of those for consistency. If I could, and I know others have questions, mine is um more organizational. Miss Robinson, have we had a code of success in the past? Always. The concept we've had before. Yes. And your team has put together a very comprehensive overhaul of that, which is what we have in front of us, and it is on our agenda for approval next week. And I'm looking for some clarity for board members also to understand um if for example this reading this code of success has brought to board

023members attention that there's policies they have questions or concerns about that's something we could take up later but right now it's the policy and it's mentioned in this code of success. And obviously the point of this evening is to hear questions and get feedback and you and your team do what you will with that. Um I don't know that you're going to be able to respond to everything you hear from all of us. But I I guess I'm looking for some clarity if this comes back to us next week as the best um what we have to start the school year with and we would vote on it. as issues arise, you all would be revising this code of conduct or does it not get um I I guess I'm trying to help the board

024understand what we'd be voting on next week and um how it this coming year the whole district will live into this and learn from it and improve upon itself so that we we understand we're not stuck with this for five years. I I think that's what I'm asking. And it is a statement in there stating that as issues arise, we reserve the right to revise and add or take away take out. And according to board policy 4303, the superintendent is asked to review the code of conduct annually with the board. And I realize I put it in there for approval, but it's really for information. It's just anformational item. The board doesn't approve the actual code. you've designated the development and implementation of that to the superintendent, but I the policy does say I should

025review this annually with the board. So then to clarify today what you're we're doing is you're reviewing it with us and it's a brand new comprehensive code of success and we're excited about it as I know you guys are. Um so again I I know other board members had questions which I think you all should take as suggestions and input and um to take back with you. Okay, thank you for that context. Okay, Pepe, if I could ask your recommendations and statements that you made, are those in your notes that you shared as far as the order of the the order suggestions? I I didn't put in the email, but I can. And I also before the meeting said any suggestions that I have carry zero weight because it's not a board decision. So, I'm

026clear on that. It's just, you know, you did state that earlier. Yes. Thank you. And I Oh, I'm sorry. I apologize. I would like to thank it was just more than my uh student services um leads who supported with this. We work with teachers, uh, instructional assistants, administrators as well, uh, bus drivers, everyone. We ensure we made sure we did not get the student voices. However, we do have student recommendations that we will still be meeting with and talking with them about it. Okay. Question. Oh, you good? Um, might this might hit you. It might hit Maggie also. Hey, how much info are we pushing out reminding the parents on the cell phone policy? I mean, are we going to put out signs? Are we going to make sure that the parents totally understand? Because

027once once they get written up, which going to be part of the policy, and we talking about the cell phones and the watches also, anything that has to deal with a phone, correct? Devices. Yes. And the parents really has to understand that because if we if we're going to push it, we're going to push it. We're going to follow the order. Correct. Yeah. We've already started pushing out some public service announcements online to let parents know this is the new law in the state. Um and then now working with principles on what can they do locally as they do their welcome back to school um presentations and information for their parents. And um it is going to be a little bit of a learning curve um for our parents, but I think you know I

028think they'll get used to it pretty quickly. Well, could we put signs out in neighborhoods just like we did uh two centy is so I mean it's going to be a if the parents doesn't buy into this. We going to have a big problem here. Yeah. With that phone policy according to the state and the teachers are going to have a problem trying to deal with this. Well, remember last year we severely limited cell phones at the high school. We were already significantly um limiting um cell phone use at the middle school. So, I think last year we really did the big lift um with limiting cell phone use at the high school. Students were putting their cell phones in the lockers at the start of every period. They had them during transitions and lunch.

029Um but during the class time, students already did not have their cell phones. Um and in middle school, they are told to put them away and in their locker. The change this year is that the phones have to be off. Um they can't just be on silent. So there is a little bit more training and we're happy to put signs up around the schools and share, you know, robocalls with our parents, things to make sure they're aware of this. Um but yeah, we still have a little bit of work to do to make sure that we've done a very well-rounded communication. Can we use the back side of that two cent board there? It's two cents on both sides, Jesse. All right. Thanks. I'm gonna let poor George talk. Poor George. So, this is going

030to sound like a gotcha question. It's not. But the question is, who is this for? This 45page document. Who is it for? It's really for administrators. Okay. Yeah. This is not a code. This is not a thing that you would give to. I mean yes it's our documents and quote parents have to read it but it is not the like one that we would give them to really process and understand that comes through presentations that the principles do with their students every year um information they share with their parents so administrators don't sit down and go with over this 45page document they create a presentation and meet with their students and review it with the students okay thank you because because one of one of the first things I heard was this was going to

031simplify things and a 45page document to me and and having read through it, it does not feel simple to me. It feels extremely complex. Um, so I'm I'm glad to hear that it's not something we're going to be sending home with every family to have to review and have to know like go down. I mean, like I mean, by the time I got to page 12, my eyes were crossed, right? Um, I also want to um I I understand that. Anyway, I'm not going to editorialize this. Um I'm really challenged by the fact that that the word we're using is expectations and most of these are negative. Um you know when I was getting my degree my my masters in education and all of my training like when I posted my own classroom rules on

032the wall I was told to avoid as much as I could the don't do this don't do that don't do this you know to to make it a positive thing coming into that classroom. The fact that the first however many pages is is no, no, no, no, no, no, no, no, no. Is really just kind of like something's sitting at me with that. And so I actually really appreciate, Pepe, what you said, this idea. And I, you know, I know it's just an individual idea, but at the very top of this document, it talks about what discipline is. It's a definition of discipline. And it's not until page 41 where we get a a paragraph that says behavior is often expression of unmet need or skill etc. Right? That to me is the if this

033is for administrators to try to figure out policies and processes that best help staff and students best meet um the demands of the classroom. This to me is the grounding conversation that behavior is often an expression of unmet needs etc. To start it off with discipline is a training. It feels very like so I just want to acknowledge that it's I know it's just me. We I know we don't have to vote for this but it it honestly feels kind of gross. Um and um and so that's why I first asked like who's it for? And um so anyway, I just wanted to that's I didn't really have a question other than who was it for. It's just a comment I wanted to make. Thank you. Board members were good. Just to clarify, we didn't

034um amend our agenda, but it as is as if 2.2 to this updated student code of success would have fallen under discussion items because it will not be back before us next week just to clarify. Um but thank you Miss Robinson and all the folks who worked on this. Um we are hopeful that it will work um and we will reap the rewards. At this time, I'm gonna turn it over to Maggie and April to talk about the feasibility study. Um, few months ago, I can't remember what month it was, we brought the board three options for a feasibility study um, as responses to the RFP that we put out. Um and as we heard the presentations and um the feedback from the board um went back to um the company that kind of met

035the most of our check boxes and asked them if they could review some of the data and reports that we've already invested in and determine if that would take off a significant amount of the cost of the um feasibility study. um and they were able to send that back for us um with a significant decrease. So um remember also the feasibility study is part of our long range strategic planning process. We need to look at a comprehensive look at all of our facilities. Make a determination based on hard data what is the best way forward for maintaining our buildings. We have some that are 100 years old. We have some that are 20 years old. Um, we need to look at how our student enrollment could potentially change up or down over time. Um, we

036need to understand we've got right now central services spread across across three campuses. So, we need to really take a look at long-term sustainability in within the best financial position for the school district and determine where we need to look forward to invest funds in capital projects and schools and where potentially we can reduce our footprint in certain areas. Um, so do we need to have three buildings operating central services or is there an opportunity looking ahead at restructuring some kind of configuration where we're down to one central services building? So those are just some of the options that we not even some of the options. I don't even know if that's what they'll come up with, but we do need to take a comprehensive look at all of our facilities, taking into consideration enrollment,

037um, future projections for enrollment and age of our buildings and cost of renovation, cost of upkeep, um, and consider all those as well as an in-depth community input gathering so that we know what our community is thinking and what they are considering and what they would like to see as it relates to facilities. So that is the um updated proposal for the board and um any questions that you have. Um I am I have big questions and little questions. Um I'm wondering what the missing text is on page two in the in the first sentence. Would love to know that at some point. Um I'm interested in how MPS will validate uh the data of the demographic demographic uh forecast. Um and then I'm also thinking from an economics perspective. Um, how will MPS account

038for the fee that we place on out of district families, including families that have worked and lived and owned property in the school district, um, contributing to the ACS tax base. Uh, I remember our CFO, I'm reading my notes. I remember our CFO reported $160,000 in revenue from out of district fees. I'm wondering what the impact is on our projected enrollment with those fees, without those fees, and I'm wondering if there's going to be anybody either with this group or elsewhere that can look from an economics perspective what the impact would be on our enrollment if we curtailed fees, if we eliminated fees for out of district students. And so that's that's a like a a big concept thing um that I'm not seeing yet. Um I I don't want to get us into a

039situation where we make assumptions and we aren't looking thoroughly at what our options are and they kind of like um uh direct us into a corner. I think our discussions on uh preschool priorities may also impact the work. I'm thinking that we will get more out of this study after the board has those conversations than if we were to start this process right now. And of course, there's the sticker shock of $350,000 approximately. And then I see there's a a part two that isn't in the bid. So those are that's where I'm coming from. So just as we once we get an approved vendor uh there will be several meetings to set up the explicit scopes of work. So some of your questions about tuition paying students versus non and you know waving that those

040can be things that they can put into their consideration and we can decide do we you know does is that something the board wants to look at overall or is that something the board is not really interested in exploring. Um so those will be part of that really detailed scope of work um once there is a a contract signed. And then I see the overall amount as 243,000. Thank you for clarifying. I appreciate that. Yep. And do we have any idea is that part two that's listed in there? Is that the part that they cut from their original bid or is that something that's always been separate? That's something that's always been separate. As you know, the Asheville High School campus and the Sulsa campus has gone through extensive renovations and HVAC systems and so

041um that was eliminated because it would kind of cut those engineering costs down. But we do know that there might be a some elements we might have to go back and look at. So, thank you. Thank you for the clarification. Also, I um am unaware of the missing text. So, if you'll see me afterwards, I'll see if I can fix that for you. I didn't notice that either. It's Yeah, it's like on uh I noticed it. It's a width and then a blank. Is that what we're talking about, Pepe? Yeah. Page two. Yeah, it says width and then there's a space and a period. So, it's just an incomplete and I just want to know. Okay, April, can you follow up with the We'll take care of that. Yes, ma'am. I think if uh we're

042going to ask about waving fees or reducing them, we may as well, if we're talking about economics, ask about increasing as well. You know, just consider all the different options. Could I chime in just procedurally? In theory, not in theory, in reality, we need to approve a contract with a vendor to start this work. And and I know there's going to be more questions. I'm just trying to get our process. And we believe there's a fee on the first page about the 243,000. And essentially what we would be doing at this stage is saying yes, we want to contract with this entity to do this work at this price. But then we will have further conversations with that particular entity about the scope of the work and there will be time for the board to

043decide and I'm just going to make these up as examples. It's a real priority for us to look at enrollment and look at the fees and look at the things that have been said tonight. That would be something as a board we could say we want that to be. And we would all have to understand just to be clear that the more we add to the scope of the work likely the fees would increase. So at some point the fees that are quoted here are for the work outlined. I just want to make sure I'm understanding this right Maggie but you'll have board feedback on the scope of the work correct that's coming. Yes. And also just I want to also make a point of clarification that this expense for this will come out of

044the capital budget. Right. Okay. So I didn't mean to cut anybody off. I just I think it's fine if we want to offer up things we'd like the study to look at. That is a conversation we will have when we work on the scope of work and we all need to understand that may affect the scope of fees if we keep throwing in things. But but to be clear the key components are set. So there are some elements we can dig deeper and better understand and be more holistic. But like for example the demographic projection like they took the data that from the capacity study and enrollment study and use that to to launch the work. They'll do site visits. We're going to have a team that's with representation from administration. We'll ask the board

045to participate. We'll ask teachers to participate. So, there's multiple layers, but but the the buckets of the work are already defined. Okay. Sarah, may I ask a question? Yes, please. Can Rebecca go? Okay. Okay. Go ahead, Rebecca. um with what April just said, the concept of the buckets are defined in another um a separate proposal, not this one. Another group acknowledged being able to look at things like in schools that have spaces that are not being fully utilized, that there could be options to partner with other public entities. Maybe the county could use some of that space. So, instead of closing a school, we'd be able to learn about options, what it would take. Um would do you think that's also sort of baked into what this could include? Yes, ma'am. I think that would

046fall under the phys feasibility and operational planning. We can as we get deeper into that work, we can uplift that. Thank you, Rebecca. Okay, Jesse. We did a study about a couple years ago, a comprehensive facility study. I'm trying to figure out how well these studies are when we about ready to do this one here with the uh comprehensive study. Um right now at this study as on this graph it does have us 2526 school year 14,336 students approximately. Are we even close to that right now? That was an example for their report that wasn't our data. This it wasn't no that was an example they pulled to show to show us how they de demonstrate how they do this. Correct. But that's not our data. That's not our data. But if I go back

047and look at our data com, will it be anywhere? I mean, I know these studies are important, but I'll just like to know how accurate and if if it shows that we did that study a couple years ago and it has a number on it with the amount of students of this year. I just would like to know how close would it be? Um I'll pull for you our data this year. The company that we used um Cooperative Strategies for our enrollment projection last year they were off by 10 students. Okay. So they underprojected us 10 students. We were actually enrolled 10 more students districtwide. So I find that they're always the company Cooperative Strategies that has done our enrollment study has a very accurate record of student enrollment. And one last question, besides buildings,

048what else is capital funds used for? Is there any like grounds, uh, infrastructural support, water lines, gas lines, structural things? Um, we're working with the county on another project right now. It's it's athletic fields, athletic houses, anything operational. Do you know the amount we have in that budget? That's a great question. and um I can get back to you with that exact amount. And don't forget, we also have capital commission funds, too, that support some of our projects. So, it's a variable that shifts. Well, don't forget emergencies, too, which is next on the agenda. Heidi, no, I'm only joking. Not going to throw my friends under the bus. So, uh Dr. Ferman, you mentioned that this is part of something that's needed for strategic planning. Um, [Music] is it can we still do strategic planning

049without it? And what would strategic planning look like if we didn't have it? Yeah, we can we can do strategic planning without it. But for the operational part of the strategic planning, it'll be like tying, you know, putting on a blindfold, spinning yourself around in 10 circles and trying to hit a target. So, it is a a very essential piece to help sure to help us make sure that when we do the facilities part of the strategic plan that we have accurate up-to-date data and also with our budgeting process, it will very much help us understand our assets and where we need to focus assets when it comes to capital projects and potentially looking at how we might be able to adjust our footprint. Good. Thank you. I'm not Pepe. I know you have a

050question, but um I was going to share with the board um at the end of our meeting just in terms of board updates, but Rebecca and I and Rob Elliot and Amy Churchill, Maggie, Rob Jackson recently met with AL Pinder and the county um the chair and the vice chair of the county commission and we're going to start to meet quarterly. But there is a lot of pressure on us to do such a study and to look at these issues. the county is getting the same pressure and different than we are, but they've got other avenues that they're looking at it. So, I just wanted to name that we're doing this because we're being asked to do it and look at these issues. So just wanted to offer that a small nugget but a really

051important one that I think we should uplift is that this also helps us prepare for the classrooms of the future and how we can really enhance the educational environment for our kids as things are moving and we're trying to keep up with AI and what it looks like and in my career it's changed so much. So um this is another opportunity for us to grow in a different capacity. I'll say that it does make a difference for me that it's coming from capital funds and hopefully from the school capital commission. Um but we will see. Um fingers crossed. Um is this um was this the middle bidder or the top bidder in the um the middle? It's the middle bidder. Um, so we're we're missing some of those bells and whistles that were with that

052top bidder. Yeah, they had a lot of like bells and whistles on their like reporting dashboard that I just didn't think we really would need because like that's going to that's going to bring with it continual data entry. So to maintain those it was like it's a stamp in time unless we have someone continually updating the dashboard and putting the data in and I was just like we don't have the capacity to keep a dashboard like that updated in an ongoing basis. So that kind of is one of the reasons I was like we don't need that flashy dashboard. Thank you board. I think um my thought subject to your input is given the size and importance of this um feasibility study recommendation that it would not go on the consent agenda but be on

053the agenda next week for a vote on its own. Um, and if you all after today think of things, additional questions or input that you have, um, please send it to Maggie and we can get more information, you know, at the start of the meeting next week. Um, but at this time, I'm going to move on. Um, you're good. Pepe, you have anything else on this one? Okay. Um, at this time, we're going to go to Kim Deckant to talk about contracts andus. So you have a list of of a long three-page list of uh contracts that areformational only and continuing contracts, but you'll notice at the top there is one contract that you will have we will have to get your approval for because it exceeds the um threshold and that's the train contract

054uh for the high school. And I think the cover sheets are are like helpful in in giving you a brief summary of of theus and contracts. So I think that saves some time too. These questions. Um couple questions if I could, Kim. Um one, I feel like we just did the baseball field lighting. So why does that need to be replaced already? So, I'm gonna let April speak to that probably knows the answer and some of the uh hurdles that they've experienced. Okay. Thank you. Thank you. Um originally the company that we had acquired to do this work um had a difficult time meeting timelines and obligations and for circumstances that I don't quite understand, they were unable to complete the job. We had to pivot from using helicopters to set the lights to using

055um cranes and be very sensitive to how we treat the turf field and it became a little bit more complex and so we worked with companies that we have a relationship with um and we so we had to pivot and did not end with that contractor and we went with a more local to finish the job. Did we uh recoup any or lose any? Um, Anna can answer that question. Thank you. I will provide you guys I will provide you guys an update on this situation in close session. Thank you. Um, another question I had just curiosity. I did see and I'm not putting my eyes on it right now, but some um, training for staff. I mean, it kind of goes back to my earlier question. Am I right that there are funds in

056here for training staff on kind of um behavior challenges kids? Let me put it differently supporting kids who need more support but helping instructors and staff. So are you referring to the crisis prevention institute? That's one of them. And then I feel like there were others there. It was like it was a bunch of training which I was happy to see but I was curious about that. Acut train. No. Anyway, I'm Is that the idea though behind the reframing? I mean, is this is this helping train teachers and administrators? So, I'm gonna defer to Tama on that so she can speak to the training that they have in place. Yeah. So, this year we'll have several um different options for uh to support schools uh in that idea of what behavior is and what it's

057communicating and then what our response is going to be. We have um through the crisis prevention institute we have um training that is on deescalation regulation traumainformed person- centered training we have um safe supportive uh measures those kinds of things verbal deescalation we also have reframing behavior which we'll be developing teams uh support teams at each of the elementary schools for re reframing behavior and those teams will get specialized training so that they can in a flexible however it works at the school and whatever that school needs um format uh provide that training at those schools uh I'll facilitate those teams to um also um work with them on how to coach uh in the in their own school setting and then for our secondary um we're focusing mostly on William Randolph right now but

058we do have some slots open for the secondary administrative teams and um student services teams to also get trained in responsibility centered discipline so that they can help with um supporting their staff at their own schools at the secondary level as well. Thank you. Ta are those new are these kind of new uh or this is this just a continuation of what we've had before? There's been a hit or miss. Uh there have been some people in the district who've gone to to some of these trainings, but there's been no systematic way of providing that support and um just the realization that you know teachers who are stressed out and they're you know feel overwhelmed in their classroom might not feel like they can leave to go to a training. We really needed to come

059up with a way that would develop that system of support within the school so that the support is there every day all day. Okay, great. So, this is some sort of a new way of because I saw them and I was like, "Yay, I hope this is what I think it is, but it sounds like it probably is something that's maybe more robust than we've had in the past." Be some things that are kind of rolled into their um crew meetings. There'll be some um focus at their staff meetings, but we'll also have some additional optional things. So, if a a staff member is like, you know, I need a little bit more in this area, then we'll have some of those options for them. Thank you. [Music] May I follow up on that? Yes.

060Um, in the past, one of the hurdles uh for training like that has been funding classified staff to be able to stay after. So, do we have any stipens or any funding that will enable our classified staff to participate along with our certified staff? So the way that we have it um set up, the reason that we will have those teams and some of the classified staff will be on the teams as well. We have some of those um who are really skilled and talented in deescalation and and helping students regulate and we need them as well. So um principles are choosing who in their schools need that uh skill set and need some additional training and who have access to their staff members to provide things during their planning times. uh before school, after

061school, during school, going in and um and observing in classrooms or coaching uh in different situations. We want to be able to equip the teams at the schools to be able to deliver that um support in a way that doesn't require someone to stay after school for several hours and, you know, require a stipen because we we uh we just don't have funding for that usually, right? It is a a thing that you'd have to plan for ahead of time. And oftentimes you don't know exactly what is going to happen when you um you know get a group of kids together. You might get a new kid who you didn't know before. We want to make sure that the support is there. And then we also have our student support uh our student uh services

062team at the district level who can come in and add additional support to those teams um as well. And the probably the best support that I've ever given a teacher is actually in her classroom or his classroom or their classroom because if you take someone out in a controlled environment and you're you're giving some training and then you say, "Okay, go back and do that." It doesn't always transfer. if I'm, you know, going into a classroom in the midst of what's happening and being able to coach them through that based on some information that we, you know, have gone over and and that I've equipped them with beforehand, that really is on the job training, which is is really a great way to support. And to add to that, at the end of last uh

063this past school year, we did work with classified staff the whole last week uh at after school led out on various behavior support trainings where they became certified in certain areas. And also we do have someone coming in who will be providing uh coaching in in the classroom providing 16 sessions. So, we're going to be working with schools to uh see who which teachers would prefer to have someone come in and work with them on coaching sessions. I'm just hoping that if principles feel like they need a little bit of funding for classified staff to participate in professional development that the principles are able to allocate or ask for those funds. We usually work that out with the principal and either they sometimes principles do they'll say I'll pay for it if you'll just you

064know come and support this person and that's fine. It doesn't it's not the same at every school. Sure. You know the funding that's set aside for different things uh you know different priorities. We'll work with them either way. Either you if you have funding or if you don't have funding we're still going to do the work and we're going to make sure that it happens. Yeah. Okay. Thank you. Board members, any other questions about the contracts for information only or specifically the train contract which will be on the consent agenda next week. Okay, thank you very much. So, next you have policies for second read. Um, these uh came to you in June for first read. And um, do you have any questions about those that that you didn't get to ask the last time?

065As I recall from the last meeting, we didn't have a lot of questions about these, but now is the time. Are you all comfortable with these being on the consent agenda next week? Okay. At this time, yes. Okay. The second read policies will go on the consent agenda. Um mostly for my own purposes, just to summarize before we move on, the student releases and the contracts and the second read policies are going on the consent agenda. the feasibility study will be voted on separate from consent and the student code of success is not being voted on. So just clarifying all that. Um at this time we're going to move to discussion items and the first is budget updates. Um yeah so we do have some information and update on the budget. Um, so some general

066updates are, um, and I'll let Heidi go into more detail here, um, is that the federal funds were released. Um, so we do have the federal funds being downloaded. The state did pass. It's like they passed it right as she was working on this memo. So, we've got some updates on um, the budget based on the mini bill that was passed. Um, but they have set a budget um, with some things for teachers, but it's very minimal. I'll let Heidi kind of take um share that. Um the commissioners did get the local legislation approved for release of article 39 funds to be used for the schools and operational. Um so Heidi's going to share some more information about that. So I'll let Heidi kind of add some of those details that came in and answer

067some of the questions that board members have and then we'll see what other questions you have. Good evening. How's everybody? Um, so no, we do not have a lot of information we would like to have right now, but um, right now the local um, estimates are getting closer to the point that I can give you some better information by next month's meeting. Uh, we have the majority of the revenue that, uh, has been received to date. Um, we're still working with a good many accounts payable, but those have slowed down in the last week or two. So, those numbers should be much easier to discuss with you next month. And capital, same kind of situation. We still had some ongoing projects as we always do over the summer. Um, so we'll have some more information

068on that by next month. And then um the article 39 uh capital commission funds. We did have a virtual slive meeting last month with Averil and her team and talking about logistics and that's why I added that in here today is that their um intention is to try, you know, their whole intention of working with that article and the change was to try to recover from the mid-year cut we had. They gave us a slight increase this year, which would have been a true slight increase had that cut not been made, but it was a slight increase over where we ended up after the cut. So, this is this article 39 restoration is supposed to attempt to make us whole, us in Bunkome County Schools as well. And there we talked a good bit back

069and forth um about how that would be handled because obviously it's an interesting situation where it's not a local current expense appropriation and then it may or may not still be capital. Uh Bunkham County Schools has some needs over and above ours for capital FEMA um recovery that they haven't received back yet. uh a much more um dire staffing situation that they have to address and they were adamant that they need that flexibility and they don't really want these funds identified for any specific purpose. So, the county said the best way they believe they could handle it, and I honestly agree, is that basically each month we get a report with a line about our local current expense appropriation and a line on a report about our capital appropriation and how much they're sending us.

070And they would add another line to give us this money on a monthly basis, much in the same manner as our other two appropriations is how they are planning to administer that at this point in time. Now, whether any of that gets adjusted or tweaked, I can let you know as we move further down the road, but that was their first run at the way to handle this blended situation we're dealing with this year. So, um, and then yes, um, I think Sarah, you may have said something about the date of my memo versus the date of a a mini bill getting launched. Uh, so what I try to do on these memos, just so when you look back, is I always date them the night of the board meeting. So that way if you

071ever wonder when did we talk about this, it's it's always the night of the board meeting. So um every indication we had last week was there would be no budget, no mini bill because obviously they didn't even come back into session until last week. Well, lo and behold, don't you know, uh we end up with this mini bill that is probably the worst mini bill I've seen them actually pass. Um it does very little for us. I am thankful for my um peers out there that are in growing districts because last year their needs were largely ignored for over half of the school year when I think I've explained it to you before they've moved to that funding interior model at the state. So that's great for those of us that definitely want to lock

072in when we might lose a few more kids. But those folks that were growing ended up not getting any of that funding for over six months last year which really was a burden on them. So this mini bill did address that. So, that was good news for them. Um, what it did also is lock in the fringe benefit rates, which are very close to what we were using as our estimates. They're they're a big increase, but at least they're close to what we used as estimates. So, that was uh good that we have that information now to work with. But the piece they didn't do is they didn't pass a raise for anybody. Um what they said we could do is implement the bump is where most people call it. Basically the step from one

073year to the next if you're on a schedule and not everyone is. So we could possibly implement a bump as as a result of this legislation which normally we cannot do because under continuing resolution you can't change people's pay period. So we could do that, but there's absolutely no funding attached to that. So yeah, so that's to me not extremely helpful. Um, so right now that would be, for example, if you were a teacher uh in our district this past year and you were paid say, let's just call it $50,000 on step 10, we could move you to step 11, which let's just arbitrarily call it $51,000. We could give you that over the course of the year, but it's not the correct step. It won't be what it ends up being if we get

074a raise and then we'd still have to process a raise and retropay later anyway. And that really reres havoc with the payroll system besides. So, we're going to have to take a hard look at that. Um DPI is trying to work with the legislators right now and try to explain that situation. Um because normally what they do is they say yes bump but you stay at the salary you were at last year. So I think it would be very confusing to staff to get a bump that's not the real bump and then have to go back and fix everything all over again. Not to mention the work involved in that. So, um, like I say, I talked to Alexis Shia today and she is definitely bringing those concerns back to the legislature because I I

075think that was probably a good intention on their part to try to give everybody at least something at this point when they had not decided on or come to a consensus on what the raise could be. Um, but we we do not know when that will be. Uh, I think Kim's got more information in her uh, legislative update, but right now they're just they they have adjourned. I mean, they're only going to come back for one to three days a month possibly until the short session starts again in the spring. So, we really don't have an indication on when that might change. So, I wish I had better news, but as Maggie said, the good news was that at least the federal government came through and sent us those appropriations. So, um, the CNI team

076can move forward with title, uh, budgets for principles and that type of thing. So, that was the good news that I could share. If anyone has any questions, I would be happy to entertain those. Heidi, I have a question about article 39, just so I understand it. um the bill passed. So the portion that would have gone to the fund that the school capital commission group um manages won't go there. It will go to the county although held as article 39 funds. And from that pot of money, they are going to send us the amount equivalent to what was the midyear cut. In my mind, it's 700,000, but whatever that number was. So, they're saying, "Okay, we're going to give you that back to make you whole, and we're going to give it to you

077over 12 months, so we'll get 58,000 a month." But I I think and Anna might be able to correct me on this, but I I think logistically what happens is the money still goes to the capital commission, but then there's a transfer from the capital operating account. So that's the heart of my question. So whatever our portion and the county's portion is 2 something million and that will be allocated on this monthly basis. If there's more than that coming in, it gets to remain with the commission then. Is that how that works? Okay. In theory. In theory. Okay. I just wanted unknowns at this point, but I will go with in theory. Yes. Thank you. Other questions, board members, for Heidi. We appreciate the information and the doing the best what you can. Um, let's

078see. At this time, we have significant legislative updates. M so while keep keeping up with all of the changes that are happening in Raleigh is extremely important is very time consuming and uh for any individual to to keep up with it because it's been a moving target since the beginning of the summer. Um the first thing and and Heidi talked about this is you know we were we were anticipating the federal funds being frozen. That was the first thing that we were hit with this summer. And then that's when um general North Carolina Attorney General Jeff Jackson filed a lawsuit. Um this is what would have potentially been impacted. And then things were moving so far I couldn't even list all the updates coming from DPI on giving us updates about when the money was

079going to be released. But we got our first one on 7:30. That's when the business um depart department got the first thing saying the money was going to be released. And then after that, we just kept getting memos saying it's this part's coming, this part's coming. So thankfully, as Heidi mentioned, uh we are getting our federal funds, which is a huge relief. Um during the 2025 session, there were over 300 education related bills that were filed um at the general assembly. 20 of those pertain to school finance. 21 uh were centered around compensation for teachers and then 37 were focused on um child well-being. So, as Heidi mentioned, um a mini budget slid in. I think that was on Thursday. It went to the governor on uh the first. And the only thing that as

080Heidi mentioned we're really getting um coming out of this is that we know what the fringe benefit co costs will be for the upcoming school year but beyond that not a lot in that mini budget. uh Senate Bill 375 passed which is Harrison's law and some of the things coming with that law are um a tighter a tougher crackdown on hazing of students um by students also by employees. Um it makes it a a felony now um if if you're convicted of of hazing. And ironically like it's it's funny how things are added into bills that really don't sometimes connect with each other. And the other piece of that is that um leas are going to be required to post central office salaries. Um Heidi and Dr. Dickerson are currently working on pulling that information

081together. uh they have been in uh consultation with Campbell Shatley and the schoolboard association on what the expectations are for LEAs and we have to have that posted on our website by Friday August the 15th and it will go underneath our finance page. Um House Bill 309 and this is what you were talking about earlier. This is about the reallocation of funds um which were typically used for capital projects that now are essentially being redirected to to use to essentially balance your balance your budget. Um it does talk about, you know, the the requirement of meeting with the county commissioners and the two school districts, which I feel like is something that we do anyway. We we've already have that in place. You meet on a regular basis. And as uh Sarah referenced earlier, um

082they're eager to have those meetings on a on a more set schedule. House Bill 378. Um this gives um essentially saying that you've got to be really conscientious about how you spend money on technology, which I think Matt does a great job of that already. He's very transparent with y'all about purchases. um it'll just you know how we're spending that money, how much you know it cost and keeping um a detailed records on that. And there's an expansion of pathways for sophomore high school students. Again, I think we're ahead of that um because, you know, we have SILSA, we have our kids can take classes at AB Techch, we have a strong CTE program. And then also in House Bill is the tuition the increase um funds made available for tuition programs um that you

083could if you've got a a a savings account for for college that they can't creditors can't come out come after that. And it also allows our student athletes to um do the um to engage in selling basically to companies who are you know want to use their image just like college athletes. So that's been added into um into bill 378 928. um h that house bill just extends uh it's it's a short bill but it allows physical therapists who are on campus to do concussion assessments and it's just a minor change. Um House Bill 959 um I'm sure aka the cell phone bill that's probably what our kids will call it. Um um Merrily has been pushing out information through our social media outlets about the bill. Um letting them know that this has passed.

084More information is going to be coming from their principles. Um school staff are prohibited from using um Tik Tok on any schoolisssued device. Um we also have um you'll be expected to put a policy in place uh by January the 1 um pertaining to stricter enforcement on cell phones. Again, Campbell Shatley has been working on getting uh communication out about that to us. So that will probably show up on the agenda um soon. And the schoolboard association is also working collaboratively with them to get that in place as well. uh we will have to take into consideration um when looking at this cell phone when new cell phone policy like students with IEPs or 504 plans there could you know accommodations for students who are currently being served under those. So basically a huge overhaul

085of our district's technology um and internet access plan is is coming. House Bill 1012 um this allocated additional funding u for hurricane relief. However, this money is only set aside for eleas who were not able to get reimbursements from uh either FEMA or their insurance. So, this doesn't apply to us. Um April and Hottie have been working with FEMA and our insurance company to get reimbursed for anything that any losses that we incurred. Senate Bill 77. Um if we have a student who needs to have a nurse, a school nurse um services while they're um with us during the day um under their IEP, parents ha um can pick what the prov who the provider will be. Um however, I spoke to Holly Seder and currently we do not have any EC students who have

086nurse services with us during the school day. Senate Bill 118 um just more essentially providing more grace to students who have parents who are in the military in um and allowing them additional time to get proof of residency when it comes to enrolling them in school. Um, Senate Bill 125 um gives an extension on the time you have to spend your money through school safety grants. Uh, however, there's no increase in funds, just you have a longer window to spend it. Senate Bill 442. Um it protects parents rights to reject gender transition and limiting the definition of abuse and neglect. And some of the concerns with this bill is that educators may hesitate uh to report gender related distress because of this bill and uh there's the fear of increased u risk of anxiety and

087isolation for our students. Um, so this is um this is a bill that our school counselors and social workers will be looking at closely before the start of the school year on how to best serve our students. Um, Senate Bill 429. Um, this bill centers pretty much around um, increasing our policy um, when it comes to Delta 8, Delta 9, and THC. So, I'm sure we'll see an update from the school board association with um changes to our drug policy. Senate Bill 477 is good news. Um the it uh allows students to go free of charge to state parks, historic sites, museums, the North Carolina Zoo, and state aquariums. So, um this is a positive bill. Um that will definitely save us money on school field trips. Um Governor Stein vetoed three anti- um DEI

088bills. The first one 227 pertains to K12 education. The second one pertains to higher ed and the third pertains to um state government. Um, as you can see at the bottom, the House has not called for a vote on 227558 and um, a vote has not been called on House Bill 171 um, in either the House or the Senate. So, these bills returned to the General Assembly on um, October on August 26 um, for a possible potential override votes. And I um so we'll we'll know more in August about those three. There were four calendar bills that were proposed uh during the long session and none of these passed. And in talking with one of our uh local representatives, um one of the reasons was because the summer summer camp lobbyists have so much power

089and money evidently that they're the ones who are who uh were kind of instrumental in blocking these. So no no new calendar law. Um and we'll continue to operate under the one that we already have approved for the upcoming school year. These are some of the um education bills that were vetoed by the governor. Um and then you can see in the in the red the ones that were um the veto was overridden last week. And I think it's important to note that four U Democrats cross party lines to override these um votes. Um, and so when we talk about advocacy, I think, you know, being informed and reaching out to those individuals and writing them and to even though they don't rep represent our district, they represent the state and they represent our students.

090And so I think it's important for our voice to be heard and um the impact that they could potentially have on these other bills that will go back on the um for a vote on the 26th of August. So, some of the um impacts at the federal level, there's a new voucher program that has been established and states have until the end of the year um to decide if they're going to opt in or not. We also saw a reduction in SNAP benefits. Um we um potential cuts in title one and with uh students with disabilities. Medicaid is being impacted which has um an impact on our reimbursements for health services for our students with IEPs. So, House Bill 87 uh is got pushed through last week. Uh it's the optin to the to the

091federal voucher program. Uh it went to Governor Stein on Friday. Um, it would allow families to get a tax credit dollar for dollar up to $1,700. Uh, it would begin in 2027 if it um goes into law. Um, based on everything I've read, I'm anticipating that Governor S will veto this bill and I'm sure it will go back on for a vote. And again, it's um the the four individuals who overrode the vetos. One of those was um a charter bill and I think a a voucher. So, there's a good chance this could be overridden. So, it's important to advocate. The general assembly uh will come back, as Heidi mentioned, just a few more times. They'll come back in session for two days in August. Um they'll come back on the 26th at noon. Uh

092September for a couple of days, one day October, one day in November, one day in December, and then the short session won't start back until April of in the spring. Um so if a budget is going to be passed, they they've got couple of days in August to to make that decision or kick it down the road until September. So it's again it's important to reach out and advocate. So Marilyn and I had the opportunity to go to um the North Carolina Association of School Administrators is doing a campaign um across the state and we were able to go to um a dayong session about how to advocate for public schools. And so some of the ways to get involved um you know follow the public school forum of North Carolina public schools first NC

093um you know reach out to your representatives uh write letters um and you know advocate for um our our children and public schools. We have a lot to celebrate Nashville City Schools and we need to to be proactive. That concludes the legislative update for 2025. Thank you. Any questions? I think I just will say to the room what I know we're all thinking that there is a lot of harm caused by this legislation. Um but we appreciate your sharing it with us. Um board members, do you have questions or input for You can go ahead first. Well, mine is just an appreciation of that picture of Coach Vet on slide nine. That is worthy of the hallway. I just wanted to say that. I don't want to take too long. Thank you very much. That

094is a spectacular photograph of love. Lots of love in that. um what are we doing or have we had any time to think about what we're doing in response to the big beautiful bill and what funding might be cut and how we might support students for whom those cuts will be really impactful students and families. So um are you speaking specifically to SNAP cuts? So, I mean I mean yeah, SNAP um I mean yeah with SNAP I can speak to some of the things that we have in in place. Um Kim Robinson and her team have done a great job of of keeping the resource center open um and making that available to families every single Wednesday. And every single Wednesday we have a slew of families who are carrying supplies out of there to

095to get them through to the next week. Um Melissa and um her team have done a great job of providing the hot meals, making sure we have ma uh mana bags there. Uh Bountiful Cities comes uh and participates with fresh produce. So trying to fill in as many gaps as we possibly can during the summer. Um as Heidi mentioned, our federal funds have been released. So Shannon and her team will continue to look at like, you know, carryover funds, looking ahead to next year about potential cuts and how to start scaling back before we move into the U 2627 school year. And don't forget we have free breakfast and lunch for every single student every single day. Yes. Well, and the budget side of that we need to also understand may be more impactful because

096if those students get disqualified from those programs that were able to direct certify them for C, we do have a concern that it will cost us more as a local entity to pay for those free meals. But right now, we're just going to have to see how that plays out. And I hope they come up with an alternate calculation for that. I also really appreciate, Kim, um the cl the the specificity about which local organizations we're in partnership with um and working with them. I think that's something that we don't as a community don't always lift up just how we are. We have organizations embedded with us. We are embedded with with organizations to support our families, support our students. Um so, thank you for that. Um, sorry. I'm going to, you know me, I'm

097kind of a policy guy, policy wonk or whatever. Um, for Senate Bill 442, um, sorry, I don't have that pulled up in front of me, the um, the PowerPoint. Um, it says something about limiting the definition of abuse. Can we get some clarification on that? Does that mean parents can can decide what is defined as abuse? So what it does is say that raising a child as their biological sex is not considered abuse is essentially the change that's being made. So you it it essentially says you can't file a DSS report on the basis of a parent not acknowledging their child's gender identity. Thank you. Okay. Thank you Kim. Um, we appreciate it. At this time, we're going to move to the district work plan. All right. Um, I put together a quick presentation just

098to kind of help us walk through this. So, they're going to put that up on the screen for you. Um but board members as you were coming in we also passed out a copy of our portrait of a scholar for you and it identifies five characteristics that we gathered through the strategic planning process phase one. Um and then we have started to already build and incorporate these different characteristics into our local school improvement plan or local school work plans and um our crew meeting templates. And so it's becoming a focus as we start the school year on directing our students to what are these um attributes that we're hoping our students grow into as they move through our school system. Um so just a couple quick things. I'm not going to go over the work

099plan in detail. Um hopefully you've had a chance to review it and we if you've got specific questions we can talk about those. Um so first of all what is a work plan? Um a work plan typically it's something called usually the district or school improvement plans. Um but we call it a work plan because it defines the work that we are going to do um and the goals that we have and it really is a roadmap that we use throughout the year. It is not a oneanddone document. We review it um continuously monitor our progress. How are we doing on this? This is you know we need to invest a little more time in this. We're not quite ready to move on from that. So, it is that roadmap that really outlines our work,

100what we're going to do, and it helps us center our focus on teaching and learning and leading. Um, and it is the foundation of our school work plan. So, as we met with principles over the summer, we unpacked this work plan with our schools and then they use this to build their school work plans and identify where they are as a school and where they want to go next as a school. Um, and it really helps us take immediate action. um before we can really build and flush out our strategic plan. So, I'll have an update next week on strategic plan, where we are and what the next steps are with that. And this is we've got to keep the work going and we really need to keep the work going focused on teaching and

101learning. So, this work plan helps us move forward with those next steps and so we're not missing a beat. So, you might ask, how was the work plan created? So, we started reviewing um last year's work plan. Um we reviewed the student data, observation data. We looked at um survey data and um talked about what did we accomplish, what didn't we get to um and then started to do some collaborative input meetings um with our EL team um and then some feedback loops with the principles to make sure we understood what they needed um to lead the work at their schools. So we were very intentional when I met with them last year to say here's what we're looking at in this section of the work plan. if we are going to move here, what

102do you need central office to do to support you to do that work? Um, so what's in our work plan? So we focus on the three dimensions of student achievement and all of those three dimensions are captured within parts of our portrait of a scholar. So our portrait of a scholar is helping us move towards identifying um areas of growth as it relates to character, mastery of knowledge and skills and high quality work and then what we need to do to move those forward. Um, it also provides us with a clear theory of action. Who is going to do what, who's responsible for what? Um, and identifies the researchbased strategies that we're going to implement and monitor. We'll implement and monitor these. We may be doing walkthroughs and observations. We'll be looking at student data.

103Um, as you do, um, observation walkthroughs, see how many students are engaged? Are our students um, accessing the curriculum like we'd want them to? And then we're also they identifies what are our outcome goals for students, what are the process measures we're going to keep track of, and what is our overall scope of work for the school year. So we do have a multi-impact goal um that's established and it's really important to know that we've and this is one thing that came out of strategic planning phase one is that we really need all to mean all. And when we review some data um with staff and when I review some of our data with the board and what we've seen historically is all doesn't mean all in Nashville City Schools and we need all to

104mean all which means we need to look at our data and provide differentiated supports for students based on what they need so that every single student can be attaining the educational outcomes um equitably. So as we uh look at the work plan, like I said, it's organized into three the three um dimensions of student achievement. The first being character. Um so our work are really related to characters. We're going to continue and um deepen our implementation of staff crew. We are rolling out student crew districtwide. Um and our crew, just so you know, really serves as our dedicated social emotional learning time for our students. Um and then our curriculum and instruction and Tanya um not I'm sorry Tanya Ta have been instrumental in working and supporting our schools in the development of what their

105crew lessons will be. High school and middle school have a curriculum already developed. So they're looking at those adapting it to make it fit for what they need. And the elementarymentaries um have some precreated uh social emotional learning curriculums that they've used and so they're helping make sure those fit into the crew structure. Um, so the goals we have in character, students will name and explain their school's habits of scholarships or habits of character and that they will increase the percentage of adults and students that report they have a feeling of belonging. Um, and you may be wondering what are habits of scholarship? Habits of scholarship come back to what are on our portraits of a scholar. So we want our students to not just perform well academically. We want them to be able to

106share and communicate well this is why I know I can do well academically. I have good study habits. I have, you know, I'm caring and compassion. So, it's more than just we want our students to do well on assessments. We want our students to be good people. Uh the second dimension is mastery of knowledge and skills. And this is really like hey, we want our kids to to do well on on their work. We want them to succeed academically and and academically at high levels. Um so, our focus here will be working and to identify effective instructional practices. What does a culture of engagement and excellence look like in a classroom? And when we talk about excellence, this is excellence for every student, not excellence for the student that comes in, always turns in their

107work, always listens, always follows directions. We want every student to have that opportunity for excellence in the classroom. So, this is a a focus on what is that engagement and excellence look like across the board for every student. So, our goal here is that all students will meet or exceed growth in all of our students groups. We'll measure those by the assessments that we give throughout the school year. Um, and holding some teacher and focus groups. The third dimension focuses on high quality student work. This is one we'll just start introducing this year. And the focus on this is that we need to build a foundation with our district leaders, with our staff, with our um um teachers across the district. this is a new kind of dimension to get into for how we look

108and ma monitor student achievement. Um so this year will be some professional development for school leaders and teachers and staff to start understanding what does this look like. Um and then our goal is then by May 2028 100% of our students will produce work that is complex, wellcrafted and authentic. So high quality student work moves our students from just turning in an assignment and doing the bare minimum to really putting their whole effort into it, really taking time to make sure that it is done, it is done well, and that they are creating really authentic and meaningful work. And a lot of this then comes back to our staff with formative assessment and feedback to make sure that our students really understand, well, here's how I can take this up to the next level. That

109is just a quick overview of the work plan for this year. So if there were any particular questions or curiosities um discuss those now. Yeah. Board members comments or feedback for Maggie. Um I know you you went through you went a little bit quick. Um do you say this going to be school level or going to be district level? So this is um this is the district work plan. So this is for myself, my team, and how we're going to support schools to help the principles lead the work in their buildings. And then the schools took our district plan and then said, "Okay, this is the supports we're getting from the district. Here's the goals where we're heading. The goals are the same. Here's what we need to do at the school level to move

110this work forward." So, they built their school plans off of the district plan and everyone's going to be doing the same thing by using the same. And who's going to monitor all of this? Is this going to be where this is by curriculum and instruction, monitored by me. I've already set up my um monthly visits to each school with with already set the agendas on here's what we're going to be looking at for your school work plan. when I come for my observations, whether it's looking at your student crew, whether it's coming to a PLC, so it's already been outlined so I can make sure we're using an accountability cycle with all of our schools. Are you going to grade your schools as you go through this or how are you going to be able

111to really see it happening within the school? I'm um that's what I'm trying to get at. Oh, yeah. No, a couple things. So, we'll have a beginning of the year, a midyear, and an end of the year. Well, we're they're not going to get graded, but we're going to say you're making progress. you've exceeded progress. We're not going to say you've you'd get a A, B, C, or D. That's not how this really works. It's are you doing the leadership moves to help increase student achievement and along all of these three um domains others from Maggie? Thank you very much. I appreciate it. Lot of work. So board members, we are coming up on the last item um on the agenda before we go into close session and it's policies. And there's a lot on

112here. Um, some of the policy discussion we have will be like normal, but some of these policies will be policies where it would be appropriate for us to have the input of legal counsel. And so, some of these will be discussed in close session as well. So, just wanted you to know that um as we turn to that on our agenda. Okay. So, the only policy that does not pertain to title 9, um, is policy code 3620, extracurricular activities and student organization. And there is a change in there, an in addition about NIL agreements. Um, and that's in a footnote reference change. Um, that's really the only one that doesn't pertain to Title N. And so I'm gonna kindly hand over all of the Title N policies to Anna so that she can explain to

113you why we are we changed and now that we're going back. Thanks, Kim. Um, so these changes, I'm sure you guys remember, we went through the whole saga of the 2024 regulations which came out, were then challenged, were then struck down by a court. Um and after they were struck, they have been completely struck down now, not just the preliminary injunction that we were initially dealing with. Um so these changes come from us and NCUSBA in an effort to comply with those overturned 2024 regulations. Following the overturn of those regulations, the Department of Education um provided guidance that districts should follow the 2020 regulations that were previously in place. Since that was the recommendation, NCSBA recommended that districts return to the policies that were in place um prior to the 2024 changes. That's what's been

114brought before you now. Um most of these changes are procedural in nature. They address how we handle these complaints. Um however, obviously a piece of concern is the lack of stated protection on the basis of gender identity and the definition of on the basis of sex. Um so just as a point of clarity on this um the change in policies that's recommended doesn't change the fourth circuit ruling in the grim case which does say that um discrimination on the basis of gender identity constitutes um discrimination on the basis of sex under title 9. Um and so as a North Carolina district we are obligated to follow that case law. Um, so just to kind of provide some clarity on this, whether that because a lot of what is happening with these policies, um, one of

115the big removals that I figured caught y'all's eye was the removal of that parenthetical defining on the basis of sex. Um, but whether that parenthetical is there defining it or not, that case law still stands. So, I just wanted to go ahead and kind of provide y'all with that information up front. Um, but I'm happy to discuss questions or concerns or anything that y'all have regarding these changes. And Anna, tell me what you tell me what you want to tell me. Um, these are in front of us on first read. You've given us the context. We may have um need for legal advice on some of these So if it if it is the case that some of these are not going to move forward on first read, what what remind us of our timing

116of this? Like what are our options as a board? Sure. I mean so at this point um DOE has said we should be following the 2020 regulations. Um, however, the standard for Title 9 is we can't be deliberately indifferent to issues of um, sexual discrimination or harassment. So, with our policies in place, we wouldn't be defying that issue timeline wise. Timeline wise, otherwise, I mean, it is important that we kind of go ahead and get this moving because that has been in place. It's it's not one of those things where I think, you know, we need these to be voted on tonight for approval. We can certainly take time and be very intentional with this um and have more discussion um than we may with other policies that don't require as much. That's certainly doable.

117But I do think it's important to keep it moving. Understood. I mean, not not to say you guys need to put it on for like second read next week. That's not what I'm trying to say. But yes, but to just keep it moving forward and keep it a part of the discussions for the next little Thank you. I think what I want to offer to the board procedurally and then I'm happy for you all to have comments and questions like normal. Um 3620 extracurricular activities. Does anyone have any issue with that going on the consent agenda next week? I'm sorry. Is that how it would what we we'd be moving it forward? whatever the words are that I need to say about that. So, I'm going to set that one aside. But for the rest

118of these, what would you all like to do? Do you have questions um that we should discuss now with these policies? Okay. What about 6220? Is that 6220 has a title n update as well. It's Sorry. Go ahead. Oh, and some of these like when when you there's more changes in some of these and then you're going to see that once you have either however you've decided to move forward with the ones that have substantial changes, it really just triggers some cross reference changes once those bigger bulky ones are approved. a lot uh some of the information only um like 1760uh 2500 those are just there's just cross references to the other policies that have been approved so it it looks more massive than it it might be so for example the 6220 change is

119the removal of that parenthetical that I mentioned before um and so that's kind of to Kim's point the larger more substantial changes then have this smaller change throughout the manual and also because like for example there was a policy specifically adopted for the 2024 regulations related to the procedures for how we handle these grievances but under the 2020 they're handled through a different policy. So it's um changing the policy that was adopted for 2024 for handling the procedures back to the one that was under 2020 for handling grievances. Is it George was up so I'm so sorry. No, that's okay. Go ahead. Is it possible to retain the language within procedures within the procedures? Like the like the procedures related to the policies. Um I would need to take a deeper look at it. I

120think there's not an issue though because I think our title nine policies are separate from the procedures that we have related to like gender support guidelines and um some of those other issues. So like that we use to address like the parents bill of rights and things. Those were kind of separate from the title n changes. Um and so I off the top of my head I think it would be possible but I would want to double check if there are any changes we need for consistency purposes. Okay. Thank you. Well, we wouldn't wait. That would be left to the superintendent and her designate. Yes. For procedural, but I I like your thinking. Yes. So, I'm a little I'm I'm getting wrapped up in legal ease that I'm having a hard time deciphering. So, I'm

121just going to give you a hypothetical. We have a trans kid at our schools. All of this all of this changed. How does that change that trans kid's life based on these policies? Well, so that was kind of what I was alluding to with the Gavin Grim case. It is the law in North Carolina and everywhere in the fourth circuit that you cannot discriminate on the basis of somebody's gender identity under Title 9. So, they still could not be exposed to discrimination on the basis of their gender identity under North Carolina and um fourth circuit law. that of course case law is up in the air and the Supreme Court has accepted some cases to address this issue. Um so it is a changing area of law right now but the changes in these policies

122would not change that protection. Okay. Thank you. Um I have a question about 1725 and whatnot after that 40357236. There are a lot of definitions that are added in this one um that include you know dating violence, domestic violence, sexual assault. Those aren't are those related to title 9? Yes. Um so this is how it used to be. This is how they were defined under the 2020 regulations. They used the cross references from the FBI and things like that for defining them. So before we had it where there was we just said sexual assault and we didn't define it I guess. Yes. And now we have to define these things. Um okay. I was just trying to understand the Yeah. Patience of this. Yeah. The Department of Education had put out guidance that was like

123hundreds of pages long on all of the definitions on these things following the 2020 rules and the these were part of that. Um, so they came from that guidance. And the 20 the 2024 guidance, did it omit all of that? Did it just get rid of all those definitions? I'll be honest, I'm not positive. I mean, because the definitions I I I want to say this with the caveat that I read through them quickly, but um if they're used by the FBI, I'm not sure that they're like bad definitions. Anyway, I'm just I'm looking for like what's wrong with this and I'm I'm seeing it be pretty specific in ways that that could be helpful as opposed to sexual assault. Um, so I was just curious about where that was coming from. All right. Thank

124you. Um, and I will since you brought up 1725, I will tell you that um, we our firm does have a couple of like minor recommended changes as well to 1725 and 1726. Um, the 1725 is just sort of clarifying in D5 that placing an employee on leave during a title 9 investigation or grievance isn't an emergency removal. So, which and I apologize to your staff. I would have brought this up to you before, but I was gone last week and didn't have a chance to review it ahead of time. Um, and then 1726, we also have recommended removing section E1 that includes an opportunity to request a hearing as part of the grievance process because that's not a required step with the Title 9 regulations. Um, th those were the recommendations Campbell Shatley put

125forward in 2020. And so we've just recommended that moving back to the 2020 policies, we do that change again. One more question on 1510. I believe that was one of the there aren't a lot of changes on this one as far as I could tell, but there was um a change from DPI being the um I don't even know the word um from DPI to the Center for Safer Schools. It's um on page three of seven. Anybody know what the Center for Safer Schools is? Yes. Yes. I don't I So, can you clarify? Yes. Um so the center for safer schools was established um by the general assembly um to provide additional support and guidance for school safety issues. They've put out training videos that school districts are required to show students about um for

126each different age group about you know like the dangers of things like grooming or signs to look out for to protect themselves from um issues of that nature. Um they've also put out guidance regarding some of these more specific things that are in here um about school shootings and things of that nature as well like mass threats. Um so the center for safer schools has kind of been charged as the overseer for all of the school safety concerns. It it also has moved from DPI to SBI. Thank you. So it is no longer underneath the department of instruction public instruction. is also our anonymous tip line is a mandate. For example, um threat assessments on when a child poses a threat or anyone else. Um there's a protocol that we work together on to respond

127quickly to so we're actually we feel very confident that we are in good shape um as a district and we have some strong infrastructures in place to respond to this. Okay. We knew it was coming. Right. Thank you. or 1726. So, as we take time, I'm I'm I'm not for stalling further questions, but um I'm under the impression that we will probably want to live into these a bit more and read on these before we're ready to do something about them. But I would just encourage you to look at some of the heftier ones first. Um just a thought. Okay. He um looking at uh 1710, etc. Um there are sections that say fill in before adopting this policy. Is are we able to direct the superintendent to fill those in? Is that an option

128in passing the policy? So, those were filled in um today and Lisa can add those back um send those to Kim Jones to add back up to to add to re to upload to diligent. So, the 504 coordinator would be Holly Sutter. The ADA coordinator is Holly Sutter. Um the age discrimination coordinator would be Dr. Dickerson. And the coordinator for non-discrimination laws would be Dr. Dickerson as well. and we've made those internal adjustments and then we can get those to you. Anything else on policies for first read board members for this evening or the information only policies which may I ask? Yes, Rebecca. With what Anna shared about further recommendations, do these stay on first read till we get Campbell Shatley's strikes or do we do that on second? So either way, Rebecca, y'all can

129move it forward and have those changes added for second read or if you guys aren't prepared at this time to move forward to second read given that there are a lot of policies and a lot of substantial changes, we can add those and put it back on for first read. Either way, do we have to decide right now? Can we wait for No. any information that we I don't want to speak for the board. I'm not hearing a ground swell of movement that we're ready to move forward. We could I think I would handle it when we set the next agenda. Yeah. Um, is I'm just wondering what the pivot is in 1725. Like what is the big shift other than just moving a bunch of words around? I mean, a lot of additions and

130things regarding the conduct. Um, as well as a lot of removals. Um, the consent to the procedure process is in there. I do think 1720 contains a lot of changes as well. Um, more so maybe than 1725, but those are kind of the big ones for 1725. Thank you. Um, and on the ones on 1720, you're right, like there's a a whole lot of changes on 1720, mostly procedural as far as I can tell. Um these were these are changes that are the result of those different uh title n guidances. Is that right? Yes. Um and it and it does seem mostly directed at at training and um notice and things like that. I mean, I don't actually see that much in any of these that is very substantive except for the one parenthetical, which

131is a hammer to lots of us. And as you say, for the moment, the four circuits um decision saves us, which it won't long term. Um, and I guess we will need to ask at another time your advice on whether these are really how compulsory these are that parenthetical. I mean, aside from that, I will just say that like my own little review of this is there's not that much here that's I mean, you tell me if I'm wrong, but I don't see that much that changes a lot aside from procedure. Procedure matters. Due process matters for sure. I don't want to understate the importance of those things. And at the same time, what I care more about is substantive rights that are anyway. So, um, no, I agree. I mean, the biggest things in

132the procedural changes from 2020 to 2024 was that in the 2024 versions, it further defined sort of the informal processes available, whereas the 2020 versions didn't provide as much guidance on the informal processes available to address these complaints. Um, but as for sort of the the procedure for handling formal complaints, it's really not that big of a difference between the two. Um, mostly it is related more to training and documentation things than and and it does seem to me and correct me if I'm wrong Anna that app propo to what Liza suggested things like training and notice um can be dealt with through procedure. we could establish procedures that require that our employees be trained on um sexual harassment and sex discrimination and right now those are defined in North Carolina to include um gender

133identity. So I feel like some of these um excisionions can be dealt with through procedure if we if the superintendent decides to do that. Okay folks, thank you very much for all of that. Um I believe we are at the end of our um open session. A couple of things if I might. Um, we do have close session because we need to take action. We will come out of close session tonight back to open session. So, that is still coming. Um, I draw your attention to the announcements in the agenda. First day of school, next meetings, early dismissal days. Um, and I know some board members have um some reasons they need to leave at a certain time tonight. So, could we take a three minute break? I think folks, if you could do that.

134Um, is there I apologies. Let me read this. Could I have a motion for our board to enter into a close session pursuant to general statute 143-1811 for the following purposes under subsection A1 to prevent the disclosure of privileged and confidential personnel information pursuant to general statute 115 C 319 through 321 and under subsection A3 to discuss matters protected by the attorney client privilege. I move that we go into closed sessions for the reasons stated by chair Thornberg. Second. Thank you. All those in favor? I Okay, the first part of the meeting is concluded. [Music] on screen. Rebecca. Okay, welcome back into open session. Board member George Seabourg had to leave, but we still have a quorum. Sure. She says thumbs up. Can you hear us, Rebecca? Okay, she's good. She's doing some sign language

135there. Um, board member George Seabourg had to leave. Uh, board member Rebecca Strimer has rejoined us by remote means. Um and the sole business before us in the open session is to vote on the filling the principal at Lucy Herring Elementary School. The balance of the personnel report will be um handled at our next board meeting. But on that one item, I would entertain a motion to approve the personnel report on that particular job. I move that we approve the personnel report as it relates to the principal's position at Lucy Herring Elementary School. Second. Sure. Um, so let's see. Rebecca, I'm going to start with you. Will you do you vote yes or no? I vote yes. Yes. Sarah is a yes. Amy, yes. Jesse, yes. Uh understanding that the other candidate is supportive, I'm

136going to vote uh yes as well. So it is unanimous that it is approved and we um are excited for the Lucy Hering community. Okay. Um that is all the business before us. I will entertain a motion that we um conclude the meeting. I move that we adjourn. Second. May I in favor ask about uh October? Oh, apologies. I'm sorry. Just hold the the motion on the table for a minute. Um Pepe brought to my attention that the October work session or board meeting, the work session I guess is on a Monday where we don't have school. And the question is, do we think we should be moving our meeting? So that I think it would bump the work session back to the second week in the um regular board meeting to the third week

137of October. I know we've done different things in the past. So just Oh, I guess we do have school on Indigenous People's Day. Allah Columbus Day. Is that right? We don't have a break on that day because that's the second t that's the second Monday. Just note that that's also that we're also having a meeting, right? I mean that would be our regular board meeting probably. Yes, in fact it is. Okay. Is it possible to do it on a Tuesday or is that just no way? I think I'll just remind folks because we have said every way under the sun different times, oh, it's important to stick with what we first published and people are used to it being on these days like we're trying to honor what the community would be most engaged with.

138So, sure, we've done it all. We also delay our board meetings in April and sometimes in January just because the whole week. Yeah. When we're on vacation, right? Right. People aren't coming back. I Pepe brought it up. Um it would it's been published the way it has. This board could change that and we would send out notice. Um I to me the question is do we think it's warranted or do we um appreciate the concern that people wouldn't be at school that day but we still have a meeting that afternoon. Um and if there's a motion somebody could make it. Otherwise I'm not sure what to do. Maybe we just think about it and this might not be the moment since we don't have everybody. I'm going to say as closer we get Pepe, I

139think it's less and less fair to the folks who are involved. Um, personally speaking, I don't think a motion to change it would pass at this moment. Okay. It just doesn't seem significant enough. And if if um Dr. Ferman's going to be out of town, then that would be difficult. Okay. But thank you for bringing it up. Okay. We had a motion on the table to adjurnn and a second. All those in favor? Hi. Hi. Thanks, Rebecca. Enjoy the rest of your vacation. Thank you.