001Ready? Okay. Do I have a motion to exit executive session for the purpose of discussing personnel and legal matters where no votes were taken? >> Board member makes the motion. Is there a second? >> Second. >> Board member Hearnen seconds the motion. The pending question is the adoption of the motion to exit executive session. Is there any discussion? Hearing none since this requires a recorded vote. Dr. Whitaker will now call the role. Board members, when your name is called, please answer I if you are in favor, no if you are opposed or abstain. If you wish to remain neutral, Dr. Whitaker, please proceed. >> Chair Sultan, >> I. >> Vice Chair Ut >> I. >> Right. Board member Anderson. >> Hi. >> Board member Hondan. >> I. >> Board member. >> I. >> Chair Sultan.
002That stands five eyes, zero nos, and zero abstensions. The eyes have it. And the motion is carried. We will uh now call this pre-work session to order at 1:25 p.m. Thank you for joining us today for our board of education pre-work session. Our board meeting cadence allows board members to prepare for upcoming regular meetings through pre-work sessions. These sessions are typically more casual and are primarily for information gathering. No formal votes will be taken. The chair appoints council from Wilson Morton and Downs as parliamentarian for this meeting to advise on parliamentary procedure [clears throat] as needed. Before we begin our business, I invite Mr. James Brown, director of safety and security, to share the safety briefing. >> Good afternoon. >> Before we begin, I will conduct a brief safety orientation. Safety is our top priority.
003PSD follows standard response protocol. If a response protocol is announced by staff or over the PA, please respond to the follow. If we must hold, we will remain in this room, continue business, but the doors will be closed to keep the hallways clear for the staff or emergency responders. If we must secure them due to a possible threat outside the building, we will continue our meeting, but no one is permitted to enter or leave the building. If we must lock down due to a threat inside the building, we will move away from doors and windows, turn off the lights, and remain silent. Follow additional direction from security staff. If we must evacuate, leave your things behind and proceed out the exit is to my right, your left. If the exit is not available, an emergency
004exit is through the doors behind. Every must shelter due to severe weather, follow staff directions to a safe zone downstairs. Please keep the aisles and doorways clear. And if you see something that concern you, say something to security or another district staff member. [clears throat] Thank you for helping us maintain >> Thank you. Um, thank you, Mr. Brown. board. Our first uh agenda item is the review of the GSBA uh delegation packet. >> That's me. All right. There. Um thank you. I'll be representing us at the delegate assembly in Savannah on June 9th at 3 p.m. Um the agenda is over to your left and I wanted to you can take a second turn to page seven. These are the issues on which we will be voting. I want to [laughter] bring attention to two
005that kind of caught my eye and then if there are any others you want to discuss or share feedback. I will say based on the email I sent and the feedback I got the the one new order of business can actually be found on page seven return to work. This is a proposal by GSBA to revise Georgia code to establish that TRS of the teacher retirement system defines eligibility for retired teachers by eliminating restrictions that determines areas of need as defined by the relevant RISA and allow districts to find a specific area of need based on their local market conditions. So currently there's an exception that says if a teacher is fully retired and receiving TRF you can rehire them if it's an area of need and then the state defines this need. This is
006a push the state to allow each of the areas to define their own area of need. Um so for example, if the Bib County area has a need for science teachers and that's not necessarily the cab's need, we we maybe need French teachers as to total hypotheticals. This would allow those to be retired for the purposes of TRF. Um personally, I don't I don't find this to be terribly controversial, but it is a new item of the business. So wanted to see if anyone had any thoughts or any opposition to to supporting Chattam County on this issue. >> I think it's a good idea. I in fact I frankly didn't realize that that wasn't something we already could do. So we really should be able to do >> Yeah, I agree. I think there was
007there was legislation I believe passed that does help uh school systems determine because right now it was established by the RISA and so >> is this something that we're eligible or that we're constrained by or is this something that we can wave as a part of our charter >> but we're charter and there was additional legislation that helped us to do that. >> Got it. So in general though, even though it this may not apply to us specifically, I think we would support our fellow districts in in trying to make that flexibility. >> I do, but I do have a few questions. Um, so it sounds good. Obviously, um, I think we know there seems to at least be a durse of teachers. At the same time, I guess I would want to know more
008about how anyone has established the kind of long-term durability of TRS by doing this. I mean, I'm guessing you're not going to have thousands upon thousands of teachers who are collecting their pensions, but it still seems like it might be something that should at least be acknowledged. So like what are the fiveyear projections to make sure that doing this sustains TRF or allow TRF to function the way it does because otherwise and I say this as a teacher with 30 years I love [clears throat] the fact that I'll be getting attention but I also want to know it's going to be around for another 10 years and I certainly want to make sure that we're paying attention to those newer teachers who more than likely are going into education with the that they can collect
009that pension. >> Does that make that clear? >> Sort of. I mean, >> so I support it. >> Yeah. but with a better understanding of what the projections look like five and 10 years out. So that this is not a shortterm fix to um staff in classrooms that ends up becoming a problem later on when you're may and I have no idea um may not be as sustainable as more teachers retire and then possibly go back in to collect their pensions while still earning. So the the the reality is that when the pension system was created, it was like 1940 something. We did not have the same number of certified staff that we currently have working. And so the more people that are collecting the pension, right? Just want to make sure that we're not
010um taking from one area over here to answer a shortterm need right now in the classrooms that there's an additional way >> to help staff classes. In effect, what is the threshold of retired teachers that can be hired out of TRS before TRS starts to become unstable and what are the plans or >> yeah relevant and then what is the question? >> Thank you. >> Well, in theory the the district or the RISA would have to prove that they literally can't hire teachers in a particular area. So there were retired teachers who are already receiving TRS would go back to work. And the way the current law is written, they need they don't continue to pay into TRS. They don't continue to gain additional benefits. It would be elimination of a new staff person who
011would be paying into TRS to create sustainability moving forward, but the alternative would be to leave it >> unfilled. Right. No, I mean, and again, maybe I'm wandering too far in the weeds here, but just knowing a little bit more about what's being supported. So, right now, a teacher could retire, >> get their pension, go work somewhere else. So, go back to the school districts you're citing. You know, there are multiple ways to try to staff classrooms, pay teachers a lot more. So, while this sounds like a good um answer to a problem and probably in areas where you may not have a lot of people moving into the area, and I I don't think our state is doing what, you know, Vermont did or West Virginia did. Hey, take $10,000 and come move here.
012So, again, it does sound like a possibly good idea. I just want to know a little bit more about the long-term impacts. So if if you just take it to its its like furthest point, if all of the teachers employed by a system are retired teachers and there are no new teachers actually paying into TRS, then by definition TRS is no longer sustainable for that system. And so is that aware? I mean like what what are people looking at? What are the other things that we're doing to ensure that we have a pipeline for new teachers? All of those things. That makes sense. This is a standard pension question. >> Yes. Then I would want to bring the board's attention to SB what already has been passed where you do strike through that a classroom
013area high need is determined by the RISA has been struck from the language the public school systems is assigned that has been struck from the language and provided that a at least one year has expired from the effective date of such beneficiaries retirement and he or she was not restored to service as a teacher pursuant to code section 47-3-127 during such a period or a beneficiary that has obtained 30 years of credible service in this retirement system in a full-time capacity as a certified teacher or prek kindergarten through 12th grade who has as his or her primary responsibility the academic instruction and support of the students in the area of math special said special education, science, CTA, writing, reading or English language arts, provided that such beneficiary is the area of reading, writing or English
014language arts holds a current dyslexia or reading endorsement approved by the professional standards commission provided that at least one year has expired from the effective date of such beneficiary retirement and he or she was not restored to service as a teacher pursuant to code 47-3. 3-127 during such period of time. So as I said, Senate Bill 150 actually allows for this. Now that is something that was signed into law. We look at the dates. It was signed into law probably before this delegate packet was or after this delegate packet was approved. >> Right? >> Because it was signed into law I believe on May 8th. But uh let me confirm May 8th. Yes, that was the date and it' be effective July 1st. So, yes. So, that is what the law states now. More than
015likely, this was probably created before that law was um signed. >> Okay. Um I find the language in 1 C4 to be confusing. That is like literally if someone asked me to vote for that, I would no idea what you're talking about. That's on page eight of your packet. It's the dual enrollment cap on credit hours. I don't even know if that language means it is capping credit hours or it's not capping credit hours. They oppose legislation that includes counting credit hours and then cap. So I think let me offer how I read it and then we probably should get some clarity that technical college certificate is different than uh you know going to Georgia State for a you know and so basically if you are pursuing a vocational form of education that those hours
016do not count to a potential cap that you might have on other dual enrollment classes >> or uh college credit for example, right? So, so if I if I'm allowed 10 hours at Georgia State for example, if I'm allowed 10 hours of dual enrollment and I want to do 10 hours at Georgia State, but I also do a couple of hours at an electronic, you know, like as an electrician or something that those hours that I'm taking towards that vocational credit should not count against the hours that I might want to take at George State. >> That is how I read it. >> That is incorrect. And I actually think that makes a lot of sense if that is in fact what it's saying. >> That is so >> I think yeah the question I
017have is why would anyone want to cap it? And I'm guessing and I may be completely wrong here is one then you got students out of the school building and two I'm not mistaken Dr. Wish you could threaten me. Um right now the state of Georgia effectively pays the dual enrollment >> but not so there is a cap. So that's that's the thing. So um at one point in time you could take as many hours as you wanted. Okay. >> Um, but, uh, I will say that another bill that was signed, which was House Bill 1302, which is the Education and Workforce Strategy Act, specifically speaks to the repeal of the sunset for dual enrollment students to access hope scholarship funds, making the provision permanent. And so, that's a move in the right direction. Additionally,
018um, House Bill 11, I mean, House Bill 109, the cell phone bill, also speaks to dual enrollment as well. So, um, when dual enrollment is obviously part of a larger workforce strategy for the state of Georgia. So, they are constantly, uh, I would say enriching the program, but at the same time ensuring that, um, they can fiscally pay for it and it's sustainable. That's helpful. Um in support of [clears throat] that I think and then I don't everything else for the renewal which we voted for in the past your eye just wanted me to be aware of before I sat in the assembly meeting on June 3rd. >> Um >> June 9th apolog >> um some clarification about virtual meetings. It's on the seven page seven. >> Yeah. >> Um are they is is this
019saying that they're they're proposing that we're allowed to have virtual meetings kind of based on whenever we would kind of want to weave them in our calendar. I didn't understand kind of what that meant at agency discretion. My quick Google suggested that agencies >> with statewide jurisdiction can currently hold a meeting by telephone conference >> where they're not allowed to hold meetings by telephone conference. >> This would allow them to do so or it's it's GSBA saying we support expanding that what what applies to the rest of the government should apply to school boards. So an example is state board of education uh is media in Savannah and so if all members cannot be present it's a statewide organization the state board of education if they all cannot be physically present they will be able
020to be able to you know phone in but >> based on whatever discretion >> and that that is why that is listed as statewide jurisdiction because they are coming from everywhere. So um and it's talking about obviously the open meeting. So that's where Gota >> maybe on page 15 3B12 the multiple administrations of assessment. Um I guess I'd like to know why GSDA supports it. um encourages the Georgia Department of Education to allow school systems the flexibility to administer the Georgia Milestones and the grade tests multiple times during the school year in addition to the spring and retest opportunities. Well, and I read I I read that as saying that they can tie the uh milestone to end of grade test to the point that the actual course is ended, right? So, if you finish
021if you finish it at if you finish it in December, >> then you shouldn't have to wait until May to take your milestone. Like, go ahead like allow them to take it in in December or January, whatever. >> Yeah. I know that that makes perfect sense. I think it's just because it's talking about multiple times and then retest opportunities. So, I just be curious to know a little bit more about the rationale beyond the fact that you have block schedules that do exactly what you're saying, right? Some kid finishes an English or math test in December and then they have to wait until end of April. Yeah, >> that makes sense. But it seems like there's a lot more packaged in here than just timing the test with the end of the seme. >> Why
022Why would you need to take a milestone in September, for example, that you're clearly not at any end of course in September? >> Yeah. No, I understand. I just would like to know other circumstances informing this change beyond just writing that GSBA encourages >> the testing place sooner for when a student finishes the course, especially because of stuff like retest. um you do have mid midmon what what's called midyear that mid semester that is a also another uh type of multiple assessments inside of the state assessment system. So most times you think of milestones as just that one administration in May, but you have midmon. You also have obviously like you said if they're on a what would be a 4x4, you're not going to wait until they get to the end. So I think
023it's just I can't speak to why they have it there, but I just want you to know that midmon is something that is also completed. So that's where the word multiple probably is there. But I would encourage >> midmon and end of grade. That doesn't seem to that doesn't like that that is confusing, right? End of grade to me feels like at the point the coursework is done. [clears throat] >> But midmon is only really applicable to high schools, not >> presumably this isn't talking about midmon. It's really talking about administering the milestones end of grade. I guess this is this is the question for clarification [clears throat] James if you were to ask. It would be it would be good to know. I in general I think flexibility is good. Yeah. >> But having
024an understanding of of of that would be >> Yeah. And I I think for me it's especially the understanding more of the retest. So, you know, I'm guessing if there was a testing indiscretion that made it difficult for students to test, but if we're really saying that those test results that, you know, each public school is >> effectively evaluated by have multiple retest and that seems like portable >> and it also could be recovery. So, depending upon in the high school when that recovery takes place, um it could be multiple things. So just ask. But I could see there are multiple administrations of what would be considered summitative milestone. Not necessarily end of grade, but could be end of course. So not sure. >> Cool. >> Thank you. >> I have no further. >> Okay.
025Thank you. Board member H. Hearnen. The board is looking forward to our whole board governance training opportunity next week at the annual summer Georgia school board association conference in Savannah. Dr. Whitaker, please introduce the next item. >> Yes. Thank you, Chair Falton. I would like to call on Mrs. Amanda, chief, chief of staff to facilitate our continued discussion of policy AD, school attendance zones and policy LD AJ, law enforcement. >> Good afternoon, board chair Dr. Hulton, vice chair, esteemed members of the board, student representative Smith, superintendent Dr. Wicker. Policy portion of the pre-work agenda allows for board discussion and feedback on policy. While individual policies address different strategic accelerators, overall policy development contributes to strategic accelerator for organizational effectiveness and excellence. We have two policies on the agenda for pre-work today. AD school attendance zones
026and LD AJ. First is a draft of policy AD, school attendance zones, which was discussed in free work last month and the months before that. Today's version includes revisions based on that discussion. It is important to distinguish that this is an attendance zones policy and not a school closure policy. The revisions include K12 was added to specify the schools to which attendance zones would apply. Enrollment in preK is optional and does not require attendance zones. The paragraph addressing superintendent authority to make attendance zone changes without board approval for newly annexed areas or residential developments was moved up in the policy for the request and was limited to less than five households. Safety and traffic patterns was moved to the list of primary criteria. SLTs and the city were included as parties that should be included
027in the community engagement process. Is there any feedback or discussion on the revised draft of this policy? >> There's a quick question why we changed the word shall to should in um labeled but the paragraph that says the superintendent shall develop a process for community engagement with school attention zone decisions which changed from shall to should include discussions of cop. >> Yeah. From a legal perspective, the shall creates a ministerial duty. I think I'm saying it saying everything correctly. And so, um, should is was a recommendation for language there. >> I have a followup to that. >> Yes, please. Board member, if you give me just a moment. >> What if it is the will of the board to create a ministerial duty? Like, what if it is our goal to create the duty to
028do this? Like like should to me sounds optional as opposed to definitive. I just like if legal can >> clarify if should is a requirement as opposed to an option. I'm not going to get too anal about it, but to my general English reading, it sounds like that's >> Yeah. Okay. I'll let them chime in. I know that oftentimes like if we're we might save them like May, so I know should carry more weight than May. Um but I'll let you chime in. >> Yes. Um should an obligation for the school district as well does give you all more flexibility you all in case not follow to the letter and legal liability necessarily follow the recommendation I think well so this is this is binding the superintendent to a course of action right and I
029think it's the will of the board to ensure that the superintendent at a minimum conduct these steps they're not optional steps we want these steps to be followed right if if what we want is to say that unless the superintendent receives use alternate direction from the board. If you want to soften it somehow to remove that liability, we can have that conversation. But I I think that the reason why we wanted shall there was because we want SLT's communication with the city. Like like in other words, if it says should and the superintendent, you're not suggesting this is going to be the case, but if it says should and the superintendent just decides not to do any of these things, they haven't violated the policy. And I feel like that's not really the intent of
030other board members, board member. >> Yeah, because I was going to start with Will. Um I think cuz my first question was your question. Um I didn't think it should be optional. So, um I I think that's the whole point of our being responsible policy. And I thought the last time we talked about this, we recognized that um and someone correct me if I'm wrong here, you know, where we're having massive development so that things would be happening at warp speed that we hadn't anticipated. So, I like ensuring that we're doing this. I I think it just helps everyone who lives in our city and wants you to use CSD to understand the process involved. I did want to ask about one other thing and maybe I'm reading this wrong, but the first paragraph talks
031about attendance zone, >> but I don't see any criteria other than a residential address. And so I wondered if there needed to be some stipulation or context there. All it says it is that the attendance zone will be established and maintained. And then the second sentence says it's determined by the students residential address, but there's nothing effectively that explains what that means. >> Well, I I think that's the B. So, for example, the first bulleted paragraph is telling it's going into detail on what is considered [clears throat] when establishing an attendance set. Like like in other words, we all we're saying at the beginning is that they're going to establish and maintain one and that where a student goes is determined by their address. But then the rest of the text is saying this is
032how to set an attendance zone. These are the people that you have to consult. This is the primary and secondary criteria. Like I think it gets into all of the weeds. Well, I think and again, I'm sorry I may just be misreading this, but I read this as if there was a res there was an attendance zone determined and then it reads by the time you get to what you're discussing, Hans, as these may be the factors that change that. So, I I totally understand what you're saying. It's just that there's no premise or context for it. And maybe I'm just misreading the order and forgive me if clear to everyone else. >> I think it's I think it's pretty clear. What does the rest of the board think needs to be the shall versus
033should language in the uh what >> or paragraph >> or will that >> or will >> you say shall should or will I want to give a >> Is there a legal definition difference between will and shall [laughter] >> well I want I want it to be >> you know you put shall in there. >> Yes. I think that's what we >> could would mean it it'll be in there unless there >> unless there's logistical reasons why can't do it. Correct. That fair. >> You got to do it if shall it's mandatory. It's an administrative mandatory. >> If you put should you're telling you're giving your superintendent Well, you ought to do this but it's not absolute that you have >> I am board how do you feel if so I understand okay let's say
034I can't think of a scenario but let's say there's a scenario where you can't do all of these steps the discretion to not do all of those steps rests with the board not the superintendent so if we are backing off shall then the superintendent must do all of these steps unless or for whatever reason the board >> Let me just back up and make sure I'm understanding it too. Um says on an annual basis shall report to the board on school utilization and capacity rates. Are we saying then that every year she has to do this? >> Yes. >> Yeah. >> For the reporting school utilization and capacity. Yes. >> Okay. But if there's recommended changes facilities, >> that's only if there's recommended changes to school attendance. So right now, school attendance zones are in
035place. We would imagine that they'd continue to stay in place. If there is a need to change an attendance zone, then we would have to follow that process and make a party. Okay, that makes sense to me because that's a big >> I think to give the community assurance on how the process will. So uh I guess again to the board if we I think it's well one two questions the is it the will of the board that we want these that we are requiring these steps to be taken which I believe my personal belief is yes and to accommodate the legal question is if for some reason there's not a way to perform one of these steps but because we haven't provided any flexibility we are now facing legal liability If we are too
036flex on not following all of these steps, it is not at the superintendent's discretion. Is that it is at the board's discretion to allow that flexibility. Would that accommodate the concern that you >> I just want to be absolutely clear when I'm reading this and rereading it that the requirement of a community forum open to attorney that has to happen every single No, that is if we are changing >> only if there's a need to alter school attendance zones. >> So in paragraph two when we're talking about school attendance zones may need to be altered for a variety of reasons yada yada yada then we make those recommendations. This is how the board was looking at the senate beforehand which on an annual basis. That's where a little >> so so let's move the on
037an annual basis up into the top. Okay. >> All right. And so everything after that point is when we're talking about altering or changing a school attendance. >> That makes more sense. >> Wait, where are you moving it to? Does it make sense to me? Where >> we want to be clear that these requirements that we're going to make possibly shell, you know, including the community form with a trained facilitator only kicks in when we need to alter the penis. as the shout. >> Yes, >> I mean I'm I'm agnostic to where you put that sentence because the >> because I think I mean you can you can move it. It's totally fine. I think that the other things at the top are just definitions or criteria as to what attendance zones are. So you
038can move that at >> I think the first two the first paragraph two sentence paragraph stays at them stays where it is. Then you add on an annual basis. The superintendent gives a standardized report and then you begin talking about when you have to make. >> So I think to your question Hans about the requirement and yet a recognition of liability. Does there need to be a sentence after the these things will happen in the event that I don't know what the legal ease is but you know X can't happen then the board must approve something I think because you were asking effectively how do we make [cough and clears throat] sure right that we don't write this into an inadvertent lawsuit. >> Yeah. I'd like I'd like the legal team to propose language that
039binds the superintendent but leaves the flexibility for the board. It can be as simple as saying a superintendent shall develop a process yada yada yada unless the board directs otherwise that includes the follow but but let legal please make those recommended recommendations >> because administerial acts have to be followed by the letter of the law which is which is why there's no liability protection. Yeah. >> So I hear keep the word shall with the additional clause unless which we will work on this. >> We'll bring this back. >> All right. Yeah. I feel like we're we've been working on this for some some months now. Great job. And so we'll make those additional tweaks and plan to bring it to first read in August. And though of course we can still make changes at that
040point as well. All right. Second is policy LD AJ, law enforcement. This is a new towards the board of education's commitment to a safe, respectful, and orderly environment for all students, staff, and visitors, regardless of immigration status or national origin. It addresses several areas. For enrollment, it specifies that enrollment cannot be denied based on immigration status and that employees should not inquire into a student citizenship or immigration status. For student data and privacy, it restates compliance with FERPA, the Family Education Rights and Privacy Act. For access to non-public areas of district facilities, the policy indicates that federal immigration officials or local law enforcement agencies engaged in immigration enforcement operations will not be allowed to access students or be granted entry into non-public areas of district facilities without a valid judicial warrant. for training and compliance.
041It authorizes the superintendent to enact procedures and provide training to implement the policy. And finally, it specifies compliance with state law. Is there any feedback or discussion on the draft of this new policy as presistent? >> Okay. I have a question about nonpublic areas and what how we interpret that or what that means just like inside buildings or you know there obviously parking lots are public areas I'm guessing. >> Yeah. So any any of the Yeah. Yeah. I I uh the definition of non-public areas in the school building or in a school site. I might need some help with that. [clears throat] >> Are you wondering like that added to the policy definition? >> It's in the because the heading is the access to non-public areas of district facilities. So just understanding what's defined as
042non-public in a school facility. I mean, so let's say an ICE truck pulls up and they set up a tent in the middle of our parking lot and are trying to screen kids as they walk through the parking lot that it's a public area, but I don't think we love that idea. So, what's the are we able to speak to them? >> Yeah, I had to think about that for a minute because typically the parking lots are open. So maybe that's [clears throat] >> I think I think I think we would prefer to not have engaged [clears throat] law enforcement actions that haven't received some form of approval through the judge in the district happening even in our public area. >> Agree to look at that. I don't know how quite sure I can speak
043right now. >> Sure. Sure. Sure. Sure. But I mean, yeah, that's the point. >> And I think helping define what the public and nonpublican, you know, what else will help reassure families. But overall, I'm really happy to see that we're bringing this policy forward. I like this part about, you know, ensuring students can attend school. also ensuring that a warrant may be issued to be a judicial warrant and not an administrative warrant that complies with the constitution. >> And I know that we have policies and procedures. We haven't spelled it out. I'm sorry. Regulations and procedures we haven't spelled out in this policy uh that cover, you know, if a employee at a school is presented with a judicial warrant, they are to direct that individual to central office where that gets managed and then
044responded to. Uh I'm wondering just to provide protection for the employees whether that specific detail we call out in policy as well, right? that it's not just a regulation but at a policy level any employee that is that is presented a judicial warrant should through central office where it will be appropriately I don't know what the legal term is but yeah >> protocol yeah >> so some of we do say at the end of that paragraph we were just discussing the employee should follow the protocol for responding to law enforcement warrants it doesn't specifically state but you would want the language about what the protocol currently. >> I I feel like it gives the employee a little bit more cover when it's in our policy that we're saying we're not expecting you to be the
045person on the point to respond to a judicial warrant. This gets back to central >> and I think it just >> so pulling pulling out the actions of what the procedure are and making them explicit in the policy. >> Yeah. I mean, yes, I think we would be welcoming I would I think we would welcome seeing some language around that. I I and I don't know, having not read what the policy or I'm sorry, the procedure is, I can't say, but like in this policy, it should be very clear that if a security officer at DHS is presented a judicial warrant from a pack of police operatives, they're covered under policy to redirect those individuals to central office with them. That's great. [clears throat] >> Great. So, I will give it like I'm jotting that
046down and let I'll have a conversation with legal so we can just make sure we do the research and and let you know kind of what we find. >> Okay. >> Right. So, um sounds like though with like maybe a couple of adjustments but move this to work session for first read in August >> with with those changes. Yeah. >> Yeah. We can still adjust it. We can still always make adjustments if it's not quite perfect. >> Yeah. >> All right. Great. >> Thank you. >> Okay. Thank you, Mrs. Lynch. To summarize our discussion, policy AD will be brought to first read in August. Policy LD AJ will be brought to first read in August. There being no further business, uh pre-work is adjourned at 205. 2:05. Thank you. PM return for work session at
0472:15. >> Are you ready? >> Yep. We will now call this work session to order at 2:15 p.m. Thank you for joining us today for our monthly work session. Work sessions are designed for in-depth discussion, study, and planning regarding district policies, issues, and upcoming decisions. Many items presenting presented at a work session inform future board meeting agenda items, including the consent agenda. For members, we have three presentations and five policies to discuss. Also, there is a regulation to be provided for information Please hold questions until the presenter concludes their portion of the presentation. The chair appoints council from Wilson Morton Downs as parliamentarian for this meeting to advise on parliamentary procedure as needed. Dr. Whitaker, please introduce the first presentation. >> Thank you, Chair Sultan. I would like to call on Mrs. Jennifer Burton, assistant
048superintendent of teaching and learning and Mr. Jarvis Adams, chief operations officer, to provide an update on arts and athletics. Good afternoon, board chair Dr. Sultan, Vice Chair UT, esteemed members of the board, student representative Smith, and Superintendent Dr. Gina Whitaker. I am pleased to present alongside Mr. Adams on the state of arts and athletics. Our presentation aligns with strategic accelerator 2, building and sustaining an inclusive environment. I'm thrilled to highlight the success of our recent K12 art exhibition at the Salarium. This spectacular 3-day event showcased an incredible array of student masterpieces ranging from traditional paintings and sculptures to photography and media arts. Our talented visual arts team alongside our brilliant students truly created a breathtaking experience for everyone who attended. We hosted hundreds of visitors each evening, including families, staff, and local residents. I want
049to extend our deepest gratitude to all the CSD students, families, and community members who showed up to support the arts. A special thank you goes out to our wonderful sponsors who made this possible, the Decator Education Foundation, the Decator Arts Alliance, and the Carium. We also celebrated our inaugural upper elementary and middle school joint chorus concert this year. Approximately 300 students pictured here from Beacon Hill Middle School, Fifth Avenue Upper Elementary and Tally Street Upper Elementary joined forces to deliver an unforgettable unforgettable performance at First Baptist Church of Dear. Our music program has achieved a phenomenal milestone that reflects the dedication of our educators and the talent of our students. CSV has officially been named one of the best communities for music education for the fifth consecutive year. This national award recognizes school districts for
050their outstanding leadership in advancing music education and ensuring equitable access for all students. Cindy Clark, our fine arts lead, has been instrumental in CSD receiving this recognition. Our students absolutely swept the Georgia Music Educators Association annual large group performance evaluation or LGP. I'm proud to report that every single band, choir, and orchestra at both Beacon Hill Middle School and Decar High received the highest possible honor, a superior rating. And additionally, the Decatur High School marching band finished its competitive season this year with a huge grand champion victory at the White Columns Invitational Marching Band Competition. Moving. Oh, not yet. We're to celebrate. Moving from the concert stage to the theater stage, Decatur High School made waves at this year's Schuler Award, Georgia High School equivalent of the Tony Awards. DHS brought home the incredible honor
051of best featured performer. We also want to recognize our incredible slate of nominees and semi finalists who represented DHS on this state stage. Overall production semi- finalist the entire casting crew for best musical. Nominee for best leading male performer. Semi finalist for best leading female performer. Nominee for best costume. Nominee for best lighting design. Nominee for best scenic design. and nominees for best music direction. We also earned honorable mentions for best direction, best sound, and best supporting performer. And finally, we had two students who were selected to perform live at the televised awards gayla as part of the Schuler ensemble. New to the performing arts last year was the Beacon Hill Middle School Extracurricular Steel Drum Band, which is continuing to grow and perform, expanding to an impressive six concerts this year and growing its
052roster to 20 talented members. Decar High School also debuted the Decatur High School Symphony Orchestra, a combination of its top band and top orchestra. In their very first year at the LGPE, the Decatur High School Symphony Orchestra not only earned a superior rating, but also a perfect score from all four judges. This is an exceptionally rare feat for any group, let alone a firstear symphony orchestra. We congratulate these musicians and their directors on making school this year. Finally, we are deepening our worldclass partnership. This year, every single second grader in CSD participated in a pretheater workshop with an alliance theater teaching artist. Our linked classes completed dramaty units that culminated in showboards uh displayed at the new gazetta stage where all second graders experience a live professional performance. Looking ahead, we are expanding this partnership
053to our youngest learners. Next year, we will focus on our three and four year olds through a partnership with Georgia State and the Alliance Theater. This includes wolf trap baby art play, a 12 session program for our three and four year olds at Frasier and College Heights, and field trips for College Heights prek students that specifically investigate the powerful impact of the arts on early literacy. And next, Mr. Adams will give an update on athletics. >> Thank you, Mrs. Burton. That is some great accomplishments from Decar Arts. Tonight we will also like to highlight continued growth and impact of athletics across city schools of Decator. At Decar High School, 942 students. Nearly half of the student body participated in athletics this year. At Beacon Hill Middle School, approximately 350 students participated across 14 teams in
054multiple sports programs. These participation numbers reflect more than competition. Athletics continues to support student engagement, leadership development, wellness, teamwork, and school connectedness. For many students, athletics provides another pathway for belonging, accountability, and personal growth within the school community. This year, the Cater student athletes continue to compete successfully at high levels at GS GHSA competitions while representing the district with excellence both on and off the field. Highlights include 20 20 EHSA state playoff qualifiers, two individual state championships, five regional area championships, 25 student athletes continuing their athletic careers at the collegiate level on scholarship. We also want to recognize the leadership of our coaching staff and athletic department for continuing to be a program that emphasize both repetitive excellence and strong character. One of the Kada's athletic, one of the strengths of Decada athletics is the
055leadership and service our student athletes demonstrate beyond competition through mentorship opportunities, leadership workshops, elementary school engagement activities, and community partnerships this district in meaningful ways. Programs such as the student athlete leadership team and the senior SP awards help reinforce the values of leadership, resilience, sportsmanship, and community involvement that extend far beyond athletics. As participation in athletics continue to grow, the district is also experiencing increasing demands related to practice space, training space, storage, scheduling, and competition facilities. Currently, many athletic programs operate with heavily shared spaces that must also support physical education classes, art programming, school activities, and community partnerships. As a result, practice schedules often extend early in the morning through late in the evening hours in order to accommodate student participation needs. The district has been extremely fortunate to maintain strong partnerships with the city
056of Decar and community partners who help provide access to spaces such as Legacy Park and the Cater Tennis Center. Those partnerships have been critical to sustaining and growing athletic opportunities for our students. At the same time, many comparable GHSA districts have similar facilities located directly on their campuses. While City Schools of Decada must coordinate transportation, scheduling, staffing, and operational logistics to move student athletes between multiple locations throughout the day and the evening. Beginning next year, Decada High School will compete at Georgia High School sport a classification. But the physical demand, speed, and intensity of athletics increased significantly across many sports. As participation in competition levels continue to grow, long-term planning around training environments, recovery spaces, and athletic infrastructure remain important to support student safety, wellness, and competitive readiness at that level. Future planners future planning
057u discussions will continue to focus on evaluating auxiliary gym space middle school activity improvements turf life cycle replacement and long-term shared use facilities districtwide. Our ultimate goal is to create athletic environments and opportunities that reflect the excellence passion and potential of city school educator students. Thank you for the opportunity to provide this update of the state of arts and athletics within the city schools of the cadator. At this time, Mrs. Burton and I are available to answer any questions and we welcome any board discussions. >> Sorry. Really impressive numbers and accomplishments and kudos to all the students and staff and parents and everyone that helps out there. Um, do we have a similar breakdown of the arts? So, for high school, we see almost a half of our students are participating in a sport. Um,
058and you know, I saw like 94 perform here, 300 in the chorus. If we don't, could we get that? And I know there's overlap. you know, someone can play the [clears throat] violin and run track, but it'd be nice to kind of just see exactly what percentage of our students are doing something in the arts or um athletics. So, we'd be happy to pull that. Second thing, um 6A, so the regions are typically determined by um population, right? So, I believe this year was the largest senior class. um correct me if I'm wrong and we're you know we've looked at lots of enrollment data. So how often do the regions change and do they change as quickly as the population might? So you've got your biggest group competing in 6A next year and the following
059year but the population doesn't align. So how does that work? >> So regions and classifications are two different things. So region is a your area of school that you will compete against. >> Your classification is a level. So the larger the school, the higher the classification. So this year we're 5A. >> We increased to a 6A school and that is done every two years. >> Okay. So >> yeah, every two years no matter what they look at those numbers, they take the student body and they make decisions from there. >> And that population data would have been last year's or the year because obviously there's a little bit of a lag. So we will be 6A for 2627 and 2728. What population numbers informed this 6A? Was it from 2425 or 2526? >> It should
060have been this October's this school year October Future. >> That's right. Um so you know I guess my understanding is we're effectively space across right um compared to and especially when you start looking at 6A um I think athletics and arts. So what are we doing in the short term you know so we have student athletes and student artists and student thespians now and even next year while waiting for any other facility to be built. So, like I hear Legacy Park, that's great. I hear McCoy Park, great. Are there other partnerships that open up or are we simply looking at the building of to accommodate the number of students we're participating in possible more? >> Yeah. Well, I mean, I guess I want to know what we do next year in the year. So one
061when it comes to facilities, one is just practicing accommodate space to accommodate practice. >> Um and so the city of Decator parks and recre I cannot think of the pool right now that we use for swim, but you have a lot of really good partnerships that open the doors in the city of the Cape and that is not all uncommon to 6. Very few schools have pool and golf courses. Most schools do have tennis courts, but schools do utilize tennis. So, we have to continue and foster those relationships for practice availability. Um, as far as maintaining the spaces we have now, I think the board knows that we took a look at the turf, make sure that we're safe for play. And so, we're going to make an investment next summer. We don't need to
062make it this summer. We're going to recondition our basketball court over at the high school. we're doing over the fall break at Beacon Hill. We do that um over this summer. So, we're going to do some of the normal maintenance to make sure our facilities are up to par and above standard. But then the capital plant and that is a part of it that we have to look at. Now, one of the limits we have the cater sits on about 18 acres of land. So, earlier board member Anderson, you mentioned other six state schools. They're sitting over 35 acres of so they're right their infrastructure supports different you have space um we have limited space and we do have to get creative and part of our capital plan is that auxiliary gym and that fires
063expansion which is desperately needed. Um and so as we we plan that we can only move it at the speed that we can move. Um and each cohort will be impacted by the speed at which we move on. >> Yep. >> The followup question to that is when you talk about um scheduling strain and late night practices, which teams are the most heavily impacted would you would you? >> So it's it's athletics and arts. So you have the basketball team coming in 5 5:30 6:00 some morning and then you have like I know I mention all the time winter guard you know girl dad like leaving here at 10:00 in the in the evening um that is just that's the re that's the reality of a high school to have morning and late practices the
064fact that just an extra version of those coaches here we hear from coaches a lot just going through a hiring process and person was like I'm not going to be able to give up my assistant ro be ahead and then come home we just don't have the space and so that's we can't do anything about that right now because we can only move at the speed we can move but that's the reality when you start going into 6A or even 5A all right we have to that I use the word infrastructure maybe I ran through it like the infrastructure of a 6A school looks different than what we have here. Not that we we can address it, but it's a capital plan and not a this summer plan. >> Yeah, I I I understand that.
065I I think and I think you kind of answered it. You I'm more curious about the access to facilities we have now, right? And I don't mean to speak out of turn, but you know, Agnes Scott has a track over there. if the city has a um basketball court or a gym, if another facility does because to your point, you know, we we've got some great athletes now. I am not as well verssed in the arts, but um so while we're waiting for the building of something, I guess that was a little more curious, especially since we're going into a more competitive and half of the kids are competing in sports, you know, what we're doing to kind of fill that gap or meet that need while looking at that capital. I think the athletic
066uh department, the athletic director and assistant athletic director have been doing a good job fostering those relationships with the city and some of our other partners around here. And so you'll see the cater students do school come up. I'm glad he can tell you. You'll see them all over. You'll see them at Agnes Scott. You see them in the community. You'll see them all over grabbing whatever practice space they can. But the city can't just give us a open door because they run a parking rate as well. That kind of limits. And you think about our six day high school, they have that exclusive space and then our students will come in with a very limited space. And what does that do when it comes to being competitively ready? >> So, I have another question
067about um middle school because we love that we have 49% school students in athletics. It seems like a significant difference middle school is just 26% there. I know it just seems like the athletic opportunities are limited there and I'm wondering if there opportunity to be because it seems like there's interest there um is a space issue or staffing or >> so it's going to be both. So, space and staff. Um, and our athletic department has met with the city parks and wreck. See where we can fill some of those gaps. And even some of your rural towns with big 6A um powerhouse programs. Winnette County for example, they utilize their wreck system. So, Cobb County, they have large schools. Um, and so that's where you're going to have a lot of your middle school um
068development. A lot, let's say soccer. Soccer is more than a one season sport. as a club kind of year round sport and and so some of your top soccer players are going to play in clubs more than just the wreck and school season. So that's where that wreck and club partnerships come into play. >> Thank you. >> I also like to point out the uh park for softball and tennis courts. Um that's been a very good partnership. practice squad at um at the softball field and I'm pretty sure they're doing an expansion or renovation. So in terms of softball, tennis and those how do are we buffing kids there? um if or parents responsible for getting their kids there. I don't want to put I agree you have to think of some way to solve
069these problems >> build space for them but I don't want to put more barriers in place if parents either can't get off work to get their kids to athletics or um are we providing >> for legacy park distance we do provide busing or softball um school you correct me if I'm wrong you guys provide your own transportation correct >> they have to get themselves there >> yeah that's also you know >> we have the infrastructure to provide And we looked at that this year, but it just the need wasn't there for us to provide attract. It's >> also a, you know, something to bear in mind is, you know, for a lot of high schoolers, um, athletics can be, um, >> yeah, we want to make them accessible. So, if we not only if it's
070not only a financial burden, they have to pay for equipment, they have to pay for all these other things. If we're having to make or they have to drive themselves to some other location, that's another hell of a crime that we don't want to put. I think it goes a long way with the coaches and the athletic staff. To hear the board talking about athletics, they put a lot of their hours into programs, but I'm telling you that goes a long way with the coaches, teachers and coaches that sponsor program. Thank you. >> So, we are thrilled to announce the partnership with the Alliance Theater Early Childhood Residency Program, which will bring drama and dance and puppetry and music into the early learning classrooms at both Frasier Center and College Heights. I want the board
071to know that this is rooted in the science of reading. These research-based arts integration strategies are proven to boost students expressive and receptive language skills. This further further solidifies the city schools of Decar dedication to its early learners and also the naked mole rat was a great show to see with our students. Um I had the opportunity to go with them. It was awesome. >> Thank you Mrs. Burton and Mr. Adams. We I look forward to hearing how we can address the facility needs later in our board meeting and in the next facilities plan. Dr. Whitaker, please introduce the next presentation. Thank you, Chair Sultan. I would like to call on Dr. Dwayne Scroll, principal of Decar High School, to provide an update on college and career readiness. His presentation will feature two investments made
072by this board. a tool which is Navvian and a program which is one goal to help students successfully plan for the transition into life. Sorry. [laughter] >> Good afternoon board chair Dr. Sultan Vice Chair Hutz board members student representative Smith superintendent Dr. Jim Whitaker. Thank you for the opportunity to present a review of college and career readiness at K High School 202526 school year. At the core of our district's mission is the opportunity and student growth center growth college and career readiness directly aligned with the strategic accelerators specifically addressing student success in all areas. By focusing on the CSD student experience, we ensure our graduates are prepared for post-secary success through direct high impact support. EHS is using the Navius platform to provide comprehensive college career and life readiness framework. Platform helps counselors provide age
073appropriate tools from elementary through high school. Helping students build awareness, explore opportunities, and create meaningful postsecary plans over time. As part of our intentional design and implementation roll out, the 2025 2026 school year served as our first year of implementation of Navian. Students in grades 9 through 11 were guided through Na'Vi's self-discovery portion, which lays the foundation for later phases of college applications final post-secary planning. By years three and four of implementation, we anticipate a much more robust and fully integrated use of Navian across grade levels. In essence, Nvance is being rolled out in a comprehensive manner that supports students and families throughout the implementation process. High school counselors intentionally focus focus on supporting students by implementing the district developed grade level scope and sequence ensuring consistent novice delivery across grade levels while increasing student
074engagement in college and career readiness activities. Teachers were also trained on how to complete the reference letters via Navvice. We are excited to announce the Navian parent university on August 18th, 2026. Our college and career readiness curriculum is scaffolded across all four years while freshman focus on personality and career interest. Our seniors are deep in the activation phase, completing college applications, the FASA, and the exit surveys. This ensures a continuous pipeline of preparation from the from the moment they enter their high school. There are areas that are covered across multiple years of the platform including s course course planning, resume builder, dual enrollment and explore the military branches. This ensures that students knowledge is reinforced across grade levels using Nvian completion reports, engagement data, and student outcome metrics. Councils continuously adjust outreach efforts and support
075systems to increase participation to strengthen college, career, military, and scholarship readiness opportunities for all students. It is important to note that some post-secondary preparation activities for the 2025 26 senior class were still conducted outside of the obvious platform during this transition year. However, DHS council made a valant effort to ensure all students in the class of 2026 completed the post-secondary so they could be included in postsecary planning and reporting measures in the future. The 2026 2027 school year will be the first year DHS seniors fully utilize Navian throughout the complete college application and post-secary planning process. Class of 2027 will begin using obvious to complete college applications during the 2627 school year. The college application data will become the first pool set data set entered for DHS and will later support features such as do
076scatteragramgrams for the class of 2028 and beyond. Even during this transition year, we are already seeing strong outcomes across our broader DHS student body. This year's senior This year's seniors achieved an average GPA 3.7 with 41% earning hope scholarships, 37% earning Dale Mill scholarships. Combined, approximately 77% of the senior class has access to tuition free education at institutions within the University System of Georgia or to significantly to a significant scholarship funding at a private college university across the state. Through the Navage platform, students can also explore scholarship opportunities, workforce pathways, military options, and postsecary programs align with their strengths and interests. Currently, over 90% of the DHS graduates plan to attend a four-year college, a two-year college, or a technical institution. A core pillar of one goal's quality enrollment framework. Um, this researchbacked approach shifts
077the focus from simply getting accepted into college to ensuring that students choose an institution where they actually persist and graduate. Quality enrollment framework includes an academic match as it relates to a student's profile, financial fit which focus on low debt options, personal fit including location, campus culture and program offerings and finally completion support that one goal provides beyond high school. One goal is a two-year in-class model that provides wraparound support including intensive advising, SAT prep and hands-on financial assistance led by Dr. Charlie McAdoo. A standout feature is the first year of post-secondary coaching where students transition from DHS to a supported dedicated one goal coach who helps them persist through their first year of college. The first and second year college attention rate is about 70%. For students who return in their second year, over
07885% will eventually graduate. We aren't just getting to college, we are getting them through college. What sets one goal apart are real world experience such as college visits and student summits at campuses like Clayton State University which in part demystify the college experience. Dr. Mack do these college tours and frequently include one goal staff and classroom activities. To bridge the equity gap, we assure financial barriers are removed via enrollment grant resources. Graduates are eligible for $750 per semester towards tuition and books, $500 towards flexible expenses such as housing or child care, and 400 direct allocation towards purchasing a college laptop. 2025 2025 cohort consists of 96 total students including 41 juniors, 55 seniors with the average GPA of 2.94. Our demog demograph demographic breakdown reflects our mission to support students who are often underrepresented postsecary
079path pathways while also maximizing opportunities for students who desire to be part of the program. Our partnership with one goal continues to grow exponentially. Since launching the program in 2024, we have served 175 high school students. Looking forward to to this upcoming school year, we project that we continue to build our adding the class of 2028, bringing our total to 98 participants for the 2026 2027 school year. A point of pride that 94% of our students report feeling confident in ability to succeed in post-secondary programming. Using our quality enrollment framework, one goal guides students to the best fit schools based on academic match, financial fit, and completion support. For the class of 2026, 65% of students apply to at least one match or over match school, putting them in a position of strength. Class of
0802025 can boast that 100% of those students who enter post-secary education seamlessly in the fall of 2025 continue into the spring of 2026. Our class of 2026 set an outstandard standard. They submitted 181 college applications. We hit an 80% faster completion rate and our target council has increased their understanding of the hope GPA to 64% more than doubling last year's 30% for the class of 2025. 96% of DHS one goal class 2026 plan to enroll in a post-secary program. One gold year 2 fellow Muhammad Atique is a finalist for the prestigious $20,000 Dale scholarship and has already been awarded a five strong scholarship to Alabama State University. He is also the recipient of the prestigious Dr. Levi Watkins scholarship which provides him the opportunity to participate in Tennessee State University accelerated medical and dental programs
081allowing him to metriculate the medical college of medicine. Thank you. >> [clears throat] >> Arriving cohort the class of 2027 2027 is already hitting exceptional early benchmarks. 97% have submitted their best fit list. 35% reached out reached their quality enrollment bar and 93% attest advis advisory support has directly helped them. Additionally, we have achieved 100% FASA awareness. By establishing these foundational planning blocks early, we are effectively shifting long-term mindsets. 82% of our class of 2027 core already report feeling confident that they will be successful in their future post-secondary paths, giving us an incredibly strong baseline to build upon next year. Finally, we would like to welcome the class of 2026 as they make the transition to college. Our graduates have selected colleges near and far from Decar. We have students staying as near as Georgia
082State University and Georgia Peont Technical College, progressing as far as United States Naval Academy. These lessons learned during the time at DHS and in the one go program have provided students with the runway to move to the next level. Thank you and I'm open to question related to slide npa understanding. >> So um so many students they uh I'll give you example what I the way I explained it when I did enrollment with parents was the student has a 2.0 0 the first two years of high school of high school. In order to get to 3.0, you're going to need a 4.0 the next next two next two years high school. Right? So, it's the real it's the the reality of them being able to calculate their hope GPA and the difference and our weighted
083GPA and our unweighted GPA because students have to understand hope GPA is based on their core academic courses plus their world language, not on electives. So, it's Mr. Mad do instructing them on what this actually means uh for your hope data because it's going to be lower than your more than likely than your overall. >> Okay. So 30% of the students before didn't understand that difference is what you're saying. >> Correct. >> 70% of the students didn't understand. >> That's right. Right. Yeah. >> Yes. I would get many calls from parents even with [laughter] how my kid has a 3.2 to educator, but when it's recalculated. >> Yeah. >> And with one goal, do you um and you may not know this off the topic, but how many of your graduates had more than one
084acceptance because I think some of that is is critical to their success is having multiple options um and not feeling like they're pigeon holed into one. because they want to um you know um they had a lot of those schools are phenomenal but being able to choose between a Morehouse and a Tuskegee is um is is a phenomenal place to be in um and also speaks to the um to the success of your program. >> So Wonderful sounds um yeah phenomenal and I love seeing all the benchmarks of success and it sounds like there's a lot of inperson experiences. Oh, if we go to Na'vi, >> it's an online platform, right? I I use it. So, I guess I'd like to understand a lot more of um what we envision this doing because, you know,
085to be frank, it's a really helpful way. This is my crude understanding to s simplify um application processes. So, you don't have to mail 20 applications now. Um that's great. I think they have scatter plots. So if someone wants to see how many students from this area, but you know ultimately if it's just another thing that students have to and parents possibly figure out on their own, what is the kind of in-person possibly human and maybe that kind of coaching element available for that type of college readiness, >> right? So what we we do this through tools for success which um you know it it for the first year of implementation um and what our counselors are responsible for is actually developing the lessons. So they develop lessons we do include videos as a part
086of it to kind of ensure that students are getting the same message. We try to limit how much the teacher has to deliver versus how much is on videos. And then there are activities that are student self-managed with teacher support to go through and complete. So that's kind of how it's designed. um in the lessons and it's about say fiveish lessons per year because we're doing other things also to success um but it's really to get them comfortable with it also to do those career assessment survey kind of see what you're good at also what you like >> and then you know back to the hook GPA I didn't even understand it and I've been teaching high school for ever u so is that the understanding for the one goal students or is that for
087all of the class of 2020 >> so we we do this Hope P understand everybody but Mr. Mcadoo really emphasizes it and they actually through one goal in their survey actually asked students about it. >> So then I guess I'm just wondering like um you know I don't teach math right but I have a 10th daughter just finished 10th grade and so to your point you know there's like okay you got a 2.0 Now, how do you so are there um experiences in place so that a student gets [clears throat] to see how you calculate because I think to your question um board member and I think it's a lot of parents if you haven't you know you look at your GPA you assume hey they're taking AP they're taking honors they have whatever and
088then you don't realize well hope does it differently but there are opportunities for all >> the tools from success so it's done there and it's also done >> in the in the classroom Thank you. >> Currently, because we got some feedback from parents about Navian, I'm just wondering right now if you know the next um group of students who are going to use it to apply for college. Um is that data in there accurate now? We heard concerns about it not being accurate. So some of the challenge here with data is the fact that we the implementation cycle right >> when students start they start in March of this year getting ready for senior year with applications. So um when I met with Miss Miss Hull and Dr. Harris last year we worked with the
089counselor to come up with a timeline and the seniors had already the rising senior 2026 already passed that point. So in order to to implement employee loop this year we would had to go backwards but those were effective students >> but right now >> right now >> the data is accurate >> correct moving forward should be accurate because we started the fully implementation with class in 2027 >> and then I'm just also wondering how you know counselors assist with those you know when I was in high school we had somebody help us guide us through the process for a lot of paper these electronic systems I'm just wondering Do they students have access to really vote? How many counselors do we have? >> So we have um Right. Right. So we have about we have
090five counselors and we also have um Dr. Kim Jones who will be coming back to us from Kal Academy. She'll be the sixth counselor and she'll still work with those students to also assist with >> for the entire like 12th grade class to help them. >> That's for the Yes. So we have one counselor is dedicated to freshmen and the other four split the case load equally um among amongst the all the students in the school. Yes. >> Okay. And that's just one piece of what you're doing. >> Correct. Yeah. So um I give you example a parent came in and said they have an independent college counselor and that's kind of where to me where Dr. Maxine fills in as a as a one goal but maybe students who can't don't have that resource
091he's there for them. So he's really dragging them, kicking and screaming across the line to make sure they get. We also have college nights where students come in and fill out where community come and volunteer. You should come volunteer at school, help students through the process of FASA and uh college applications recommendations. So we we try to you know we try to have that as a support system and students can also schedule some counselors have individual meetings, some have small group meetings to get through their junior senior account. >> One more question about one goal since you brought that up too. How are students chosen for one goal to participate? Wonderful. >> So, it was pretty much it's pretty much open to any student who wants to participate. If we ever get to a point
092where we can't and we may go to a lottery system and that type of thing, but right now you're actually in one go and your schedule fits >> um then we will >> also kind of target kids. >> Oh, we definitely Yes, we do target kids. We look at we look at GPA. Yeah. um in that in their range it's listed there but we kind of expand that beyond what the one goal but they but they typically what they ask us not to do is if a kid is two or more classes behind the graduate credit behind then they really need to catch up before we focus on that part and get them to first first goal always is to get them through high school >> if a student at this point wanted to participate
093it seems like we have capacity >> yes and so our recruitment process it will invite students based on GPH to the library for a smaller group session. The first year we did a kind of free-for-all with everybody, as many kids as we can get, and it didn't work as well because once you get too many kids in a in a in a cafeteria, it doesn't work well. So, we'll focus on say 50 to 75, get them in the library, have a conversation. Um, and one goal is also very um supportive in coming out to the school. They spend a lot of time in the classroom with Dr. Mcaden. Uh, and of course, that piece of tracking the students for that first year after high school. And so uh board member area uh one goal has
094a target population. Um that target population is first generation college as well as students who are participating in free and reduced lunch students who identify as a person of color and or academic record which is what Dr. Spool spoke of. So when you think about that untapped potential and then you see that's not the slide but the one that talks about 74% seamless enrollment into fall of 2025 when you think that's the targeted population and that 100% of them continued into the spring. Um that speaks to persistence. Um, next speaks to the power bungle. Thank you, Dr. Sproul. It was once again the again a highlight of the of graduation to see our students walk across the stage in their one gold stool. All right. Uh, uh, Dr. Sultan, I would like to call on
095Dr. Lonita Brun, chief financial officer to provide the board with and the community with a 101 or 101 I should say on new markets tax credit to support construction and development of the new early childhood learning center. Good afternoon board chair, vice chair, esteemed members of the board, student representative Smith and Dr. Today's presentation on new market tax credit under strategic accelerator number four. As the board is aware, the early childhood learning center represents a significant investment in expanding high quality early learning opportunities for our students and families. The district continues to explore innovative and fiscally responsible strategies to support the construction and long-term financial sustainability of this important project. Today's presentation will outline how the new market tax credit program may provide supplemental funding resources to reduce the overall financial impact of the project
096while advancing the district's commitment to educational excellence and community investment. At this time, I would like to introduce Vita Sis, founder of IBS Advisor, who will provide an overview of the district's proposed new market tax credit financing opportunities in support of the development of the new early childhood learning center. Miss Cersi has over 15 years in new market tax credit and has closed over $200 million in new market tax credit transaction. Thank you, Miss Cersi, for joining us virtually. Please proceed. Our Sherman is Missy is not. >> Okay. Are you there? Sherman Golden is here. Good afternoon everyone. >> Good afternoon on board. >> I don't I don't think they see her in the in the room in the Zoom room. >> Okay. Let me see where she is here >> if she came back.
097But Mr. Sherman, while you uh while you do that, if you could just kind of give an overview of what uh what New Markets Tax Credit is, that would be great. >> Sure. Yeah. Good afternoon, everyone. My name is Sherman Golden. Uh I'm an attorney in Atlanta. Uh I've been practicing law in Atlanta for about 40 years. Uh, I'm a native Atlanta. Um, I, um, uh, have been practicing in the new market tax credit space for 15 years. Uh, I probably closed 40 to 50 of these transactions in that in that time frame. So, the new market tax credit is uh a a sellable credit that's made by section 45 of the Internal Revenue Code. Um, it's it's a business that just not on tax credits or low-inccome housing tax credits that's designed basically by
098the federal government to incentivize investment in in areas. Okay. Maybe it's raining. Just go. Come back. >> Yeah, >> come back. I'll come back. >> Okay. So, we'll come back to it next next time. We'll move move forward to the next presentation and then we'll move move forward to policy and then if they're ready if you can get them back on virtually then we'll go back to it. >> Okay. So call on Amanda Lion sorry chief [laughter] of staff to present five policies and provide one um piece on regulation. Good afternoon once again, board chair Dr. Hilton, vice chair, esteemed members of the board of student representative Smith, and superintendent Dr. Whitaker. Today, there are five policies on the work session agenda. Each of these are existing policies being brought with revisions in response to
099recent legislation. Therefore, they are being presented directly for first read today. If accepted, they will be available for public comment through assembly and will be added to the agenda of the regular board meeting in August for action. First is policy G Ah, employee leave and absences. Revisions to this policy were needed to increase the number of personal days for staff from 3 to 5 in response to Senate Bill 148 and to include 120 hours of maternal birth leave as required by House Bill 1118. May I read the recommendation? >> Yes, please. The recommendation being made is that City Schools of Decatur Board of Education accepts policy GR, employee leave and absences for first read. Do I have a motion to approve the recommendation of policy G A employee leave and absences for first read? >>
100For member US makes the motion. Is there a second? >> Second. >> For member Hearnen seconds the motion. The pending question is the adoption of the motion to approve policy GH employee leave an absences for first read. Is there any discussion? I have um a question. >> Okay. So, uh I think it was last year. I think a staff member reached out and wanted to know why and assuming this was a correct read gave fewer um I think it's really hours that calculate the days and then you get the whatever. So, my question is data has now increased that But how do we compare to the other districts? So again, I feel like it was last year that we looked at this and it, you know, by no means am I suggesting to anyone that
101we are below all school districts, but um I want to understand more of how our number of days fine, we're meeting the state suggestion, but are other districts increasing theirs? Um so >> we can we can get we can get back to you on that. I mean no one I that wouldn't change this policy. >> It wouldn't change this policy. I mean I you know we earned one and a quarter which is pretty standard across you know I think it was standard but if I'm not mistaken and I'm sorry to go from memory if I'm wrong. I think Mariana um gave a few hours more like I think you acrew hours not days. But in any event, I just want to know how we compare to other districts. >> We can follow up with that
102information for you. It's not going to impact what we need to do with this policy right now regarding the recent legislation that requires us to >> allow teachers to use up to or staff to use up to five of those acred days for personal space. >> Any further discussion or questions? I have one more and maybe it's not in here and I am sorry but um this has nothing to do with using for virtual versus face-toface work. This is just use and someone working remotely versus someone attending you know a facility that would be a regulation or a school district. Yeah, this is just around the leave and absences and the rate at which they like require like acrew leave and can use leave. >> Okay, thank you. Since this requires a recorded vote, Dr.
103Whitaker will now call the role. Board members, when your name is called, please respond with I if you are in favor, no if you oppose or abstain if you wish to remain neutral. Dr. Whitaker, please proceed. Chair Sultan, >> I. Vice Chair, >> I. >> Board member Anderson. >> Hi. >> Board member Hearnen. >> I. >> Board member Arriier. >> I. >> Uh, Chair Sultan Ventali stands at five eyes, zero nos, and zero abstensions. Eyes have it and the motion is carried. Next is policy G Abb. Just like G A R, this policy required updates in response to HB118 to include the 120 hours of maternal birth fees. Um because this uh addresses paid parental leave. May I read the recommendation? >> Yes, please. >> The recommendation being made is that City Schools of Decator
104Board of Education accepts policy G A paid parental leave for first. Do I have a motion to approve the recommendation of policy G AB paid parental leave for first read? >> Remember us makes the motion. Is there a second? >> Second. >> Remember I second the motion. The pending question is the adoption of the motion to approve policy G a hb paid parental leave for first read. Is there any discussion? Hearing none. This requires a recorded vote. Dr. Whitaker will now call the role. Board members, when your name is called, please respond as I if you're in favor, no. Or if you're opposed or abstain, if you wish to remain neutral, Dr. Whitaker, please proceed. >> Chair Sultan, >> I. >> Vice Chair, >> I. >> Board member Anderson. >> Hi. >> Board member H.
105Hearnen. >> I. >> Board member Arriier. >> Hi. >> Chair Sultan. The tally stands at five eyes, zero nos, and zero abstensions. The eyes have it. And the motion is carried. >> Third is policy JBC, school admissions. This existing policy required revisions to address timely enrollment for foster care students in response to Senate Bill 431 and expansion of age eligibility for enrollment in kindergarten in response to Senate Bill 589. May I read the recommendation? >> Yes, please. >> The recommendation being made is that city school educator board of education accept policy JBC school admissions for first read. >> I do have a motion to approve the recommendation of policy JBC school admissions for first read. Member S makes the motion. Is there a second? Question board member Anderson seconds the motion. The pending question is
106the adoption of a motion to approve policy JBC school admissions for first read. Is there any discussion? >> Any reason why it's in a font size too small for >> as long as online it's readable. >> Thank you for >> any further discussion. Is it the number four under age old? That's just a new state requirement. >> It's a new state requirement. Um kind of known as like the red shirting law, right? So the idea that if you're newly enrolled um for kindergarten and first grade previously, it was based entirely on birth dates. Yeah. Now if um you haven't been enrolled in a kindergarten program, for example, before and your age typically that would place you in first grade, parents can opt to have their students sleep. Any further discussion? >> Since this requires a
107recorded vote, Dr. Whitaker will now call the role. Board members, when your name is called, please respond with I if you are in favor. No, if you are opposed or abstain if you wish to remain neutral. Dr. Whitaker, please proceed. >> Sheriff Sultan, >> I. >> Vice Chair, >> I. >> Board member Anderson. >> Hi. >> Board member Honden. >> I. >> Board member Arriier. >> Hi. Uh, Chair Stalton, the tally stands there are five eyes and zero nos and zero abstensions. Uh, the eyes have it and the motion is carried. Next are two policies requiring revisions to include ethnicity and religion as protected classes in response to Senate Bill 523. The first of these is policy JA equal educational opportunities. May I read the recommendation? >> Yes, please. The recommendation being made is that
108please school of the cater board of education accept policy JA equal educational opportunities for first read. Do I have a motion to approve the recommendation of policy JA equal educational opportunities for first read member US makes the motion. Is there a second? >> Board member [clears throat] seconds the motion. Thank you. The pending question is the adoption of the motion to approve policy JA equal education opportunities for first discussion. >> Remind me I believe we talked about this previously but um selfidentification of of gender or sex is also included as covered under this does actually cover trans or any other um >> yes. So, the last time we looked at this was also under a different G policy as well, and I'm going to turn to legal um to make sure that I say it
109correctly, but yes, the research that was conducted and shared with the idea that the protected classes were were considered, but I'm going to turn to legal because that can be [clears throat] So, so it is the perspective that this will fully cover a trans student >> or any included uh individual >> currently. I' I'd like to see it. Let let's just include the phrase gender identification. >> If it if there's a question about it, let's be explicit. >> And this would apply for this na. >> I feel like the discussion was whether the term sex included that. I feel like that was the if I if my memory serves me, did sex include gender identity or did we have to parcel out the two or should we not? I feel like that was maybe the
110question. If my memory serves me, >> right? Yes. So in employment context, it is that way. >> But this is not employment. This is educational. >> I just Okay. I I would move and seek support from the board for us to include explicitly gender identification as a protected class. >> I agree. >> I just want to point out that in GAA and that one yet there is a reference identity already. So could we just take that reference in G A and apply it to JA >> or should the wording just the wording should be consistent >> consistently explicit? >> Yeah. frankly just add all of the stuff that is included under six on GAA into protected classes on JAA. >> I don't think all of these will apply to students like the military status. This
111is a lot broader related to employment. >> Well, yeah, everything that would apply citizenship, religion, sex, ethnicity, national origin, age, uh expression, genetic Wait, hold on. I'm starting to skip around. Never mind. Yeah. Yeah. Yeah. >> Medical status, clearly, sexual orientation, and gender identity. Actually, probably marital status as well. Frankly, it's >> I think it's the it sounds like it's the will of the board to be an expand to be explicit and expansive in terms of uh identifying the protected classes. Yeah, I think K law's probably confusing there on whether sex includes gender identity or not. So, if we can get away with adding gender identity, I think that that would be the will of all of us. >> So, I hear so I might need some um support as far as because there's a
112a recommendation on the table, right? >> And so, um what I'm going to say is maybe, you know, and I don't want to step on your toes, but my recommendation would maybe be to I don't know like withdraw that or vote against that. Then we can make a motion to accept it with the revisions. And so if if you'll give me a couple of days to work with able to get the language in place, then we'll make it available for public comment on assembly. Of course, we can continue to change before second read action as we always can make edits between that time anyway. But we'll put it up with these revisions rather than accepting it as is right now so that it can be out there as well. >> Right. Let me let me
113get let me get some guidance on this. Um so there's a there is a motion on the floor. Um, so legal, do I need to withdraw that motion or should they vote it down because they want to make some edits which >> the motion will I withdraw the motion. >> Okay, everybody consent consent to that. >> Okay, so you'll bring that back. >> I'm going to make a new recommendation. It's going to sound almost the same, but the recommendation being made is that City Schools of Decator Board of Education accept policy JA equal education opportunities with discussed edits for first read. >> Do I have a motion to approve the recommendation of policy JA equal educational opportunities with suggested edits for first reads? >> Remember makes the motion. Is there a second? >> Second. >>
114Member Fernandin seconds the motion. The pending question is the adoption of the motion to approve policy JA equal educational opportunities for first read with suggested edit. Is there any further discussion? Hearing none. Uh since this requires recorded vote, Dr. Whitaker will now call the role. Board members when your name is called, please respond with I if you are in favor, no if you are opposed or abstain if you wish to remain neutral. Dr. Whitaker, please proceed. Chair Sultan I. >> Vice Chair UTS I. Board member Anderson. >> Hi. >> Board member Hearnen. >> Hi. >> Board member Ariel. >> Hi. >> Serenally stands at five eyes, zero nos, and zero abstensions. The eyes have it and the motion is carried. Right. Next is policy GAA, equal opportunity for employment. Before I read a revised recommendation,
115I affirm clearly that we want to make sure we have explicit language in this one similar to what we just discussed in JA, but we will take a look knowing six, but there could be additional suggested edits that are similar. >> So, question about that because I think that's what the legal team was saying was that we just made an edit based on student needs, but does the same language apply for employment? Should it? I mean, I'm happy to add it, but or I think that or should you just leave sex there knowing that it's all-encompassing? >> Paragraph six, fourth line. >> So, it more explicitly labels that legal said it includes things like, you know, veteran status and then it says gender identity explicitly in it as written currently. >> So, then we don't
116have to change this one. >> Correct. >> Right. It's up to y'all. Oh, I see. >> Yeah, I was up. We discussed maybe at the top of the language. >> So, in the very first paragraph where it says that we do not discriminate on the basis of and then it it elucidates what we do not discriminate on the basis of make that sentence as comprehensive as the sentence that is in section six. >> But the question was my original question was we just made that very detailed distinction for students. C can we or should we do that for employment? That was my question. >> That's a choice. >> It's our choice. Okay. >> In paragraph. Okay. Thank you. >> Right. So, may I read the recommendation? >> Yes, we're okay with the way we before
117we get into discussion. Do we need to change anything? Are you guys okay with the way that this was? Before I get to the discussion part >> with the suggested changes that we have just >> the suggested changes I think is what Dr. Befor >> Okay. >> Yes. Great. The recommendation being made is that city schools of the cater board of education accept policy GAA equal opportunity employment with suggested edits for first read. Do I have a motion to approve the recommendation of the revised policy GAA equal opportunity employment for first grade? For member makes the motion. Is there a second? >> Second. >> Remember Anderson second the motion. The pending question is the adoption of the motion to approve the the revised policy GAA equal opportunity employment for first read. Is there any discussion?
118Hearing none. This requires a recorded vote. Dr. Whitaker will now call the role. Board members when your name is called please respond with I if you're in favor no if you are opposed or abstain if you wish to remain neutral Dr. Whitaker, please proceed. Chair Sultan, >> I vice chairs. >> Hi. >> Board member Anderson. >> Hi. >> Board member Honden. >> Hi. >> Board member. >> I chair Sultan. The entity stands five eyes, zero nos, and zero extensions. The eyes have it and the motion is carried. Finally, I want to inform you that regulation BPDIR1, public participation in board meetings, has been updated to go into effect with the start of the 2026 2027 school year. [clears throat] The Georgia School Boards Association recommended revisions in response to case law and updates to the
119model policy. Revisions include referring to the statute definition for materials that are quote harmful to minors. Alongside this needed revision, additional revisions were made to increase clarity. Again, this regulation will go into effect beginning next. Thank you for your engagement. Again, I'd like to state that the revisions for the policies approved for first read will be available for public comment via assembly. Some of them I might need an extra day or two just to get those edited in there. So, they'll be reflected. Thank you. >> Yeah. Yep. >> Yeah. And Chair Sen, uh we will go back to the new markets tax credit. Uh actually we have our friends from Shuis Community Capital here and that is uh Chris Lewinsinger. I think I said it correctly probably not but uh Chris if you would please
120come forward. >> Hi good afternoon. Uh Chris Ludinger with Truis Community Capital. Uh I'm Ed Shaughnessy uh who's who manages the banking relationship with Druist and Schools of Decator. I'm a tax credit equity investor in the new markets tax credit program. Um so I've been asked to kind of step in here in the absence of of Vita and Sherman's ability to be on um to kind of give you a high level overview of kind of what the program is and what the benefits are financing. Um, so the new markets tax credit program has a kind of an odd name. It was started about 20 years ago by Congress because of the success of the low-income housing tax credit, which most folks are more familiar with. It's how most affordable housing is developed in this country.
121And based on the success of that, Congress at the time said, you know, our low-income communities don't just need affordable housing. They need access to critical goods and services. They need access to quality jobs. So they established what's called the new markets tax credit program which is really a federal incentive designed to drive capital in support of commercial development rather than residential development which is what the low-inccome housing tax credit was doing but commercial development that's located in low-income communities and benefiting lowincome people. Um and really the benefit of low-income people is that provision of critical goods and services for low-income people or access to quality jobs for low-inccome people. Um, education is a big piece of those services to low-income people. And through the program, we're of educational facilities across the country in low-income
122communities that are serving primarily with enrollment of low-inccome. Why you might be interested in learning about this financing tool is that through the use of new markets tax credits, uh, a an eligible project could receive up to 20% of the capital costs paid for through the program. Um, so it's gap a gap financing tool to eligible projects in these communities that are benefiting low-income people. Doesn't pay for the entire project. It pays for a piece of the project. Um, but many uh educational uh organizations and and districts have utilized the new market tax financing tool successfully to build a new project in one of these communities. Um if you want to flip to uh the slide seven I believe. >> Yes. Um so uh the program works uh very fundamentally federal government you heard me
123mention this is a federal incentive. They decided to kind of stay out of picking which projects are going to benefit from the program and really wanted to harness or leverage a public private partnership model. Uh so instead of the federal government placing these tax credits and projects, they allowed private entities um to uh ultimately apply for federal tax credit authority and place these tax credits and projects. These private entities uh in order to do that get certified with the federal government is something called a community development entity or CDE. And once this private entity gets this certification with the federal government, they can apply once a year to the federal government for an award of federal tax credit authority or the authority to place tax credits in projects. So once a year the federal government
124through the CDFI fund, which is a division of the US Treasury, awards $5 billion of federal tax credit allocation to these CDEs, these private entities that want to finance projects in loan countries. That's a very competitive pro process um for these CDEES. Roughly 200 to 250 CDEs across the country apply for federal tax credit authority and roughly let's say 100 of those CDEs are successful in winning a piece of that $5 billion award. Once a CDE wins uh an award at tax credit authority that's the authority given to them by the federal government to place tax credits in eligible projects. So they areas and try to find eligible projects that they could potentially finance with this tool. So you as a project own donor, you have a project that you're uh planning to build, the
125early childhood learning center. You've determined that you're an eligible low-income community and that you're providing educational services to low-income people. You can compete with all of the other eligible projects across the country to receive a commitment of tax credit authority to your project. So, it is a very competitive financial tool for you as a project owner. Once you've determined you're eligible for this financing, you again have to compete with all these CD uh compete with all the other projects to get these CDs to place their limited amount of tax credit authority in your project versus another eligible project uh that might also be generating benefits to their community. Once a CD commits tax rate authority to your project, that's not actually cash to your project. It serves as an incentive to get a large financial
126institution like let's say truest bank to say we really want to see this project happen too. We'll write a check for the benefit of the project and in exchange we'll receive a stream of federal tax credits that we use to reduce our federal tax liability and that's the win-win exchange on these transactions that you as a project owner receive an upfront infusion of capital to build your project in exchange for crowding that capital. the bank um receives a stream of federal tax credits that we use to reduce our federal tax liability. That check that I write for the benefit of the project cannot directly invest it in the project. I invested in these CDEES, these private entities that control the tax authority and they take my check and loan it to your project. Low intereston
127debt. So at the end of the day, you receive a low intereston loan. Let's say 1% interest only. That's fully funded at closing. It's available. All the funds are available for you to build the project and um you pay interestonly payments on that for a period of seven years. Why seven years? It takes seven years for tourists to receive all the federal tax credits that we were anticipated as a result of providing that capital. The cool part about it is those tax credits are actually our economic return as a bank provide that capital. So if we received all those federal tax credits, that's again our economic return. we've been made whole by the receipt of those tax credits. At the end of the seven years, we can turn to you and say, you know, that
128check that we wrote for you to build this project, you no longer have to repay that u check. And that's where, you know, the win-win subsidy is realized for you as a project owner, received upfront uh infusion of capital to build this project. And at the end of the seven-year compliance period, you may not have to repay that one. And that is the intent of all these transactions is to provide the subsidized capital to your project. Now obviously it takes a lot of expertise to pull one of these transactions together. It's not a product anyone can just pull off the shelf. It is a process. You have to hire strategic partners to help you in that process. And that's where VA as a consultant and Sherman as a tax attorney were engaged to help you
129and assist you in in uh structuring finding the tax rate allocation structuring the deal um for ultimately the project to benefit from the financing. Um, so a little bit about the math I think you want to flip to just to give you a project example. Um, I think that's on page 13. So ultimately this is a $10 million project example. I know the early childhood learning center is not a $10 million project. This kind of gives you an idea of how this works and how we get to that up to 20% uh project benefit number. So you as a project own donor, you can raise as much tax credit allocation as you have eligible project costs. So if you have a $10 million school, you can raise up to $10 million in new market tax
130rate allocation. Again, that's not actually cash to project. It's kind of a measure of how many tax credits uh a CD is committing to your project. The 39% tax credit for every dollar tax credit allocation a CD commits to your project, 39 cents of actual federal tax credits are generated. $10 million times 39% means as a result of that CD committing $10 million of tax allocation to your project $3.9 million of actual federal available to attract an investor to your project. That's where a bank or a large financial institution like Tourist would say, "We really want to support this project. We'll write you a check for the benefit of the project and we'll take those $3.9 million of federal tax credits. However, we're not going to pay dollar for dollar for those tax credits because
131they come to us over seven years and we need to manage the compliance risk time value of money associated with that capital. So, an example here, VA has 80 cents per credit. That's kind of a market driven rate in her example. 80 cents per credit times $3.9 million of federal tax credits um means that I would be writing a check at Truist for potentially $3.1 million in this example. And that would be the gross benefit to your project. You know, that would be a roughly 31% net benefit to your project. But there are a lot of closing costs and fees that come go to the CDE that are working with you to finance the project. A lot of them go to attorneys or consultants, accountants. On the whole, that can be over a million dollars
132on a transaction this size. You net that out of the the gross benefit of 3 million to $1 million you're getting from Truist. That net is $2 million roughly. And that's how we're getting the up to 20% net benefit for doing one of these. That's why you would pursue this financing is ultimately you're going to get $2 million upfront to build your project that you will like un most likely not have to repay at the end of the seven-year compliance period. The reason I use that language is because it is an option. It is not legally mandated that we forgive the loans essentially. Um, and if we did say we were going to do that at the beginning, federal government would consider that a grant and not qualify for the tax credit. They want to
133see this as subsidized debt. So I cannot say in writing that that is what we're going to do as a financial institution. But that is the intent on every transaction and truest has done that as a financial institution. In every transaction there was not a default on the loans. Is the time for questions? >> Yeah, go ahead. I think that's a good place to >> So, and I have quite a few. I'm not sure if you can answer all of them. Um, but so to your point that that's not a guarantee. Um, from what I can tell, there's an eligibility that has been determined just [clears throat] by virtue of circumstance and location. However, I believe the um information that has been shared is this the ELC or zone daycare and I do have a
134question about that alone. Does that matter? You know, we call it an ECL. Um but by permitting it's a daycare is a 5050 model. So my understanding is only 50 students children who could not pay for tuition would be attending this building. That is all the um methodology I've seen and then we have had numerous discussions of population decline in our city. So in the event in three years after this, I think you mentioned seven, that the population of student being served at this facility was no longer majority low income, although we're planning on a third low income to begin with. Would that affect this? So the good news about the program is there's a lot of flexibility in the program primarily because it's almost entirely facilitated through private entities. The federal government's really only
135involved in that uh provision of the tax credit. your involvement would be directly with CDEES or a private entity financial institution like Turis. The only minimum eligibility here to actually for this to be successful is the project has to be located in one of these low-income census tracks at the time of the closing. And the the the location currently is in a what's called a deep distress census track. the most distressed tracks that are designated across the country primarily because of its unemployment rate. And those tracks get updated every five years with the census. There's usually a two-year lag on that census data. But as long as you're trans and there's actually a a a grace period in between the transition between the two tracks. So you could use either track for a period of
13612 months. But as long as the project is actually located in one of these tracks and is a essentially a qualified active low-inccome business, which is um a school would qualify. It doesn't ma actually matter from an eligibility standpoint what percentage the students are low income. What drives the success of the project is when you share that data, you're competing to attract this financing from these seats and make the determination whether you have a high enough enrollment for low-inccome students at the time of the transaction. And so at this time the information has been shared with some CDEs and there are interest from CDEES based on the data that's been shared with them about the percentage of low-inccome enrollment. And once you close once a year you report that you report how many students you're
137serving and how what percentage of those are considered low income. You do that once a year for seven years. If you do not hit those goals, there's no clawback on the financing. There's no clawback on the tax credits. It's just that you have to maintain that reporting. The only other compliance to manage during that seven years is to make sure none of the IRS send businesses are occurring on your property, which is very easy for most borrowers to um manage >> which that includes, you know, not having a liquor store on the site, not having a casino on the site, things that are not going to be occurring on the site. >> So, I have another question. Um, okay. So I understand the seven-year part and then to the CDE. So you you're giving just
138a hypothetical example of the 10 million that would net >> That's correct. >> 2 million. Yeah. >> Um so would there be one closing cost or could there be multiple CDE with multiple closing costs? >> Yes. So depending on the size of your project, you may need more than one CDE at fault. It's kind of like putting the puzzle pieces together, right? But that that calculation is on the whole considers there's going to be likely more than one seat. Um so in this example there's actually interest from these two entities on this slide. Harbor State Bank which is a minority deposit institution based out of Savannah that pro provides us financing to projects in Georgia and Alabama and City First Enterprises out of New York City or excuse me out of uh uh I think
139they're out of DC. [clears throat] um they have based on the information provided by Vita to them are interested in providing some tax rate allocation to support this project. So [clears throat] there's a live opportunity here that's pretty rare. It's hard to find and get these types of commitments. Now they're not going to wait forever. And so that's kind of where I think uh we wanted to make sure you have all this education in front of you because you probably have some decisions to make whether you want to take advantage of this opportunity for the subsidized financing now or go a different route or it really depends on the timing of the project >> with the uh with with the ratios. It's about a third of the funds provided end up in your closing cost.
140It looks kind of true. And so the the at the end of the seven years, if truth did for some reason want to be made whole on those dollars, that would be the dollars net of the closing or the whole amount. >> You would have to repay the whole amount. >> Okay. >> And how often has that ever happened? >> It has not ever happened. >> It's never happened. Okay. So that it's there for >> tax purposes. That's correct. It's designed, it has to be subsidized debt for it to generate these tax credits. And so the legal community has structured it in this way where we have the option seven-year compliance period ends to essentially sell you ownership of the loans for $1,000. That's actually how the subsidy is facilitated. So at that point, you
141own these loans to yourself and you can choose to keep for a nonprofit entities. Obviously, there's no tax events as a result of doing that. presentation. >> May I ask two other followup? So, and I don't know if you the first. So, I looked at our May uh presentation because I think there were four examples of facilities that had been um recipients of this and I noticed a school district at least in another. So in this case, I guess what I'm really asking is how often is it the school district driving something unlike >> It's a great question and you're right. It's much more uncommon for public school systems to utilize this financing primarily because the entity that benefits from the financing is actually the borrower and receives the funds cannot be a public entity.
142It has to be a private entity. So to utilize this financing, the school will have to be owned by a private nonprofit facility and it will be leased to the public school public school system to operate as a school during that seven-year compliance period. Once that seven-year compliance period is over and these loans go away, ownership, however you like, there's no regulations involved at that point. The loans are done. But yes, a a private entity actually has to be the owner of the school. So for example, the school district could own the land under the school. A a nonprofit entity that you create just for this project could be formed and own the school, receive the financing and lease it to the school district for operations as a school. My second question, sorry. I think
143you mentioned interest from um Harbor and the one in New York. >> What does that mean? Like, you know, you put your house on the market and 20 people can come look at it. They're interested. >> No, they've provided formal letters of interest to commit the tax credit financing. >> How much? Uh I I don't want to speak on behalf. Vita Vita can she say it or someone can say it online. [clears throat] >> What is the total allocation that has been put forward by Barber? >> Can you hear me? >> Yes. Yes. >> I'm very sorry. I'm very very sorry. Um I've heard of this happening to other people, but my my internet at home just completely crashed. So, I'm at a restaurant right now and I apologize if there's um background noise, but
144right now we have a total of 15 million in allocation. Um Carver and City First. So, Carver, just so I I don't think I don't know that Chris explained this, but Carver is a is basically a regional CDE. They place allocation in Georgia and also Alabama, but City First is actually a national CDE. They placed their allocation all over the country and they really love this project. So Carver and City First were both very interested. I know both of them very well and the two CEOs spoke and they agreed in the beginning to put in 7 and a half each. So I know that we have 7.5 million from a state or regional CDE and another 7.5 million from a national CDE for this project. Now, that number could change, but right now I'm I'm
145almost certain that we have at least 15 million in allocation available. I don't know if Chris is attending the conference this week, but I'm attending the conference in DC this week. That's one of the reasons why I couldn't be there with you guys in person today. >> Um, I'm attending the Novagratic conference in DC this week, and I have a meeting with another national CDE that is very, very interested in this project. So, we could get I mean, we could get I I really there's so much interest in this project because there are so few educational projects to fund that are out there that CDE is like right now. I think that we could get you almost any amount. I mean, you know, I think you could get at least 20 million if that's what
146you wanted because we do have three C. >> Just ask a quick question on the map. when you say that there are two CDEs willing to put forward $7.5 million that's the $15 million that we're referencing is that the you know once you net that of fees and everything that is the dollar amount that comes to us or is that the 39% then that you then net the fees of that then comes to us in the form of a check >> so in other words you would take 20% of that >> so so you you'd be getting a benefit of rough roughly $3 million of additional capital. >> Okay. So for $15 million of committed CDE funds, we would get something on the order of $3 million of direct capital to offset the cost. >>
1472.6. >> No, no, no. Sure. Sure. Understand. Yeah. But it's not just so the public that's listening understands, we're not talking about 15 million. If we have a $20 million project, that doesn't mean we then go out and get another $5 million of bonds for it. It means that $15 million of commitment means we probably get $3 million. So, we're still looking at $17 million of supported. Okay, that's I wanted to check on that. >> And that's why it's called GAP funding. >> Yeah, >> Thank you very much. >> Thank you so much, Chris, for for joining. I I was set to acknowledge you and also Becker, good to see you both our friends at TR at Truist. And I want to reiterate that this investment structure is expected to generate additional funding to reduce
148the district's overall capital financing cost associated with the construction of the ECLC. Also two we're thrilled to have two CDEs already at the table. Um Vita talked about it uh Carver State Bank and also City First Enterprises. And to think that she said um this is one of the most popular projects um due to the fact of the qualifi the quality of our qualified active lowincome community business. followup question just related to the other funding that would um the ECLC you know eventually we have $3 million that would help the funding but is this just to clarify uh proposed financing structure with this >> no this is just a a 101 so just explaining to you How would the rest of the financing be done? That seems to be the big question for the PFA
149so it would just come under the threshold for a referendum. I mean, we've pulled the cost though, but it just seems like that's the big question we're wondering here is how are we going to finance the bulk of the ACL? >> I don't think that that is fully answered, but these dollars don't reduce the project cost. They just reduce the amount of financing required that the legislation is drafted is project cost. So unless the project is under $20 million PSA financing requires a reference. Even if even if we got a bunch more financing and got it down to much less in terms of PSA financing. The question on PFA financing as I understand it uh is around the total project cost regardless of where we get other funding. >> The total Yeah, but I mean
150so [clears throat] well that is including debt refinancing as well, which obviously is not really a project cost, but but yeah, >> I'm just wondering what the timeline is to make sure we have the financing for the whole project. >> That is you don't have to the mot the motion that I made last time to for have us for us to have a work session on the uh cops financing is not yet scheduled. I mean I think is that a thing that we're looking at for >> so just to understand we had a presentation of GAP funding but thus far we don't have an actual presentation of the funding. >> I think we can put I think we can pull all that together in August. >> August. Okay. >> Thank you. >> Okay. I think
151we're at the conclusion and Okay, move on. Okay, here we go. All right, this concludes our our work session. As a reminder, the work sessions are designed for in-depth discussion, study, and planning regarding district policies, issues, and upcoming discussions. Many items presented during a work session inform the B board meeting agenda including consent agenda. We will recess for five minutes and return to begin our regular board meeting. All right, call this meeting to order at 3:56 p.m. We ask that you silence all cell phones at this time. We will now begin with a moment of silence followed by the pledge of allegiance. At this time, I ask that everyone join me in a moment of silent reflection. Thank you. Now I ask all who are able to please stand for the pledge of allegiance. I
152pledge allegiance [clears throat] to the flag of the United States of America and to the republic for which it stands [clears throat] one nation under God, indivisible with liberty and justice for all. Our mission is to inspire and enable student growth through meaningful and engaging learning experiences supported by highly qualified and caring educators in a safe and inviting environment. The chair appoints council from Wilson, Morton, and DS as parliamentarians for this meeting to advise on parliamentarian parliamentary procedure as needed. The first item on the agenda is the approval of the agenda. Board members. Um the agenda, the next item on the agenda is approval of tonight's agenda. Do I have a motion to approve tonight's agenda? Member US makes the motion. Is there a second? Thank you. Board member Anderson seconds the motion. The pending
153question is the adoption of the motion to approve tonight's agenda. Is there any discussion? >> I have a question. >> Yes, ma'am. >> Um I've tried to add governance to the agenda. over the past couple months and I do see that Wilson Morton and D's engagement increment is on the board's agenda which I'm happy to see and that encompasses I think a lot of the issues of concerns that I'd like to discuss um and I just would like I guess that to include governance discussion too. >> What specifically are you looking for? I I just would also like to point out that I have on multiple occasions gone through your concerns by email. I've drafted them. I've sent them out to the board. So, what specifically are you looking for that I personally have not
154addressed? >> A lot of it is related to our legal representation, but it also has to do with um Do you want me to go through all of them now? Well, I would also just like to point out that eight days prior to agenda prep, I sent out a very detailed email with a lot of ways that we could address some of those concerns, even where we could put them. Work sessions, pre-work sessions, and I didn't get a response. I sent it out again after the um after agenda prep. >> Well, you can go back to be on the >> I I went through all of your concerns like I promised to do. I went back and discussed them with leaders from GSBA to make sure I was doing this correctly and then I compiled
155all of those concerns together and I put them in in ways that we could put them in pre-work pre uh work sessions. um something that >> if I could if I may if I may finish because I want to make sure that we're we're being clear and then I also put it out for the entire board so that everybody could weigh in and I did not get a single response not even from you and then when I didn't get a response I sent it back out again after after the agenda was set and I said there's room I can read it if anybody would like to weigh in and I did not get a response. So I just want to be clear board member Irriè it I I I addressed all of your concerns have
156came up last board meeting back to >> GS put on the agenda so if I could maybe make a suggestion we have the WMD engagement agreement for discussion in front of us which I think by your own admission a moment ago addresses a large amount of the concerns that you had board member area. So from this meeting, let's uh engage and make sure that we have explicit itemized list per the chair's request so that in the August meeting we can put precisely what it is uh on the agenda in time for us to all be prepared for it if that makes sense. That way we we are covering I don't want to put a percentage on it but we're covering a significant portion of what your concerns are today engagement in the August meeting to
157discuss >> and I would invite you to go back and find the email where I went through all of your concerns. I collated them together and then put them where they could go and some belonged in pre-work, some belonged in work session. So, I would invite you to go back and find that email and let me know how I can place them in the agenda so that you're can so that we can discuss them. But I don't know if it's fair to say that you've been asked you've been asking to add them and I haven't addressed those concerns because I I did do that. >> I think I can chime in as well. Um so to the governance part I see two opportunities. One, we are going to our GSBA training. Um so that might
158be a nice chance to have uh more robust discussion. I think the issue that I might have is a full understanding of information requests in particular. Um so thank all of them and thank you very much Dr. Whitaker I got for the budget. But I think we continue to struggle at times with a chain of command that says that the board chair should be the person um asking or communicating specific requests, but at times maybe there's a bit of a I don't want to call it a filter. I don't know the correct word to use right now. So I would say one thing I think we can do immediately is that our GSBA training will all be there. um or at least I think regarding this issue and so maybe we can get a little
159more clarity with that as well. >> Yeah, I think some of it has to do with access to records that we've discussed before and having a streamlined process through you. So yeah, and a system to you know >> if you if you send me your I think what we we talked about this in our last retreat. I think if you what we decided upon was so that we can streamline the number of emails that go to staff and also minimize duplicate requests um and also so that it looks like requests that go to staff and staff members are coming from the board as a whole and not individuals. It comes from me. I'm happy to do that. >> Okay. >> Yeah. If it comes and if the wording comes I would the board would like
160to see then I think that makes it look to the superintendent that it's from all five of us and I'm always happy to do that. >> Okay. I think just >> within a reasonable turnaround time you know if you're expecting things within you know if you send me an email in the afternoon expect it that evening that might be a little unfin the next week's memo but just to make sure like you said the requests are coming from you as a board per norm that say you know if it's a requiring additional resources it kind of should be automatic and if it does then we can all decide if that's necessary as a making a list maybe on a weekly basis. Those are the kind of concerns I think are really important. You know, we
161don't want to inundate at the same time. But >> yeah, >> help transparent. >> But to get back to the discussion of the agenda item, if there's something that are we okay with the agenda as it stands now, if we want to make agenda adjustments or add things to the agenda, namely the topics that you've discussed, I would invite you to go back and find that email. I'm happy to add those agenda topics for the August meeting if we don't cover them in the body of what we already >> I think a lot of them will overlap with the little mark down [clears throat] discussion. >> Um and I will note any bit or not. >> Okay. >> Yeah, because I think I heard that we didn't respond. Maybe I'm >> referring to the wrong
162email, but I see that and I did. He said it's it was fine as it stood. Board member Ari did not respond. >> Okay. I'm sorry. I thought you said no one had. I just >> The first time that I sent it out before the agenda was set, I did not get a response. >> Okay. >> When I did not get a that's the important part is that before the agenda is set, I sent it out where it was clearly outlined and I did not get a response. >> Okay. Now, as a courtesy, because I knew it was important, and I know this had come up multiple times, even after the agenda was said, I resent it out because I saw that there was room to give another opportunity to add it if to add
163some of those topics if so desired. >> I think we have a good plan forward. We're going to cover a fair bit of it today. anything that isn't covered, we will make sure it gets itemized and added uh presuming that there is responsiveness, but that it will get itemized and added to the August meeting and or potentially per board member Anderson's suggestion um GSBA conference. >> Okay. All right. >> Any further discussion about the current agenda? >> All right. Hearing none, the pending question is the Oh, I'm sorry. The pending question is is see a motion to approve tonight's agenda. Board members when your name is called please respond with I if you are in favor no if you are opposed or abstain if you wish to remain neutral. Dr. Whitaker please proceed. Chair Sultan
164>> I vice chairs >> I. >> Board member Anderson >> I >> board member Ari. >> Chair Sultan the tally stands with five eyes, zero nos, zero abstensions. Um the eyes have it and the motion is carried. Our next agenda item is the approval of minutes from previous board meetings. We have many agenda meetings meeting minutes to approve. I will read them all in one motion. Do I have a motion to approve executive pre-work work and regular monthly meetings for May 12th, board retreat for May 19th and the budget hearing for May 19th makes the motion. Is there a second? >> Second. Thank you. Board member Hearnet second the motion. The pending question is the adoption of the motion to approve the executive pre-work and regular monthly meetings for May 12th board retreat minutes for
165May 19th and the budget hearing for May 19th. Is there any discussion hearing? None. Since this requires a recorded vote, Dr. Whitaker will now call the role. Chair Sultan I. Vice Chair UTS. >> Hi. >> Board member Anderson. >> Hi. >> Board member H. Hearnden. >> Hi. board member. >> I chair Sultan until stand at five eyes, zero nos, zero abstensions. Other eyes have it and the motion is carried. Um Dr. Whitaker, please introduce the next item. Thank you, Chair Sultan. I now call on Deputy Superintendent Karen Newton Scott to come to the podium to facilitate tonight's recognition. [clears throat] And board members, we'll go down now. So it's safe. Good. Good evening board chair Dr. F and vice chair members of the board superintendent Dr. Gina Whitaker, staff and community members. Tonight we are
166four of our schools for beating the odds recognition. Board members, please join us down front for this evening's recognition. Honores, please begin on your left. Receive congratulations from each board member and then join together in the center for a photograph. Beating the odds means a school performs better compared to other schools that serve students with similar challenges and backgrounds. The state looks at things like student demographics, marketing levels, school size, and other similar factors. Then it compares similar schools. So if a school earns higher academic results than schools with similar circumstances, it is recognized as beating the odds. This evening, we'd like to recognize Principal Alexis Glenn and the Beacon Hill Bulldogs for barking loud and beating the odds. Principal Garrett Thomas and the Fifth Avenue Falcons for spreading their wings and beating the odds.
167[applause] Principal Bill Card and the Sinwood Elementary Eagles for scoring high and the odds street Tigers for showing us right and beating the odds. Congratulations to you all. Oh my [laughter] god. Right. Congratulations. Oh, we're done. Okay. Thank you, Mrs. Duke. Scott, do you have a superintendent report? >> Yes, Chair Sultan. Good evening, City Schools of Decar. Uh, I often talk about the three instructional leadership folky the board of education charged me to address when I was hired in July 2023. How would I chose close the achievement gap? What is my philosophy of the teaching of reading instruction and how do I improve or how would I improve student literacy and then what interventions do I support for struggling lead readers but I don't always talk about the organizational structure questions I was asked to
168address what is my organizational framework for example how do I eval Evaluate current staff talent, identify staffing gaps, and recruit for needs. How would I organize my team? I started with my leadership style of balancing transparency, support, and pressure. Pressure means that we would remain accountable for our collective responsibilities for students, all students. We acknowledge that change is hard, but it's necessary to achieve the results that we have for all students, especially those who have been overlooked and underserved for decades. The pro-side change management model as well as together leader training were examples of support that were implemented to ensure that we were prepared for this work. To address the instructional questions asked of me, I needed to address the staff capacity to do the work. Staff capacity is not code for does the staff
169have time to do the work, but rather does the staff have the knowledge, skills, and dispositions necessary for all students to learn. And yes, we have identified some structures that were not in compliance with the state's educator evaluation requirement system. And for the board members who hired me, that was a priority. We knew we had some issues we needed to address. Additionally, we provided training in crucial conversations for our leaders so they could have the critical conversations with teachers to ensure all students were safe, seen and successful and understand how while teaching to their zone of proximal development. This means reaching each student's sweet spot for their optimal learning. Each student once again every student. Again, this requires change or a shift in culture. It is a shift from focusing on some students to focusing
170on all students. This is the hard work of leaders. leaders who must address schools by addressing instances when teachers need support in meeting the individual needs of a student, including putting in place feedback cycles and having crucial conversations where once again all students are seen, safe, and successful. Since the inception of the all indicator strategic plan in 2023, we have increased teacher compensation by 15 to 18%. Moving total compensation from the bottom quartile to the top quartile in the Atlanta metropolitan region. We ended the 2025 school year with lots of cheer as we focused as we joined our families and celebrating the achievements of Decar High School class of 2026. also our eighth graders during the Beacon Hill Middle School capstone ceremony and even our students in their various ceremonies moving their grade level transitions.
171So, we've been busy continued excellence across our school system. At this time, I'd like to call upon Deputy Superintendent Karen Newton Scott to provide a spring star assessment update. >> Good evening again, board chair Dr. Sulten, vice chair, members of the board, student representative Smith, and superintendent Dr. Jim Whitaker. Tonight, I will provide an overview of the spring 2026 star growth data and share what the results reveal about student progress across the city of Delicator. As a reminder, the STAR assessment suite includes Star Early Literacy, Star Reading, and Star Math. These assessments are nationally normed and used in more than 34,000 schools and districts across the country to monitor both proficiency and academic growth over time. One of the strengths of STAR is that it measures not only whether students are proficient, but whether they
172are growing at expected accelerated rates compared to academic peers nationwide. Star uses student growth percentiles or STP to compare a student's growth to other students across the nation who started at a similar achievement level. That distinction matters because growth tells us something different than achievement. A student may already be performing above grade level and still demonstrate strong growth while another student may need accelerated growth to close gaps over time. This slide explains student growth percentiles. Growth percentiles compare students to peers nationwide who started at similar academic levels. In the example, Jane demonstrated high growth because she outperformed 75% or more of the students who started where she did academically. Don demonstrated typical growth because he grew about he grew more than about half of his academic years. The key takeaway is that growth measures progress
173over time, not simply whether students are already This slide shifts to proficiency. Proficiency indicates whether student grade level expectations. The benchmark line represents the score students must reach to be considered proficient. In third grade reading, a student can show strong growth and still be below proficiency if they started a same time. A student may already be proficient and continue growing at strong rates. In our example, one student achieves high growth and high achievement while the other achieve typical growth and high achievement. As a district, we want both. strong growth and increasing proficiency. So, let's begin with early literacy, which remains one of the district strongest and most encouraging stories this year. This spring, 1,185 students participated in STAR Early Literacy. Districtwide, 75.4% of K5 students demonstrated typical or better growth from fall to spring. This
174is a significant increase from 61.4% the prior year. Additionally, 72% of students scored at or above proficiency and more than 800 students met the benchmark for transitioning successfully into star reading. I'd like to highlight our black students group as this remains a targeted growth area for CSD. In early literacy, black students demonstrated significant progress progress. Last year, 43.4% of students showed typical or high growth from fall to spring. This year, that increased to 63.2%. 2% at typical or high growth, which is a 20 percentage point gain. This growth is especially important because early literacy lays the foundation for future academic success. These results suggest our focus on foundational literacy interventions and science of reading practices is making a positive impact. While our work continues, this upward trend confirms that more students are achieving the necessary
175progress toward reading mastery, reflecting the impact of the intentional instruction happening in our classrooms every grades two through five reading students participated in the assessment. Districtwide, 73.8% 8% of students demonstrated typical or high growth while 79% scored at at or above proficiency in the spring. These results highlight an important story. Not only are students performing at high levels academically, but the majority are continuing to grow at rates that meet or exceed national expectations. Grade five in particular demonstrated the strongest overall reading growth with nearly 79% of students achieving typical or better growth. Subgroup data also reflects encouraging patterns across student groups particularly in the percentage of students demonstrating high growth. While opportunities remain here as well, the overall trend again suggests that many students are not merely maintaining their achievement but accelerating their learning. Middle
176school reading results tell a more varied story. While approximately 79% of students remain proficient, growth rates were lower than those seen in elementary grades. This mirrors national trends as districts often see reading growth growth level off during the middle school year when literacy demands become more complex and shift toward deeper comprehension, vocabulary development, and analytical thinking. These results help identify where additional literacy support literacy supports and acceleration efforts are needed moving forward. Turning to mathematics, elementary students again demonstrated strong outcomes. In grade K5, 73% of students demonstrated typical or better growth and 76.5% scored at or above proficiency. These results are also encouraging because math growth nationally remains a concern for many districts given unfinished learning trends from previous years. PSD students continue to outperform many national trends by maintaining strong proficiency and strong growth
177simultaneously. Middle school math also showed similar trends to reading districtwide. 64.2% of students demonstrated typical or better growth while 72.7% more at or above proficiency. Importantly, grade seven demonstrated the strongest middle school math growth at nearly 70%, showing that many students are still achieving growth rates that exceed or align with national expectations. Initiatives in CSD move through a process we call dime. Design, implement, monitor, and evaluate. Dime helps ensure that initiatives are purposeful. data informed and responses to student and organization's needs. It also creates a cycle of continuous improvement allowing us to refine practices based on evidence rather than assumptions. As we reviewed STAR implementation at the high school level, we monitor participation trends of assessment and how the data was being used to support students. We found that most meaningful and actionable data comes
178from the fall and winter administrations of STAR, especially given the many other assessments students take in the spring. Because fall to spring star growth is not widely used to inform high school programming, we will transition to universal administration of STAR for fall and winter only at the high school level. Screen scores will instead serve as a targeted assessment window for specific programming and progress monitoring, including MTSS interventions and special education IEP monitoring. This shift better allies assessment practices and student needs while reducing unnecessary testing demands. While I will share spring midspring high school start results forformational purposes, moving forward, CSD plans to use spring star more strategically at the secondary level rather than a universal assessment administration. At the high school level, 58.8% 8% of students demonstrated typical or better growth in reading while 74.3%
179remain proficient overall. These results of reality about secondary literacy work at the high school level. Many students have already reached proficiency benchmarks. Accelerated growth becomes increasingly difficult as tech and performance expectations become more rigorous. Even nationally, districts often see growth rates moderate at the secondary level. Our work moving forward will focus on strengthening disciplinary literacy, intervention systems, and targeted support to ensure students continue growth rather than simply maintain performance. In math at the high school level, 59% of students demonstrated typical or better growth in math while while 74.3 remain proficient overall. Much like reading, these results suggest that while many students remain academically successful, growth acceleration at the secondary level remains an important area of focus. Overall, the story in this data is one of strong foundational performance employees in early literacy and elementary mathematics
180coupled with important opportunities to accelerate growth in middle and high school. Districtwide, 74.6 of early literacy students demonstrated typical or better growth, representing significant yearover-year improvement. 66.1% of students demonstrated typical or better growth in reading and 67.3% of students demonstrated typical or better growth in math. What is encouraging is that the strongest gains are occurring in our youngest learners where foundational literacy and numeracy skills have the strongest and greatest long-term impact. At the same time, the data provides us with a clear direction for where additional instructional focus and acceleration efforts are needed at the secondary level. Ultimately, this data is not simply about scores. It is about whether our students are making progress, whether our instructional systems are effectively responding to student needs, and whether our collective efforts are creating measurable academic growth over time.
181At this time, I will turn the remarks and to Dr. Whitaker. >> Thank you, Mrs. Newton Scott. Also, we have received our 2025 Georgia school climate star ratings. The Georgia school climate star ratings are annual diagnostic evaluations that rate public schools on a scale of one to five stars with five stars representing an excellent school climate. Ratings are based on factors such as school safety, student discipline, attendance, and feedback from students, staff, and families through an annual perception survey. There will be a deep dive into this data at our August board retreat. However, we are ple pleas pleased to share that all CSDs schools have earned a four or a fivestar rating reflecting strong positive learning environments and a continued commitment to student well-being, engagement, and success. In January, my remarks talked about when the
182Buddhists came, the Buddhist monks actually were here indicator. If you remember, they were on a 120day, 2,300mile walk for peace from Texas to Washington DC. And as I close, I want to share a few pivotal insights from my final superintendent interfaith advisory council. When I established this council three years ago, it was the first time in the city schools of Decar that we had a superintendent-led interfaith council. But I knew as a community we needed to establish common ground. Over the last three years, this council has proved to be a vital thought partner as we have balanced community values and brought out the best in our students, our educators, our family and city through outstanding inclusive public education as specified in the all indicator strategic plan. Our focus has been to find common ground and
183identify humility and the willingness to meet one another face to face. Safety and media literacy in an increasing dig digital world and an understanding of how human frailty affects everyone. If we can find common ground in these areas, our students will be better for it. At the conclusion of the meeting last night, the members committed to the following. In this moment, our interfaith community commits to increase the number of interfaith leaders involved, increase frequency to connection, and connect our communities to one another in support of the development of our children. Finally, summer school started Friday, May the 29th, and will end on June 18th. I wish everyone a safe and relaxing summer and I look forward to welcoming you you all back on August 3rd. Chair Schultz, that completes my report. Thank you. Good evening.
184On behalf of the City Schools of Decar Board of Education, I appreciate your in-person and online presence at our June board meeting. We hope you are having a safe and enjoyable summer. Following the executive session, the district safety team conducted a brief safety orientation during our pre-work session. We then discussed items in the GSBA delegate packet for the upcoming GSBA conference and reviewed policies related to school attendance zones and immigration protection. During the work session, there were three presentations. The board received an update on how Navvian and one goal supported college and career readiness this past year. There was an update on the new early learning center and DHS expansion and how art and athletics enrich students student experiences. [clears throat] The final presentation was an explanation of the federal government's new market tax credit
185program to support the construction development of the new early learning center. This program is a f is a federal financing tool that encourages community development and economic adv investment in underserved areas. We also approved revisions to existing policies related to employee leave and absences, student admissions, and equal educational opportunities and employment in response to recent legislation for first read. All on assembly as a part of our commitment to increasing transparency and organizational operations. Tonight, we recognize four schools, Glennwood, Fifth Avenue, Tally, and Beacon Hill for being recognized for beating the odds by the Governor's Office of Student Achievement. Beating the odds means a school performed better than expected compared to other schools that serve students with similar challenges and backgrounds. Congratulations [clears throat] to the students, staff, and principles of these four schools. We want
186to congratulate the DHS class of 2026 again and all students on achieving their academic milestones this year. There are several June observances beginning with National Safety Month, which aims to reduce preventable injuries and fatalities in workplaces, on the road, and in communities. Safety remains our top priority in CSD. June marks the National Observance of Caribbean American Heritage Month, including their diverse culture and contributions. Additionally, we recognize the advocacy, history, and contribution of the LGBTQ plus community for pride month. We also observe Junth commemorating the emancipation of black Americans in the US. Since Junth is a public holiday, all schools and district offices will be closed. Finally, during the May board meeting, the CSD Board of Education approved a tenative mill rate of 20.3. Although this rate is consistent with last year's, residents will see a
1870.95% tax increase due to rising property values. All concerned citizens are invited to three in-person millage rate hearings at the Wilson Center. The first hearing will be on Thursday, June 18th at 9:00 a.m. The second hearing will be the same night at 6:00 p.m. The final mill rate hearing will be held at 5:00 p.m. on Monday, June 29th. board has approved the tenative FY27 budget. The board will hold a special called meeting on Monday, June 29th at 5:25 p.m. to adopt the final mill rate after the three public hearings. These date dates have changed, so please take note. Finally, I want to advise the public that there will not be a July board meeting unless necessary. The next scheduled board meeting will be on Tuesday, August 11th, 2026. Following my comments, the board will take
188action on several consent items. That includes that concludes my remarks for this evening. Board members, do you have any thoughts that you wish to share? Hearing none, Dr. Whitaker, please introduce the next item. Carol Sultan, the original agreement for legal services with the city schools of Decar under the leadership of the late superintendent Dr. Idol Love was executed on December 22nd, 1997 with Robert E. Wilson who was affiliated with the law firm Glass McCulla Cheryl and Herald. At the board retreat, we discussed features of next year's the board management oversight plan to include bringing a contract renewal annually for legal services in May or June and releasing an RSP in August 2026 for legal services. The purpose of this item is to recommend the contract renewal for the 2026 2026 school 2026 2027 school year.
189An RFP process for legal services typically takes 14 to 16 weeks from initial planning to completion. During the first three weeks, we would identify legal services needed, review the results of the environmental scans that are currently underway with surrounding districts legal service agreements, develop what would be the evaluation criteria and identify the selection committee. These steps would took July and also in August once our new fiscal year begins. We would aim to prepare an RSP package in September. We would be ready to post it on the procurement portal and the Georgia procurement platform. The vendor question period would more than likely take place in September. And if all of the activities proceed without any issue, we would be prepared to bring a recommendation in December. There are 12 districts in the Atlanta Metropolitan Resa. In
190speaking with my peers, nine have exclusive external counsel. Two districts have in-house counsel but use external for major cases and only one has separate counsel for the board of education and separate counsel for the district. This district also has in-house counsel. Therefore, to ensure service continuity, if there is to be a handoff next school year, it must be done in an orderly and undisruptive manner. Therefore, I recommend the board execute a contract renewal with Wilson Morton and Dale. Sheriff Sultan, may I read the recommendation? >> Yes, please. It is recommended that the board of education approve the superintendent to execute a contract renewal with Wilson Morton and DS LLC as general counsel on behalf of the board of education of the city of Decar. I have a motion to approve the superintendent to execute a
191contract renewal with Wilson Morton and DS LLC as general counsel on behalf of the board of education of the city of Decatur. I think we probably want to have a discussion to make sure that we don't make a change or that we don't make an alteration and have to revoke or uh bring back a motion. >> Okay. Well, I can withdraw that motion. Do you want to discuss the contract before we make a motion? >> I think Yeah, I think or or ultimately come inclusion >> or do you want to discuss the motion itself? >> Not the motion. I think we probably want to have a discussion about what we want to bring forward to vote. Okay, >> my first question is let's just I just want to make sure parliamentary procedurally the correct process
192here would have a motion on the floor. I'm trying to understand your question on the floor. >> Yes. Or I can make a motion and then have a discussion about that motion, but it would be different in the motion that's been brought forward. don't think it's going to make dimes worth of difference either way. So I think if y'all want to discuss it >> okay >> then you can make >> okay first I have a question um so extension of the contract would be through the end of next school year meaning next June is that correct the way it is written right now different >> yes it's for the for the school year um knowing that our goal supposed to have a recommendation for you in December. But uh in December, >> I'm wondering if
193there's any because I know the way the contract has been on automatic renewal is that it's automatically renewed unless we decide not to by January. So my proposal that I'm hoping to discuss further is that we continue with this contract until December. And will that give us enough time to do an RFP process? >> Yeah. Like so that's exactly my suggestion was going to be that we go not into an annual contract but a month-to-month contract as we go through the RFP process and then it potentially like if we don't make a switch then we execute an annual contract. If we do make a switch it's probably not just at that point. There's probably a couple of months of overlap. I I imagine that there's probably some >> but just for now. And so my
194suggestion for the motion would be that we move into a month-to-month contract with Wilson Morton Downs as we go through the RFP process. >> Okay. >> And yeah, that's fine with me until December. But yeah, I understand that things may and then you know some of the concerns I had I would like to also relate to that unless anybody else has any input on the time frame of the contract we're entering into at this point so that we can still move forward. >> Just for clarity that doesn't change the motion that I have written here. It just says contract or would do you want me to amend it to say execute a month-to-month contract? >> Yes, exactly. I think >> yes sir the old term contract operating >> Mr. I can't get it to come
195on the contract. If all the pieces go timely and without problems, you may have a recommendation December. How often do plans not quite work out the way you want? So, it could be January. what the problem's going to be then. If it's us, there's no problem. And I don't know what we'll do, but u meeting about an argument. But if it's someone else, there's going to have to be a rather lengthy transitional period because the last thing we would want to do ever is to not have a smooth handoff. If somebody has to come in, we're going to work with them, make it as easy as possible. There may be a old cases that we've been on for years that we might end up handling anyway. I mean, you'd have to work all that out.
196You might want to just do the contract for 6 months, make it monthto month, the next six months. Reason for that is just simply it allows us of what we're doing over the next six months. It's not inconsistent with what's out there already. And then it's month to month and how long will it take us to transition? it turns out to be end of January you make a decision on a firm and it's not us it's going to take there's just a lot that goes on in this school system so it may take several months for them to get fully up to speed but we are completely out obviously we would drain down >> from the month to month that would allow it to drain down while they gear up >> any of the current
197contract And yet, you know, because from automatic renewal is that we're kind of bound until the end of December >> from six months to the end of December. You're >> you're in. And then your month to month, >> month to month in January >> for another six months, but it may not take six months. >> Can it just be month to month? >> It's just January. >> I would just make it a yearong contract with it. six-month contract with six months a month to month, but that's up the all. The point is, let's suppose it's February. I mean, you I'm looking at worst case scenarios. Suppose it's February meeting before you different now. They have to hear up. They're not going to walk in here because it may take February, March, and April. There may
198still be things they need in May and June. I mean, I just know how these things work. There's just so many I would I would >> but I'll leave that y'all. That's just a suggestion. >> My suggestion. So So framing it as a six-month contract with six months of month-to-month I don't I don't think is accurate. I think it is a six-month contract with then a monthto-month contract from then forth. And if it if it if the transition happens quickly and it's a month, if that's where we're at, then it's a month. if it takes eight months because there's some lawsuit that has and so I just think at that point rather than define the length of time for month to month it is that is in place for the duration of the potential transition
199>> and if it were that we apply we continue um then we will deal with this you >> I'd like to circle back to the information that was shared about other districts I think >> no sorry um superintendent Whitaker, I wrote some notes down, but I want to make sure they're correct. I heard a number nine, I heard a number two, and I heard a number one, but >> I don't know what those were describing. It sounded like some had inhouse, only one had separate. Could you review that? >> Yes. >> Nine had exclusive external counsel, meaning >> what we have right now. Yep. >> Two districts have in-house counsel, meaning there is counsel that is on staff, but for their major cases, they engage external counsel. And only one district has separate counsel, one
200for the board and one for daytoday matters. And that same district also has in-house council. >> One of the two is in house. >> And these are all metro. >> So there is there is >> Yeah. >> And these are all metro. >> Yes. Our metro Lisa. >> So then I guess my next question is regarding this um RSP. Is the RSP looking at which of these options? Sounds like there are three. Well, that's the RSP will identify. The first thing we have to do is to identify the legal services that we need. Then we have to fully do an environmental scan looking at their RFPs, understanding their current district service agreements. Then we develop evaluation criteria and identify a selection committee. So, uh, an RFP process is quite extensive. And when you're talking about
201an RSC process for legal services, it is it requires a lot. And so >> and that's that's the standard language for an RSC process. >> So I think I mean obviously we're going to get into this as we get in the process, but as we try to define whether we're looking internal, inhouse or the separate uh I think you know Gwynette County being a multi-billion dollar system potentially is going to look different than our system, right? And so I think I think that process should be doing comparable benchmarks versus maybe not quite as comparable and I realize that's all the kind of things that we're going to be doing. I just want to flesh that out. I think that's some of when we talked when this came up at the retreat was adding that to
202the so that we were we had enough time to even um look and see comparably how other districts operate. That's what it is. Okay. >> So yeah. >> So go ahead. Sorry Dr. >> No. Um comparablesized districts in the metro Bufort City and Marietta city which are metroa both of them have external counted. There is one firm that represents both the school system as well as the district. So they currently have what we have. Um I know that I I shared with you uh when I was asked individually you know what do people have I shared it and so that's but our size district in the metro which would be the comparable of Buford and Marietta have the exact same structure that we have. So, so for all practical purposes, I I just keep me
203honest to everybody that's listening. For all practical purposes, what we're saying is we're going to allow this existing contract to go through its terminus in December and then we will have the flexibility to go monthtomonth with our existing council in the event that we're choosing to make a change so that we can have the appropriate handoff between new council and current council. I think the other thing too which is some of the feedback that I've heard is that we're also committing to having this as a as a fixed part of our of our policy or BEMOP schedule. So it'll get reviewed annually. Um the contracts will come before the board annually. It will be opportunity for feedback annually. I think that was also some of the feedback we got. >> Other districts do it that
204way and even the city commission. >> Yeah. reasonable >> in the handoff probably disregarding the month to month they ever had to do it. You want somebody ready when you get to July one and everybody starts coming back for the school year, but you don't want to make confusion in the middle of a year handoff. So we're probably looking that even a firm who if it was someone else, they have to get themselves staffed perfectly to handle what they're going to be handling. You can meet people years over and get the hand on. So there's a good chance it takes the spring so that you don't create confusion among the folks that Amanda here who deals with us regularly about a lot of folks in here. We have some days we've communicated with every single
205department in this place on a single day and >> [clears throat] >> uh so they you we don't want to confuse their work and I know y'all don't want to confuse but that handoff would be the two sets of lawyers would have to organize that hand off >> where it ends appropriately with the school year and they're ready to go the next one so that these folks don't Are we ready for that motion? >> So, yes. So, it is recommended that the board of education approve the superintendent to execute a six-month contract renewal with a month-to-month after for Wilson Morton and Downs as general counsel on behalf of the board of education of the city of Decator. Okay. Do I have a motion to approve the s the superintendent to execute a six-month contract renewal
206with month-to-month with Wilson Morton and Downs LLC as general counsel on behalf of the board of education of the city school of care. >> Remember us [clears throat] makes the motion. Is there a second? >> Second. >> Thank you. Board member Anderson second the motion. The pending question is the adoption of the motion to approve the superintendent to execute a contract renewal for 6 months with Wilson Morton and M. Morton Wilson Morton and Downs LLC with mustto month must to follow as general counsel on behalf of the board of education of the city schools of Decar. Is there any further discussion? >> I agree. I just wanted to note, you know, a lot of my governance concerns that I've had have over overlapped with the legal concerns and you know, I think the board's responsibility
207is to self police. Of course, we rely on our legal counsel. I'm really, you know, heartened to see that we're doing our due diligence to make sure that we have the best council available. Um, as I've been on this floor the past six months, I've raised issues in real time related to letters for public energy issues positions out of public vote such as the historic preservation committee. Um, also the K to2 study. I just want to ensure that we're transparent and we gain the trust of our community through that trans. So I'm really glad to see that we're doing this question also and you all know both of our executive sessions but you know what we have are have allowed and have been advised um is allowed and I just also want to note you
208know we heard concerns also um identifiable information related to an open records request that had students ages and addresses and the information and you know as an attorney myself who deals with and freedom of information act that was concerning to me not only as a a parent but as an attorney I'm really doing this work to make things more transparent as we >> thank you any further discussion Yeah, I just have one thing. I think I emailed this and it's not something that can be answered right now. Um, but in the discussion of this, you maybe a a better delineation through exemplification of operations versus governance. Um, you know, we're in I think a kind of interesting point in terms of the board, right? because now we have, you know, you could argue a new
209member, you could argue one that has two, but you know, we're here for two years, some of us at least, some longer. And so it seems like a nice opportunity no matter what happens to revisit um the ways in which operations works and it um uh governance works. So that yeah, we're just doing the best we can. I thank you. Okay, since this requires a recorded vote, Dr. Whitaker will now call the role. Board members, when your name is called, please respond with I if you are in favor, no if you are opposed or abstain if you wish to remain neutral. Dr. Whitaker, please proceed. Chair Sultan, >> I vice chairs. >> I board member Anderson. >> Hi. >> Board member Hearnen. >> I board member Ari. >> Hi. >> Chair Sultan, this tally stands
210at five eyes, zero nos, and zero abstensions. The eyes have it and the motion is carried. Dr. Whitaker is for his next presentation. Doc um chair Sultan Dr. Lonito Broom, chief financial officer will present the FY27 budget for approval. Again, fiscal year 27 final budget presentation. Good evening. Today, I'm presenting the fiscal year 2027 final budget. This budget reflects the district's continued commitment to student success, operational excellence, financial stewardship, and strategic investment that support our learners, staff, and community. The fiscal year 27 budget is in alignment with all four districts strategic accelerators and four priorities, which guided every major financial recommendation included in the budget. The budgeting process is aligned directly with organizational effectiveness and excellence through financial transparency and efficiency. The fiscical year 27 budget development process began in the fall of 2025 and
211included multiple opportunities for board review, community engagement, and public input. Key milestones included budget timeline adoption, budget parameters and priority discussions and adoption, school aotment guidelines discussions and adoption, salary and benefit comparison, five-year financial review, presentation of federal, state and east block tenative budget, community budget meetings, public budget hearings, preliminary and tenative budget presentations, public budget hearings, and the presentation of today's final fiscal year 7 budget. The process was intentionally transparent and collaborative to ensure stakeholders voices were incorporated throughout development. The fiscal year 27 final budget includes four operating funds. Special revenue funds, school nutrition, east blocks, and the general. I will briefly review each fund before discussing the overall financial outlook and strategic investment. The fiscal year 27 special revenue budget totals approximately $2.87 billion. The general fund will supplement the prek grant by
212an amount not to exceed $336,000. These funds support federally and state funded programs including prek title one part jotc and purchase programs. The budget ensures resources remain focused on instructional support, intervention services, professional learning, and transportation services associated with these grants. The school nutrition fund budget totals approximately $4.3 million. The general fund will supplement the school nutrition program by an amount not to exceed $881,361. Revenue sources include local meal sales, federal reimbursements, and a transfer from the general fund. The the budget maintains a projected ending fund balance of $1 million while continuing to provide highquality nutrition services to students. The fiscal year budget reflects continued investment in district facilities, safety, and debt services obligations. Projected revenue total approximately $10.6 million with expenditures of approximately $8.5 million. Major investment areas include school administration projects, safety and
213security initiatives, facility acquisition and construction, and debt services payment. The projected ending fund balance is approximately $2.1 million. The general fund remains the district's primary operating fund and supports the day-to-day operation of our schools and department. As of May 24th, 2026, the district had received approximately 87% of projected revenue and expended approximately 78% of the adopted budget. This indicates that the district remains financially stable and is operating within budget expectations. expenditures continue to be carefully monitored to ensure responsible fiscal management through year throughout year end. Based on current projections, I anticipate ending fiscal year 26 within a 1 to 2% varance of the budget. The ending fund balance is likely to increase by approximately $358,000 due primarily to having less than a million dollars remaining in expenditures. The fund balance of approximately $20.8 8 million
214as shown on the table to the right under fiscal year 2016 represent 39% of expenditures which is a slight increase from the budget. Although this percentage exceeds the board minimum fund balance requirement, it places the district in a position to manage future financial uncertainties responsibility responsibly and is below the new maximum fund balance percentage of 25%. The only change between the fiscal year 2017 tenative budget presented in May and today's final budget is the reduction of $71,581 in state revenue. State revenue was initially projected based on the state's preliminary projection. State most recent projection total projected revenues are approximately 113.2 2 million while total expenditures are approximately $120 million. The district will utilize approximately $6.8 million of fund balance to balance the budget. The projected ending fund balance is approximately 13.7 million or 11.39% of
215expenditures which remains within board policy guidelines. The proposed mill rate remains unchanged at 20.30 30 mill. Although the millage rate remains unchanged, there is a 0.95% tax increase. In order for there not to be a tax increase, the mill rate would need to be rolled back from 20.30 to 20.108. [clears throat] The total consolidated fiscal year 27 budget is 134,679,376,000. When all operating funds are combined, the fiscal year 27 budget reflects the district's continued investment in students, employees, facilities, and long-term sustainability. This year's budget included several significant investments in operational priorities. Highlights include a minimum 3% salary increase for all employees, staff increases for eligible employees, increased employee contribution for health insurance and retirement, investment in early childhood education, continued [clears throat] support for special education staffing, a modified zerobased budgeting approach, and maintaining the
216fund balance within board policy guidelines. The budget also reflects organizational efficiencies through reduction in central office staffing while increasing direct schoolbased support positions. The fiscical school year 27 budget is intentionally aligned with the district strategic accelerator and the board fiscal year 27 adopted through priorities to ensure that financial resources directly support the district's long-term goals while maintaining the school's responsibility under Georgia law code OCGA 20.2.167.1 2.167.1. The superintendent is required to recommend a balanced budget to the governing school board. The tenative presentation and the final adoption of the budget must both be accomplished annually by June 30th. The final fiscal year 27 budget is presented today for approval. The changes are made after the budget is approved. A budget amendment will be presented to the board for revision. Following today's consideration of the fiscal year
21727 final budget, the district will proceed with the required public military hearing and final adoption of the military in June. The final budget book will be published in August. Throughout the budget process, the district has continued to encourage stakeholders engagement and community feedback through meeting presentations and online opportunities for input. We appreciate the collaboration and support from our staff, families, and communities throughout this process. At this time, I'm happy to answer any questions from the board. >> Um, just very quickly, in the the current budget, local although there's a $550ome,000 variance between projected and received, that's almost 10%. What What is driving that? Do you have a sense of what's driving that variance? >> The major uh driving factor is tuition. Oh, that. Okay, I got you. I remember that that was presented that time.
218Okay. And then with this next budget, obviously we're expanding the program. >> Yeah. Yeah. Okay. I remember that. Thank you. >> I just want to clarify. I think you explained there was like a $71,000 difference between the um and this one. [clears throat] So this budget still includes that roughly one and a half million um for ECLC as well as I think it's about 220 some odd K for the ECLC principal and half a year bookkeeper for the ECLC 1.5 is all included [clears throat] Sultan may I read the recommendation >> yes please >> it is recommended that the city schools of ator board of education approved the fiscal year 2020 uh 6 20207 budget proposed budgets in the total appropriation amounts as presented including budgeted salary schedules general funds 120 million 1,820 special funds
2192 million874,148 and school nutrition funds at4 4,295,849 with capital funds being at $8,57,559. The total appropriations amount for all funds is $135,679,376. Do I something else? >> Yeah. So, do I get to make a discussion and a motion if I want after you put the motion forward to approve the budget? >> Yeah, but if you It's a question you >> No, it's not a question. >> Okay. Do I have a motion to approve the FY2027 final budget with a total appropriations amount for all funds at 135,679,376? >> Move. >> Thank you. Board member S makes the motion. Is there a second? >> Thank you. Board member H. Hearnden seconds the motion. The pending question is the adoption of the motion to approve the FY2027 final budget. Is there any discussion? back up a bit. I'd
220like to say uh one regarding feedback, we have had I think multiple opportunities for people to complete a form. Um I think get a response to that. Uh but we are a charter district. We do have an SLT and I don't consider anecdotal information from the SLT SDLT. Let me be clear, the school charter leadership team, not each individual school leadership team >> [clears throat] >> um to meet that standard that our charter describes in that thet will give feedback to the board on the budget, not I can't find anywhere where it says the will give feedback to the superintendent who will then give that to the board. So, I do not consider anecdotal information from the SET um to be sufficient for me. Two, I heard about comparisons and while I appreciate those, we
221continue to see some problems with those comparisons bearing out in the next school year. Um I appreciated learning I think during the superintendent's report that there's been a 15% increase in teacher pay but uh the first budget that I was charged to consider uh in for the FY25 had more than that for um cabinet positions. two, we continue to talk about being in that top um position, but when we look at it, we see more often than not, it might be our earlier starting teachers that are making more and we seem to consistently have our middleear teachers, the teachers with more experience ranking three or four um three I think we once got an article and I found it very helpful. Um, we board members got this article explaining, you know, effectively your budget speaks
222to your priorities. And I know that we started this process in November, which the board, I believe, wanted to see be what was characterized possibly as the most aggressive option, which I think was considered option four or one. I can't remember how the numbers work. and instead we went with the what might be false it wasn't named such the least aggressive option and I I do so appreciate that our students are getting um teachers who have the capacity to teach that's crucial but I think their time is just as important just like our consultants time just like attorneys time just like we learned about closing costs for gap funding uh four we have the ECLC in here and we just now have gone through the second board in which it is not honest is not
223honest. Continue to talk about this ETLC without an understanding of the funding. It is just that clear. In no world could I be making decisions for my family and my family's money without understanding how I was going to pay for it. So I am making a motion. >> My motion is still on the table. Okay. I'll make a motion. >> Is there any further discussion with the current motion? >> Concur that we still do not have a clear funding plan for the ECLC yet. The budget continues to prioritize that project with critical investments towards principal. It seems like as a hired halftime bookkeeper. Um, at the same time, we have educators and preschool teachers who who we should be investing in. If early childhood education is truly a priority, we should invest first in the
224people we're serving uh who are serving our youngest leaders. For those reasons, I can't support this budget as it's written. I also have a question about the East Soft, which I think is rolled into >> later. That's the next one. >> Next agenda. >> Later. >> Okay, we'll discuss that next. Is there is it um is it out of um are we out of protocol for uh Dr. Broom to respond to those question to some of those questions? >> There's a motion on the table and as long as Jeremia did that motion >> okay um I I think to board member Anderson's point I think there's got to be a way because she's brought this up multiple times to incorporate um the SCT feedback directly to the board. I think there's there's got to be
225a way to incorporate that into the next um budget cycle. Um is there a way just I want to make sure we're putting accurate numbers and information out there. Um I I don't like the conversation of cabinet members and what they're making um and administrators and teachers. I don't like pitting those groups of folks against each other. all of the work that they do is valuable, but I I really I've never liked the narrative of us sitting up here and saying because administrators get paid X, then it must be at the sacrifice of teachers or the other way around. So could you clarify um how how much we or how many administrative positions have been added or subtracted because I think from what if I were listening to board member Erier I would think that
226we were adding administrative positions or cabinet positions but it's but your slide says different. So could we could we clarify that just so that people don't walk away with misinformation? >> Can I clarify the narrative comment? Well, it >> can she can she answer my question? >> My narrative is really more about we don't have funding for the DCLC related to my question was related to teachers. That's what I was >> so the fiscal year 27 budget we have uh eliminated five centure office positions. Um, no, I'm sorry. Increased it by four. Three directors and one ESO leaison. You have increased the local school uh position by five. >> That includes a principal and a half time bookkeeper for a building that we don't have yet or have fun. >> Um, yes. >> I don't
227know if that makes sense. >> Wish we could those Once we give our teachers and our early childhood education parents and all of those people I apologize now substantial raise >> uh a principal position and that principal position was in the budget in FY26 as well as a halftime bookkeeper. Uh Dr. Broom those two positions together are approximately how much would you say? about a little over 200 >> a little bit over $200,000 of 135 million >> but I understand there are still a lot of first time startup equipment furniture that are in this is that correct also about how much >> total is 1 for ECLC and addition both personnel and >> operational including the physical furniture things like that Yeah. So, I mean, my request would be to because we don't have a
228definitive plan for the ACL funding building, we'll size it out and see if there's any way we could fund our teachers. >> I think about that because of what we're talking about, but I think I want to correct the comment of the narrative pitting cabinet members against teachers, but that's not what I was doing. Me neither. I was taking a percentage increase. I was taking a fact and comparing it to a fact. And so unfortunately the percentages I could look them up and uh I believe for FY25 the fact was for that one year versus I think what we heard verbally was since 2018 there's been a 15% increase for teachers. What I was referring to was for FY25, I believe we had more than 20%. I think originally there was one that was 50%,
229there may have been 38%. Someone would have to look at my facts. But I want to be very clear, cabinet, I appreciate your work and there should never be a situation in which I'm suggesting that your work is less than or more than teachers. So there's no narrative there. I'm simply looking at the numbers. I when so in my superintendent comments I talked about one of the things that the board charged me with when I was hired and looking at the total compensation package for all staff. So when we and this has been a process over year over year over year, the market rate for someone with the expertise of who you see in front of you right now, they still rank at the bottom of comparison versus our teachers are in the top quartile.
230So although they did receive an increase, but they still have not moved to the top quartile, they're actually all ranked last in the metro. I was charged with addressing competitive compensation for staff, not only teachers. We have addressed it year over year over year but they are still ranked last. Teachers are in the top quartile. In other words, the amount of correction in order to bring equitable salaries based on market rates for all positions required and frankly still requires proportionately larger increases for some of the positions in cabinet. Now what I will say uh what I what I will say just to make sure that we are being very comparable right a teacher is any skilled teacher is capable of taking those skills to any uh available district in our area and so it is
231appropriate that we compare a teacher salary our teacher salary to a teacher salary in Gwynette or to a teacher salary at Marietta is necessary that comparison is necessary. I do push back slightly when we talk about cabinet. Um the job of of running a district the size of Decar is different than the size of the job running a district the size of Gwynette. And so when we look at cabinet, we're looking at comparablesized districts. Uh and so we are going to be lower on the pay scale in terms of comparablesiz districts. Gwynette is going to pay more. Cob's going to pay more. These are multi-billion dollar districts. But I think Dr. Whitaker's point is still valid even when we make the adjustment for comparablesiz districts. We are uh below where we want to be in
232terms of competitive salaries for for cabinet. So, so changes still have to be there. That does not mean that we don't still need to improve it for teachers over time. Like that is still necessary, right? Without question, we have to maintain competitiveness. But but that is when we when we say just in terms of raw percentage changes, that is how when you start at a very very very low level, a proportionate increase is going to look bigger than it is for a population of people that are already paid in the in the range. Yeah. >> Yeah. >> Part of this budget increases the uh pay of the middle bracket teachers and staff. Is it possible because I keep hearing that and I don't think people are listening or hearing it. Is it possible to kind
233of pull that out because we got a really good email to kind of compare the districts and there was some problem with math and I probably spent four hours and it was hard for me. we need to sing the praises where we're doing that and making it very public. How difficult would it be to just kind of like pull that out and say like hey for the 10 year here's a spot for 15 year here's a spot here are the places instead of just saying like instead of just saying like a minimum of 3% I think it would be good to kind of like identify where that work has been done because it is being lost over. Um, I also think like we we fight over little stuff, but big stuff with we seem like
234we're arguing. Uh, I have not heard any member of the board say that our number one priority is to continue to increase the pay we are giving to teachers and staff in this district. And compared, I'm proud of the 15%. I think it's like 19% since I was elected. An increase across the board for teachers and staff doing it. Um, but I I just wanted to say that my interpretation of what's going on is we're looking at other people. We're comparing how competitive we are. We want to not raise the millage rate, >> right? >> A greater percentage of the money that we bring in should be going to staff and the classroom teachers. I don't know why you're making good eye contact, Dr. Broom, this isn't directed at you there. Um, sorry, it threw
235me for a second, but but I I I that is what I think that we need to continue to be aggressive on. And I have full full support to doing that. and as former chair of the the FCLC, um those meetings are great about comparing across board budgets and interacting with the principles and and that sort of stuff. But where we can provide information to them is we're going we've increased teacher and staff salaries. We want to retain you and we're going to continue to do so uh and continue to elect people that that is their their number one priority. And and yes, APS is going to bump it. They they did a bump two or three years ago. Over the last 20 years, other school districts have missed steps. So you didn't get bumped
236up for a calendar year, which means if you were in Decator, you got a raise when other people didn't. I I know of a fact two times that that has happened when I look back at the history of Decator. So I'm proud of that for ourselves. Do we have work to do? Yes. Do we need to stop being so doom and gloom about the work that we're doing? I I really think that we ought to and and just tell teachers like we thank you. We're going to keep working on it and you are loved in this city by this school board and by the parents that that live and work here. That's all I just wanted to say that I don't disagree with anything that's said. I think they're all fine points, but just like
237we also need to kind of like talk about that a little bit more. And I would love feedback from you over the next month to just say like, hey, yeah, we did 3%, but here are the places where you can expect a raise. And if I'm a third-year teacher and it just is in print that I have my masters, I'm going to get a bigger bump in year seven than I thought. Maybe I'm going to stick around because it's there in writing that this just happened and because they don't go away. That's the other thing we've talked about with sustainability. The reason we can't just wake up tomorrow and bump everybody 20% because we've also got to be sustainable. I would love that in writing where we could publish that to the teachers and staff
238so that they can read it. That's it. >> I think we need to correct something has changed. I think this has come up twice now and my understanding is during the November 4th retreat we specifically looked at the middle group that you're referring to and that would have conceivably been the 4 million.1 cost for what was identified as the most aggressive option. Um what we are currently or the majority of the board appears to be agreeing to is a 1.3 million increase that is a 3% cola in a step. I am not aware of any adjustments. Um that would be great if that was published somewhere but my understanding is we started there in November but then the recommendation was to go to the um lowest or the least amount of options. the minimum 3%.
239>> But I mean either way, I think James, you brought this up twice and each time I say, "Wait, we that's not what we did." So I want to be very honest with people and I want to make sure that we're giving clear information. And >> I'll just add one other thing while we're talking about it because I believe what we've been doing is what a lot of school districts are doing because I think we all understand as we've talked about national challenges trying to recruit teachers. And so we have done what appears to be a really good job of incentivizing coming here. So that our first year salaries may look great, but when we move to the other bits is where I feel like we get a little um we wander a bit without
240enough concrete information. [clears throat] All righty. For yes, during the the February uh conservation three presentation that I presented, there were several different options and the most aggressive, yes, it addresses addressed everything that you guys requested [clears throat] that we looked at. Um, so there's other options. It was about eight options alto together. I just only presented a few that would just make the presentation more concise. Um, but there's several options that you can you can choose from. Um, and that adjustes to everything that you would like to >> the question that Dr. B called you up for is like what we are giving a a higher than 3% bump to certain teacher positions in the middle bracket. Is that correct? No, there there is a a but as you get to three for your
241your uh where you are currently and your step that is the minimum of three. So once you beat your step that is uh above that 3%. So to clarify, there is no targeted increase for the middle teachers because I I believe again what and I'm sorry to keep repeating myself, but I remember what we talked about in November and I reviewed all the options last night just to make sure I'm clear because I always want to make sure I'm telling you teachers, you community members who keep asking us, hey, the teachers more and I also want to make sure to the point that I think prize have been made up here where we are promoting what we've done well. But it's like, and this isn't a feeling, this is like a deduction that uh the
242people that have been perhaps investing a good deal of time teaching our children are not getting the same salary increase that we say they're getting. It looks like we've done really well in early entry level of course, but I just worry about those middle and top of scale. >> If we can go to that slide that was just there, there's a middle column and it had the numbers. That's what I looked at. >> So, I guess I think that the clarifying question is if they get that 3 to 4% cost of living adjustment, but they also that is the minimum, that's the floor, but they also get a step. >> Yes. at least one step. So they're getting three >> the 3 to 4% baseline plus whatever is their step. >> The step is kind
243of my understanding at least a standardized incremental amount and what we have talked about when we looked at that more aggressive option is obviously as you increase steps here you need to do it there. That's why it costs more money. But I'm not aware of anything that says that the step for a teacher with 12 years is going to be 6% more salary scales it is not uniform between steps. >> Yeah. Well, you could in the middle that is where most most of our in our current salary schedule. If you look at the increments between the steps, those middle of the career teachers, they do get more than the beginning and the end. >> I know. Yeah. No, I get it. But I don't think they cost living that they're >> and we have to
244recognize that all districts don't do both. Sure. We we we need to visit this table and we we've asked about it. It makes no sense that it that it drops down long the long you've been and this is not a comment on this budget. This is a comment on retention and arguing and and stuff affecting teachers like we should be talking about that that these schools are four four and a half four point four four star and above classroom and it's there because of teachers who've been here and you can go back with even if it were 2% that were higher for people that are coming and sticking around for the next three or five years. That's got to be the next priority for the board at large. that I think I think is the
245critical part of the conversation because I think when we have this conversation we're like well what are we going to do this year within the parameters of what we can afford and maybe we need to just burn in our minds what it is that we're going to carry over into next year because if we do too much at once then Lonita is going to run out of here >> whatever you do now you're going to have to continue >> right so I think to board member I's point I think we often do get the feedback from the college heights uh zero to3 staff um they they are often feel like they're not a part of this discussion. We start at K and we're talking about teachers K and up and the preK and below teachers
246often feel like they're not an active part of the discussion. So maybe that is something that we prioritize for next year in addition to kind of what those middle scales look like. But those are things maybe we just have to remember that we focus on as our priorities for next year. I think two years ago it was those entry level teachers. Um, and we really made a lot of work to bump them up and now they're kind of where we want them to be. We don't need them to slide back. But maybe kind of those focused groups is what we need to focus on for next year. If we did everything at once, then like you said, we can't walk it back next year. >> And I think a a good way to think about
247it. So we we had a three-year plan of which this is the last year where we wanted to get folks into the top quartile I believe or quintile maybe cile or quintile. Uh we largely got there. Um what I think we're saying now is that we need to I think this next year take a look at that step scale and go through the process of rationalizing the steps. We we started to look at it. It wasn't and and I I think the we probably shouldn't frame it in terms of aggressive option or not aggressive option. It's are we correcting our steps or are we not? And I think the conversation to be had in this next upcoming budget is how do we start rationalizing those steps, evening those those pieces out so that the folks
248that are in the middle get the proportionate benefit of those differences. That's expensive. >> You know, we talked about it. It's pretty expensive, >> right? You got every option. >> Yes. And so and so let's put that in our minds as and maybe this is a retreat conversation. Maybe this is a part of a a strategy conversation, but like I think our you know getting to the top quintile was a good was a good approach to get us to here. Our next set of conversations over the next couple of years needs to be how do we rationalize the steps and how do we set that up so that that our middle teachers are uh as uh high on that list as all the rest of the >> I mean I'm also just thinking about the
249process because I know you presented some of these things at the beginning and we kind of whittleled them down and then suddenly it became like one of two options I guess we were trying to >> one I mean it went >> and so it's like I don't >> we did have had a conversation where we we selected it wasn't unanimous, but we did direct what we what we wanted to see in the budget. >> Yeah. >> I mean, I'm just very concerned, especially hearing that we've lost 53 teachers this year, um, we didn't renew and 35 I think last school year, which is 20% of our staff overall. >> I think but I think in the conversation of compensation, we have to look at the reason that's conversation is not the priority >> which is
250why I I think you know I wasn't on the board when was created because I would have um I would ask questions and comments um effectively what I'm hearing is you know the board set this direction and the board's met and in the meantime I don't know if this is good or bad I personally don't think it's good that we have flatlined our teacher retention rate is at 84% each year with this. >> Okay. I just want to get us back on disc. We can we can ask questions about teacher retention, but the motion on the table is related to the budget. So, I don't want us to get too far. >> I'd like to make a sub. Can I make a submotion? >> No, we have to vote on this and then we can
251go back to whatever you want to talk about when we get to that agenda item. >> Well, it's related to the budget. >> Yep. Okay. Question about a discussion on the budget itself. >> No, I want to do what Hans did the last time with the refinancing. Can I make a motion? >> I'm not relinquishing my motion on this. My mo my motion right now is for us to vote on this budget. >> I want to make a motion on the budget. I want to make a motion to modify the budget. >> You can move to table. It'll be tabled and then you can make a motion. >> Correct me if I'm wrong. I'd like to motion to table positive motion and I would like to motion to amend or change this budget before we
252vote on it. >> I second >> in which way? Because I can't I can't choose. Well, yeah. >> Yeah. Okay. No, I'm sorry. the whole like motion change. Excuse me. >> I motion to table his motion. >> Wait, he she already put that motion. >> Okay, except for a motion to table his motion on the table to be voted on. >> So now we need to vote on her. >> Vote on the motion that stops discussion. Vote on the motion table it or not to go back. >> Got it. So, we need to do a roll call to vote to table Hans's motion. >> Yes. >> Okay. >> But I don't even understand why. So, >> because I want to make a motion to change the budget that we then vote for. >> I think
253we would need to Yeah. >> Am I That's what are we stilling one motion before I give the details of my motion? If if I am gonna support the tableabling of my own motion, I would need to know what I'm going to then be supporting after that, which is why I think there will >> Yeah, you're in the middle of your discussion portion, so you can say it. Yeah. >> Sorry. I appreciate we're all getting a good civics lesson. So, is my math correct? We have 1.5 million um devoted to ECLC that we thus far have no way of knowing how it's going to be funded. We have 220 days at least for positions. So that's 1 million 3/4. We have at least 75 committed tuition spots. So there should be some money coming in
254there. So when I went back to look at what we could do with that money if we were to move ECLC money into teacher salaries. Um that's my motion. take the ECLC monies off out of this budget for now and move them into teacher salary increases. >> Motion to table the motion. >> All right. That that would be the motion that if assuming the motion to table passes that would be the motion that gets brought forward to >> take us back >> and that would include early childhood. I love paying all of our teachers everything we can. >> I will say prek is included. Prek teachers are included on our teachers. >> Okay. >> Yes. >> So you're saying that that money is already in is already allotted for they're already allotted for and they're
255already included. So pulling the pulling this pulling this money this ECLC money out is not going the money the money's already there. >> No, she's saying that that they're already getting an increase. The money is already in your budget >> for your prek teacher. >> Yeah. Basically what what is being said I think is to remove any funding for the ECLC and dedicate it in an as way but evenly or at least balanced in some way to teachers instead of uh funding the ECLC which just so that we're clear if we do have financing for the ECLC we will then have to be coming back and adding that back into the budget >> including What if the proposal were >> any unused ECLC funds be specifically targeted for >> teacher and staff bonuses? So, so
256in other words, if if ECLC funding doesn't go forward or for some reason there is no ECLC, at that point we would know that those funds are already approved in this budget, we are directing the administration at that point to allocate them towards salary. >> Well, I think Dr. Broom, I'm sorry. >> Right. So if we pass the budget today with the 1.5 >> and the ELC funds are not used for that for whatever reason I will come back to you all and amend the budget allocate those funds to >> well but I want to clarify something because I think James you raised a good point because I know when we started discussions of ECLC it was one time versus ongoing. So James, what you're proposing is a bonus, not a salary increase. >> I
257assume that's what you proposing as well. >> No, I was I think I'm open to both >> be committed to uh revisiting the salary schedules, but what we would be saying to teachers, it sounds like, is we heard you and we're doing something and that something is the bonus. And then what I've heard is we're committed to now looking back in um you know I don't know what the word I sorry it's a lot but and we're going to review those salary schedules figure out how to address that. >> So so let me just just because the nuance here matters quite a bit. If we're not saying eliminate ECLC funding, we are saying if over the course of the year we do not need that funding, for example, if the ECLC does not move forward
258at that point, we know that the funding here should be allocated, I think, as a bonus within this year. Well, hold on. Because because the step changes that we want to do in the next year's budget, we can do that anyway, >> will be substantial, right? like that's a much bigger a much bigger dollar amount. And so rather than commit it to salary which then makes the step changes even more expensive that we have to do next year, we would be able to take that uh tangible amount and apply it to this. So I'm starting to get way ahead. I was not saying take whatever's left over. I was saying to take anything that is currently budgeted for the ECLC and put it in that new guess we'll call it bonus bucket. I I can
259I speaking for myself I can support it if we are saying if it doesn't get used if we are saying kill it now and don't have it in there whether or not it's needed I can't I can't support >> what is yeah yeah >> okay so we need to >> you need to table his motion now when his motion comes In fact, you could also move to amend the motion >> on that table. You can't do that. So we have to first decide >> which I I do think Bob we are currently discussing whether >> that's why I've waited January can't discuss a motion to take but we've got a motion that you're trying to get off the table that we could conceivably offer an amendment possibility Or you can vote it down and put
260in a whole new motion. >> So let let me propose let me propose that we entertain amendments to the current motion, right? Because tableabling it outright without having the clarity of the discussion that we're literally talking about means that we're we don't have anything in front of us. >> Yeah. So let's see let's see if we can arrive at a compromise. This is This is a sausage being made in real time. Let's see if we can arrive at a compromise. >> You still want your motion at the table? >> I'll be completely honest. I am so confused at this. We just want to discuss it. >> Okay, I'll withdraw my motion. Okay, everybody. >> I consent to withdraw. >> Y'all can discuss if you want. That's what I was trying to do earlier. >> Well,
261well, I didn't know what you were trying to do. >> We're talking about something else. >> I appreciate it. Okay. >> So, now you need to you need to amend your original you now the the now, correct me if I'm wrong, legal counsel, the the the motion on the table now is the original motion. >> Correct. And if we arrive at a compromise, I'll move to amend my emotion, my emotion at this point. >> So now we're back where we were before. We're back at square one, which is we're back at the discussion. >> Well, the journey led us back where we were, which is the discussion part of your original motion. >> So So if if we are saying eliminate outright any funding to the ECLC, I don't support that. I am saying that
262if if for some reason that that project does not go forward and those funds free up in the budget then it goes to teachers whether it's a bonus or whether it's a salary. I think we can have that conversation. >> My question for you is >> what's the timeline on this? >> I think we talked about being August when we're having the conversation about the different funding options. >> Okay. So for me a test could be I mean for I would rather it be okay go ahead and the teachers we don't even have the money for however want to also stress the importance of us coming to a compromise here because voting down >> voting it down in total is ain't where we want to be >> at the last moment where we want to
263be the deadline. Yeah, because also their their core uh salary increase is in here as well. We have to adopt the the mill rate so that we can get the money to to pay them their base. So I think it's important that we're we come to some compromise. do like the idea >> compromise of a bonus because I know year to year get trickier this year to look more closely at the salaries and out seniority we have but I'm just wondering if we can tie sounds like you're not willing to just outright say we in fully ETLC things that have been earmarked currently even though we have no funding for the ECLC. Is that correct? >> So long as the ECLC is a living project, >> I don't >> then then the funding should stay.
264If if in August or even if in August we have a plan and then September it falls apart. I don't know however it goes. But if if the if the need for those funds goes away for whatever reason, including the end of the project, then uh the funds that we're describing that were originally marked with ECLC be applied to the teachers. I'm open to whether it's a bonus or whether it's a salary. I think that that's a a reasonable place for us to compromise. I think it sounds like a compromise, but it really isn't because in the [clears throat] end it's the ECLC. And >> so then your point is it's not a teacher raise. You want to kill the funding for the that's an important difference. >> No, no. My point was it's not
265being honest to a budget that includes PCL costs when we have no way to finance it. That's my point. And so [clears throat] to the point of if I'm sorry if I were a teacher at this point and I hear well you know if I have a little extra money I might give you more. It doesn't again maybe we need to do a better job explaining just how much our teachers have benefited from this compensation package because that's not what I'm hearing first. Second, I don't see why we can't do the IF for the ECLC. And so therefore, we take the money that we have budgeted for the ECLC and we redistribute that or allocate it to and I, you know, let me clarify something because I think people have heard me say this over
266and over. Many people wear a certified employee hat and many people do the job of instruction or teachers. So, I hope we're also talking about like school administrators. Um, if that becomes relevant, I want to make sure that no one feels like um you're being left out. But I I would argue the compromise could be then let's go back and figure out how to do this ECLC versus no we'll keep the ECLC money as it is and then if we have anything if this plan somehow can still go forward in two months because I think the other thing is which is related your budget speaks to your priorities um our budget speaks to the way we're going to plan things and yet the big question is is the ECL happening and it sounds like the
267answer from us is don't know and so I do know what is happening teachers are coming back to work I hope I all of you do >> I agree I agree that this is a project that is still a project of this board so I don't agree with taking the funding out in total I also agree with making it a bonus I think and for every staff member across the district not just K to 12 teachers but paras uh 0 to three so when you take that pie and you start dividing it up I think it's going to look better as a bonus. Um, if you divide it up across all eligible participants and then divide it by 12, if they end up with like 10 bucks a month, then they're probably going to be
268like, "What happened here?" So, I think if you >> take it and make it a bonus, then it would be much more >> um ECLC funding and yeah, what is this? And I look forward to the discussion in August because it just seems like I'm hearing more information in fact from College Heights where we have our the original early child learning center there 12 pre there's room for another three classroom. It seems like >> we don't >> we need to look at other options and we still need to get the Gator High School renovated. James, >> I I mean, we don't favor. We share a single purpose that most board members talk about, which is high quality education for all of our students. Um, I I I don't want this to come across as ECLC
269versus more money. I think that writing it this way, providing be interpreted as a signal that if we have more funds, they will go to teachers salary and staff and that is the true true purpose of this. We should earmark and make plans to educate the kids. But I don't think Tracy's point is is is lost on me, which is like, listen, if we have some extra money, this is this is our intention. This is where we're going to have it go and where it should go this year moving forward. So, I support an amendment that just says unspent funds in this bucket should not be reallocated elsewhere. They should go to this. in the spirit of compromise. I what I'm hearing is if we can put a time limit on the ECLC to the
270end of August, if we do not find the funding by then, can we then start working towards allocating that $2 million I think we've talked about for the future? >> I I think it's an FY2027 question. One of the reasons why it's important to keep this stuff in the budget is because um we we keep, [clears throat] you know, being accused of being shady or hiding funding or whatever and it's sort of like we're we're we're years behind on on a necessary project for >> for educating. >> Yes. To educate our children. I mean, the board has voted that that that it's educated. The community has gone up in arms when we've said that there are 150 students who want a walkable community to educate them. and someone in a hidden document says we're going
271to close one and they go up in arms and then we have a post that said there's another 150 student that needs education to overcome a quality gap and it' be better if it's walkable. I do think it's necessary. I I'm I I got so upfront about it that I accidentally talk during a finance conversation about how I think it's moral imperative that we educate these kids and fight this gap. So yes, I do think it's necessary to put put that out there and get it funded. What I'm saying is this approach means that if we overcome some hurdles that are out there that community has put in place and we've put in place and legislators put in place, we don't need to come back and say like now we're going to find more money.
272This is the money set aside. If we're able to do it, we are we can't do it or it's delayed. We are going to put it where we've been saying we are which is back in the future. >> I agree with that. >> Clarify one thing about the necessity because I think there's a little of confusion there. Um, I think what I have heard repeatedly from the majority of people because I still want to make sure that people understand that our charge is K through 12. I think our moral charge is early childhood learning, but I do not feel comfortable conflating the need provide early childhood education with the need for this particular manifestation of the building. And that very yeah I think >> our charter's charge is very clearly to be able to focus
273on early childhood education as part of it and our moral charge is one where we we have found that there's an education gap and that teachers are not creating it. We are not providing them with early childhood learning education opportunities so they show up with the tools to compete and exceed and change generational problems. I agree with you fully, James, that early child learning is >> we're saying this week, but I haven't >> I just want us to revisit this discussion again in August that the need and we need to look at utilization because enrollment is down and whether >> but when we do that, let's make sure we're using all the correct numbers or not. Some of the numbers that get put out there are not correct. am open to adjusting my motion with
274the amendment preferred by board member Hernand to earmark to keep the money in place for the ECLC. And if those funds are not required, uh we want it tagged for use for payment to all staff and district. They're not required by the end of August 2026 >> without putting a time window on >> a time. >> No, I I have trouble with it. >> Yeah. >> Part of this >> um >> I did accept. >> Yeah, I amen. budget has and any if the funds deadline but if the funds are not used that funds cannot be spent anything else come back to this board to apply towards >> yes that is the motion >> I'm still confused because we're going to have >> clarify the motion >> staff still on the books that we're paying
275and buying working towards buying >> this is for FY27. >> Yes. >> FY27 starts in July. >> So, I think what my understanding >> Yeah. No, I I get it. So, if that money would be spent during the course of the year, as would a staff person. So, in hypothetically, if the staff person got hired but didn't start until next January, they've already the stuff would be built purchased in January. The bookkeeper would begin work in January. They would need a st like some of these things may not all happen in August but they would all need to happen in FY27 because by the time that's up we will be revisiting and >> he has guaranteed that that money that we have has not been used or will not be used until we get the
276full funding for the ACL hopefully in August and if not >> the discussion in August is going to be around how we get the funding we will not have funding in hand by August. So I want to make sure that we're clear with our words that >> but it sounds like we're committing funds and they're going to be expensive before that August. >> So board what I want to make reiterate for all of you is once you approve a budget, >> you can amend a budget. Yes, >> you can approve the appropriation of $135 million tonight. Come back in August and make an amendment on that budget. >> You could come back in September and amend it again. You could come back and it amend it again >> depending upon the direction. Now, adding the
277earmarked pieces to the motion clarifies what would happen in the amendment if you would want to do so. You do not have to stipulate the timeline on it because as the board of education, you can amend the budget every month if you'd like. One of the things I want you to remember this year adjustment or even a March adjustment that we had to make to the budget because the governor provided bonuses. So we had to amend the budget because the revenue came in so substantial that we needed to also go ahead and provide those expenditures out to pay. So amending the budget is a natural process. So you don't have to make the decision today what when and how and how much you are able to do. So >> I guess I I just already
278spent so much money trying to get the PCL through and we've had a lot of hurdles. Just don't want us to waste any [clears throat] more money. don't want us to spend money on staffing on furniture if it doesn't happen. So for me, if we're going to still just hold this in a little pot ear till hopefully August, but doesn't really want to even put a deadline on that. So I don't even >> But I think that's so what James is saying. I think that's what Borman Hearn is saying. You're the budget does not require that you go out and buy a whole bunch of chairs for a building that is not out of the ground yet. You're just saying where you want it to go. And if for some reason the path changes, we
279can change with it. >> But I I mean, am I incorrect to understand that staff thinking staff have already been hired? Like >> staff have not been hired for the early childhood learning center. >> That's helpful. Uh, is there a motion? Can somebody read the motion? >> Yes, I'd be happy to. Um, the motion, um, do I need to reread the motion? tition those funds set aside related to it cannot be spent on anything else teacher. >> Okay. So, I'm going to reread the motion for your clarification. >> I didn't like >> teacher b and are we going to say teacher bonuses or how do you or do you want to say staff bus drivers and staff? >> Okay. >> It it would have to be brought before us regard >> Right. Yeah. work. >>
280Okay. Do the the motion is to approve the FY2027 final budget with total appropriations amount for all funds at 135,679,376. If funds are not used with the ECLC, the funds would be used for staff bonuses. That's a motion. >> Yeah. >> Okay. >> All right. So that this is a a motion that recalls requires a roll call. Uh board members when your name is called please answer with I if you are in favor no if you are opposed or abstain if you wish to remain neutral. Dr. Whitaker please proceed. >> Chair Salton >> I. >> Vice chair >> I. >> Board member Anderson. >> No. >> Board member Hearnen. >> Hi. >> Board member. Sarah Sultan, the tally stands at three eyes, one no and one abstension. >> Eyes have it. The motion is the
281motion carries. >> Yes. I move for action. No. [laughter] >> Thank you, Miss Lord. Yes, you can go. We will now move to items for action, information, or discussion. The first item is contracts. Each contract will be presented separately and will be moved to consent agenda individually. We will then move to the traditional consent agenda items including monthly reports on finance, nutrition, personnel, and field trips. We will conclude with the monthly financial presentation. There will then be a motion to accept the consent agenda in totality. We will now proceed to the items submitted for action, including contracts and license renewals exceeding $75,000. The board will review each item individually and if appropriate place it on the consent agenda. I will invite the board to comment on each item. Following discussion of each item, it will
282be moved to consent agenda. Okay. Contract item one, sharp copier and print management services districtwide. Is there any comments from the board? Hearing none, this item can be moved on to consent. Contract item two, perimeter office products. Any comments from the board? Hearing? None. This item can be moved to consent. Contract item three, Verizon. Any comments from the board? Hearing none. This item can be moved to consent. Contract item four. Zoe. [laughter] >> Any comments from the board? This item can be moved to consent. Contract item five. Pearson. Any comments from the board? This item can be moved to [clears throat] consent. Contract item number six, EL education. Any comments from the board? This item can be moved to consent. Contract item number seven, wayfinder. Any comments from the board? This item can be moved
283to consent. Contract item number eight, convergence. Any comments from the board? This item can be moved on to consent. Contract item number nine, Mayfield's milk. Any comments from the board? This item can be moved on to consent. We will now move to the traditional consent agenda items, including monthly reports on finance, nutrition, personnel, and field trips. There will be a motion to accept the consent agenda in totality. Dr. Whitaker, please proceed with the first item. >> Sheriff Saltton, Dr. Lolita Broom will present the monthly financial report. >> Statement, the April 2026 financial report. Gender activity report and definition of function codes are available in the finance department continues to operate in alignment with district four strategic accelerator with a primary focus on accelerator number four organizational effectiveness and excellence through financial transparency indication for the
284general fund as of April the district have created 86% approximately $96 million of the budget revenue. Last year [clears throat] at this time, the district collected 89% which is slightly higher than this year and due to the error in the cap kind of calculations of rate. Expenditures remain in line with expectations for this point of the fiscal year. The district has expended 74% of the total budget or approximately $84 million compared to 76% at this time last year. The majority of April expenditures continue to be salary and benefits, which represents approximately 86% of the total budget. For the month of April, there was a deficit of approximately $4 million, which means the district's revenue for the month were $4 million less than it the monthly expenditures. Last year, at this time, the deficit was $1
285million due to the large collection of revenue from Decap County. Approximately $4 million has been deducted from the fund balance, which is normal for this time of the year. Overall year to date, there's a surplus of 11.7 million. Last year at this time, there was a surplus of $14.3 million. The surplus of revenue is normal for this time of the year. The general fund fund balance as of April 30th, 2026 was $35 million, which includes the fund balance of approximately 24 million. April revenue for capital funds consisted of approximately $597,000 from six proceeds and earnings on investment. Approximately $1 million was expended. the approximately $456,000 deficit was deducted from the fund balance. The district collected 75% of budgeted revenue and expended 64% of budgeted expenditures. As of April 30th, the capital fund balance was approximately
286$4 million. Special revenue funds consist mainly of federal, local, and state grants not budgeted in general funds. The district collected 56% of the budget revenue and expended 61% of the budgeted expenditures. The district received an additional $282,242 for the title one grant. Majority of the grants required the district to spend the funds prior to receiving reimbursement. School nutrition revenue is trending slightly less than in previous years. As of April, 72% of the budgeted revenue was received and 67% of the budgeted expenditures were spent. School nutrition operated at a deficit of approximately $37,000, which has been deducted from the fund balance. As of April, the school nutrition fund balance was approximately $1.3 million. This time last year, the fund balance was $1.7 million. When the fund balance reaches $1 million, the district will supplement the program
287from general funds. This month, we have included a vendor activity report as part of the financial report for check processing issued between February 1st, 2026 through April 30th, 2026. The report has the vendor name, vendor ID number, and total payments to each vendor for the report period. Be mindful that the report includes payments made with all funds including school activity funds which consist of local school accounts. This report will be submitted for us. The board currently receives the school activity report for us. I will be happy to respond to any questions and provide clarification. Thank you. Dr. Whitaker, any comments from the board? No. This item is on the consent. May I read the recommendation? >> Yes, please. >> It is recommended that the City Schools of Decator Board of Education approve the consent agenda
288items 1 through 13. >> Do I have a motion to approve the consent agenda items 1 through 13? >> Board member S makes the motion. Is there a second? >> Thank you. Board member Anderson second the motion. The pending question is the adoption of the motion to approve the consent agenda items 1 through 13. Is there any discussion? Thank you. Since this requires a recorded vote, Dr. Whitaker will now call the role. Board members, when your name is called, please answer with I if you are in favor, no if you're opposed or abstain if you wish to remain neutral. Dr. Whitaker, please proceed. >> Chair Sultan, I vice chair UT. Hi. >> Board member Anderson. Hi. >> Board member H. Hearnen. Hi. >> Board member Ari. I >> chair Sultan. The tally stands five eyes,
289zero nos, zero abstensions. >> I have it and the motion carries. Uh Dr. Whitaker, the next agenda item, uh Chair Salter, I would like to call on the chief of operations, Mr. Jarvis Adams, to present a resolution requesting the Georgia Department of Education's assistance with developing a new facilities plan during FY27. Please board chair Dr. Sen vice chair board members student representative superintendent Dr. W. Today we are requesting board approval for a resolution authorizing the Georgia Department of Education to provide technical assistance and a city school of decades develop it next 5ear facility plan. Although the state commission is not due to July 1 of 2027, we are intentionally beginning this process early to ensure thorough planning. On June 11th, district will begin a comprehensive facilities condition assessment that will provide updated information on the
290condition and long-term needs of our facilities. Following that work, we will engage in professional design and estimating services to help establish project priorities and develop accurate cost projections. The end of this process now allows us allows us time to work closely with the Georgia Department of Education, align future projects with state funding opportunities and to maximize the valuement and local ease loss resources. This approach helps reduce reliance on the general fund for major capital projects while strategically leveraging available resources to address facility needs across the district. This proactive approach, this pro planning process will help ensure that the future facility investments are data driven, strategically prioritized and fiscally responsible. I respect respectfully recommend approval. >> Okay. I'm sorry. So, has CSD done this before like asked for Georgia DOE? >> So, >> in creating the
291five years, >> I would assume so. >> Okay. >> Um, but when I talked to facilities at these department, Georgia Department of Education, this is a common, it' be very uncommon not to use those resources. So then maybe you tell me this is irrelevant, but I my recollection is last year or sometime over the summer I asked for the five-year facilities plan because I didn't see the ECLC in it. And so that's why I'm asking you why this I'm hearing capital outlay during the K through2 process. I believe there were lots of questions about capital outlay. Ultimately, why do we need to do this? >> So, it's that's the way the Georgia Department of Education governs schools. We all have to submit by law a 5-year long-term facility plan. Um, I wasn't around when it
292was done in 2021, but this is just a a legal matter. Now, why we consult with them? because they're the they're the experts. Um, and we want to make sure that we can leverage as much capital outlay reimbursement as possible. Um, that's not a practice that we've used in the city schools of the cadator. So, we definitely want to use that practice to be reimbursed on funds. >> Thank you. And also board member Anderson they the Georgia Department of Education they have to approve a lot of things and we want to work them to make sure that we're the paperwork properly just technical support they're not going to tell us what to do is going to make sure that we do it correct >> and typically we should do this every five years right >>
293yes >> actually now I'm I guess I'm looking at the agenda item and it says developing a new facility plan. So, it's really the new 5-year facilities plan that would start in 2027. >> Yes. >> Thank you. All right. Are you going to read the recommendation? Can you read it? >> Yes, I read it. I'm sorry. I was answering someone's question. Yes. It is re recommended that the board approve the resolution requesting assistance from the Georgia Department of Education GDAU in the development of the City Schools of Decar's new new long-term facilities plan in accordance with the state board of education rules and regulations. So, I have a motion to approve the resolution requesting assistance from the Georgia Department of Educ Education in developing in the development of City Schools of Decar's new long range
294facilities plan. >> Board member makes the motion. Is there a second? >> Second. >> Thank you. Board member Anderson second the motion. The pending question is the adoption of the motion to approve the resolution requesting assistance from the Georgia Department of Education in the development of the City Schools of Decator's new long range facilities plan. Is there any discussion? Hearing none, this requires a reported vote. Dr. Whitaker will now call the role. Board members, when your name is called, please respond with I if you are in favor, no if you're opposed or abstain if you wish to remain neutral. Dr. Whitaker, please proceed. >> Sheriff Sultan, >> I. Vice Chair UTS. >> I board member Anderson. >> Hi. >> Board member H. Hearnen. >> I. >> Board member. >> I. >> Uh, Chair Sultan, the
295talent stands five eyes, zero nos, zero abstensions. >> Uh, the eyes have it and the motion carries. Uh, Dr. Whitaker, uh, please introduce the next item. >> Chair Sultan, on May 19th, we had our board retreat retreat staff provided an update on each block 7 chief of operations, uh, Mr. Jarvis Adams will remain to present the east block 7 concurrent resolution. >> Good evening again. Today we're requesting board approval authorizing the board chair and superintendent to execute the joint resolution associated with the DIC county education special purpose local option tax east seven referendum. Approval of this resolution allows City Schools of Decades to formally participate in a joint referendum um process with the C County School District and Atlanta public schools and ensures the district is included in all required agreements and documentation associated with
296East 7. PSD administration will continue working with our partners and legal counsel to ensure all required documents are properly executed and submitted. so that the city schools of the cater receives its appropriate share of future east proceeds. East remains a critical funding source for capital improvements, facility maintenance, technology, transportation, safety enhancement that support our students and schools while reduce while reducing reliance on the general fund for major capital expenditures. I respect respectfully recommend approval. >> Go ahead. >> I'm not going to approve it until I >> am not allowed questions right now. >> Okay. Um, so it's three school districts, ESD, APS, and DECA. And what I noticed is DECAD lists I can't remember the page I publish the contract. It appears to list every one of school buildings, right, and facilities. >> Um, Decator
297does. It lists nine, but then number 10 is effectively any other property. >> Um, APS did something similar, but APS did not list all of its facilities, right? It listed some. So, that concerns me. Um, you know, for anyone listening, I know that the irony, um, I don't know what else to call it of our approving an Eastwatch referendum, something that would go to the voter that appears to also be funding the very thing that the board decided not to put to the voter, right, which is the um, ECLC. and I guess been also called the DHS expansion at this point. So I'm concerned about how um broad this is written and I obviously have never had your job, right? So, I understand you need to be broad enough to allow for things, but given
298what we just gone through this year and the number of people asking about the cost of the ECLC and then state legislators wanting to limit how much that PFA bond could be. I I guess I'm just curious as to why it was written so broadly so that it's any facility versus a very um discreet description of intention. So I noticed ECLC was not written in here but early learning was um additionally white fleet. So you know I asked for the most recent white fleet numbers because I believe this FY24 we had an increase of five. um we may have had 26 for FY23 and then we went up to um 31 and that's where we're standing now. And so, you know, our student population is decreasing, but it appears that our white fleet has actually
299increased. And so, again, I I think this time I'm not acting rhetorically. Whoever could help me understand why we wanted this to be written as broadly as it's written. It's written that way every time it's ever passed because it's important that it's capital funds and it can be used at capital. But they've expanded what you can use SWAT on over the last few years. So for example, uh two SLAs ago, you couldn't use the money for technology contracts. You can use it for technology contracts. If we don't have the capital outlay projects that we need to and we need to do it, we need to fund it. All three cab counties page uh 19 says adding to renovating any new building including those not listed here. APS only lists nine and then it says all
300those listings here and then in our previous SPL it also listed all the buildings and said any new or existing thing. The SPL money generates capital funds that are targeted for capital projects that school district schools need to fund improve and change things that are happening. I don't think there's any different language in this one than any splot that I've ever read. Well, actually this one does have a lot more description of Mary Lynn Elementary. So I I agree. >> Um and again, you know, I think just want to repeat the fact that I understand what it's used for, >> but when I listen to the taxpayer and the community, you know, what I've heard is questions about how we're spending it. And so that's why I'm a little concerned. I guess in the end,
301the voter gets to decide effectively. And if the voter satisfied that the way it's written broadly and the way CSD has spent capital funds, you know, I guess merits and again I would have preferred maybe something a little more kind of like we talked about earlier with policy. I think J A you want it to be specific enough to honor your, you know, ethos and what's important, but broad enough not to get into problems. Any other questions? Board also um once Mr. Adams spoke about the required documents to ensure CSD receives its appropriate share. So one of the required documents is the certificate of distribution. The referendum of Dicab County East 6 was held on November 2nd, 2021. And it would be expected that a new certificate of distribution would have been prepared based on
302the last FTE count taken prior to the referendum that would have been October 21, 2021. having having been in both county and city school systems here in Georgia. It's my experience that the county school district is responsible for the preparation of the certificate of distribution, but it is to be submitted to the boards of the other school districts involved to concur on FTE counts. An updated certificate is especially important if the student FTE percentages is increasing in one school district in Dicab County and decreasing in the other school system in Dicab County. Based on communication with the Department of Revenue, it does not appear that an updated certificate was submitted in response to the successful 2021 referendum. The assumption is further made that thece data reported by the Georgia Department of Education on the October
3035th, 2021 would be appropriate to calculate the percentages of distribution based on the November 2021 referendum date. I wanted to make sure the board and the community know that this administration has already begun working with the CAB County School District's administration to rectify for future collections of ESPA 6. As it appears, at least 1% of the money collected and distributed should have come to the city schools of Decar. Chair Sultan, may I read my re read the recommendation? >> Yes, please. >> It is recommended that the board approve the concurrent resolution supporting the continuation of the referendum process for east block 7 in partnership with the Cab County School District and Atlanta Public Schools. Do I have a motion to approve the concurrent resolution supporting the continuation and referendum process for East Sloth 7 in
304partnership with the Cab County School District and Alena Public Schools? >> Member Uts makes the motion. Is there a second? >> Second. >> Member Hearnen seconds the motion. The pending question is the adoption of the motion to approve the concurrent resolution supporting the continuation and referendum process for East Lot 7 in partnership with Dicab County School District and Atlanta Public Schools. Is there any discussion? Yeah, I just want to say that because people get to vote, um I am going to approve this, but if I were having to decide to approve it on my own, I would say no unless there was more um specific description like we just talked about 50% [clears throat] of students that participate in athletics and you know unlike APS that specifically delineates a description of athletic fields, but because
305we are approving something that the voter gets to decide But thank >> but I think it's important to realize how that swast funds are used broadly across the entire >> I'm well aware of how they're used. I just >> so I want I want us to be very cautious that we not advocate to the community how to vote. That's that definitely goes beyond the purview of what >> I hope I didn't seem the voter chooses. I >> I did. Yeah. I just want to make sure that we're aware of that as as we're talking about it. Okay. >> Okay. Any further discussion? Since this requires a recorded vote, Dr. Whitaker will now call the role. Board members, when your name is called, please respond with I if you are in favor, no if you were
306opposed or abstain. If you wish to remain neutral, Dr. Whitaker, please proceed. Sheriff Sultan, >> I. >> Vice Chair UTS, >> I. >> Board member Anderson. >> I board member Hearnen. >> Hi, >> Boberier. >> I sen have five eyes, zero nos, and zero abstensions. Thank you. Uh, the eyes have it and the motion carries. Thank you, Mr. Adams. Uh, Dr. Whitaker, please introduce the next item or public comment. We don't have time for that. Okay. Yes. Well, >> all right. We will now move to the public comment portion of our meeting. The following information is included in the board policy manual, and members of the public also acknowledge this information when they sign up to speak. This serves as a reminder for all speakers and members of the audience. The opportunity to address the
307board during public comment is limited to district, parents, students, residents, employees, businesses, and organizations. Persons wishing to address the board during public comment must sign up by 5:30 p.m. and in doing so will be asked to state their connection to CSB andor the city of Decar. To allow time for the board's other business, public comment will be ordinarily limited to one hour or 20 speakers. At the board's discretion, the public comment period may be extended for a specified amount of time or specific number of additional speakers. This the time limit for all speakers will be three minutes. Persons speaking during public comment will not be permitted to yield the floor or transfer unused time to other speakers. Comments during public comment should be addressed to the board as a body and not to any individual
308board members. At the chair's discretion, persons violating this policy may be asked to step down. Speakers should be courteous and professional. Speakers are not to list complaints about specific personnel or individuals connected with the district in a public session. The board strictly prohibits abusive language, threats, comments, jeers, applause, or shouts from the floor. Disruptive persons will be asked to leave the meeting room. The chair may terminate public comments that are profane, vulgar, defamatory, or disruptive. If any speaker comments begin to verge into the areas of hate speech or defamation, I will have to ask the speaker to end their comments. Speakers may not address confidential student or personnel matters, but may submit such concerns to the superintendent in writing. Members of the board will not address persons presenting public comment or speak to the substance
309of any comments made during public comment. Instead, a member of the administrative team will follow up with person speaking at the board meeting. Dr. Whitaker, will you please call our first speaker? The first speaker is Katherine Waltzman. First speaker is not present. Second speaker is Michelle Hasa. I think I said L. Okay. >> Can you hear me? >> Yes, now we can. >> Great. Um, I'm a par I'm a Decator resident and a parent of two students. On Wednesday, March 4th, I received an email from Tally's principal, Heaton, regarding concerns about reports of quote, "Inappropriate behavior and language by a recent substitute in your child's fifth grade classroom end quote." This behavior and language report occurred throughout. >> Ma'am, I'm sorry we can't address personnel matters. Do you want to reframe your comments? Okay. >>
310Hello. Can you hear me? >> Yes. We can't address specific personnel or >> I'm not asking you I'm asking to be finishing my comments. I'm not asking for regarding a specific personnel person or staff member. Okay. Okay. >> Thank you. Um Okay. So uh but no not one student uh notified any on-site member that day despite this behavior going on moment in our home. We talked with our children about help even in school. Principal Heaton has been forthcoming about corrective steps. He reported that the teachers quote led age appropriate conversations with their classes about the importance of speaking up if they ever feel uncomfortable and quote and counselors introduced say something an anonymous reporting tool accessible via Chromebook or Launchpad. It is my understanding that this was serious enough that the Decatur police investigated in
311the classroom during the school day. >> Okay. Ma ma'am I I would suggest that you you email us about this particular matter. Okay. The next speaker is April Bone is Yeah. Okay, [cough and clears throat] >> the next speaker is Doris Johnson. >> Hi, my name is Doris Sims Johnson. I reside at 5739 Hunters Chase Court if some of you joined us. Speaking on behalf of the legacy elders of Beacon Hill community of African-American families, businesses, schools, and churches, on behalf of the Decay Day organizers, and the Beacon Hill historic district, we are demanding that CSV board of education protect and preserve the sacred ground at 346 West Trinity Place. This land is a central part of our recently designated Beacon Hill historic district. We also ask that the board honor our request to commemorate
312this historic milestone on site for the Kada Day 2 2026 celebration in September. We ask that the school board not build the proposed ECLC on this historic site, but do seek alternative site for the construction. To construct a building on this historic site that bears no reference or relevance to the history and the land and its people is disingenuous. Significantly, it is is dismissive of the historic first that recognizes the contributions of formerly enslaved or African-Americans who created the Beacon Hill community. Let the land be an educational and cultural reference to honor the black and our black ancestors and residents. Born and raised in the Beacon Hill historic district, a proud graduate PSD schools, and as one of the first 10 black students to integrate to Kada High School and graduate, I learned firsthand that
313diversity, equity, and inclusion are critical attributes that propelled this city and its school system to the national prominence that it has had up to Now, sadly, recent administration and board decisions to erase the tenants of diversity, equity, and inclusion in CSV have eroded the public trust and competence. To correct this wrong, work towards guiding and working toward equitable decisionmaking policies and rebuilding trust with the community and all collaborators. publicly recommmit to diversity, equity, and inclusion policies in both word and practice. No longer is lip service with no relevant action acceptable. Finally, we would ask that in light of the historic site and what has been proposed and what the board is considering that you truly engage in getting a professional community engaged archaeological survey done on this site. What is being done now is no
314transparency in time frame or what it entails. We're asking that you do partner with the Southeastern Archaeological Conference and get this professional work done at no cost to the school system. Transparency and communication on a regular basis is important with the stakeholders who are essential to and a vital part of this process. [clears throat] Please commit to some serious and meaningful heal grassroots coalition. We don't feel involved in the process that has to do with the land. We thank you. Thank you. >> The next speaker is Reverend Sarah Webb Phillips. >> Was on but she couldn't see Katherine. I She's online. >> Oh, thank you. Okay. She had signed up in person. So I did. Reverend Sarah Webb Phillips is a inerson speaker. I did not want to attempt. Thank you. Yeah, I see you're
315in person. [laughter] >> That's okay. It's terra y'all. But >> there we go. >> Yeah. No, that's fine. My my own family can't pronounce it. Um, hi. I am a parent of a child that just finished kindergarten. And so I just want to go through with you what my first year as a CSE parent was. Start school year, everything's great, great school, love the teachers, love the staff at the school. And then all of a sudden, boom, we're in October and oh, we're trying to close our kids school in eight weeks. Uh, we're putting data on the website. The data is incorrect. We don't know where it's coming from. Whoops, that's incorrect. will take it down. Okay, we're going to put that on hold. In the meantime, we learned that there are board members participating
316and voting on things that they're supposed to be refused from. Meeting minutes magically changing. Then there's a scheduled groundbreaking for an ECLC. That's not happening. But there's ROC kids that are being told to show up dressed, but then denying that that is happening to the press, even though there are emails showing where the ROC kids got the word to to show up dressed up. Um, then we're hiring multiple PR firms rather than just talk. We have to hire a lot more PR firms to deal with all this raises for admins at [clears throat] a higher rate than for the teachers. paying a consultant who seems to be widely widely known to have been picked to be the principal for a building that doesn't exist and an amount that we just heard from you guys was
317negligible but was basically what would have been saved each year had you actually closed the school that you will need to close. Uh no big contracts given to admin contacts doing everything possible to avoid having a public vote on the ECL. Then come this spring, we have all these incidents at the middle school. I don't know. I just know what I am hearing and it is not good. Gotta say doesn't seem like somewhere that I would want my child to go to school. And then to top off the year, learning that we have official City School Decator statements coming out of a podcast studio that is trafficking in Islamophobia, other types of hate speech, um, transphobia and and homophobia. And those are our official statements made by our school district. I mean, at this point,
318I wouldn't be surprised to hear that there's a reflecting poll somewhere that you guys are trying to figure out how to paint blue. Um, and we hear that teacher morale is low and we're losing a record number of teachers and can you blame them? I'm not saying that every single one that you up [clears throat] here is responsible for every single one of these things, but the buck has to stop somewhere. You guys are the leaders and this is a disaster. This year, from my perspective, has been nothing but chaos and scandals and disaster. Please pull it together. We moved here for these schools. There's so many people that moved here for these schools. Don't let them just be driven into the ground like this. Please just be the leader and lead. Thank you. The
319next speaker is Jessica Cena. Good evening. I'm the parent of rising second grade twins. You represent all ch of our children and you remind us of that frequently that you represent them and not the residents who elected you. You also tell us that you want to build trust, be transparent, have an open dialogue. We hear it every single time and I think two board members really do feel that way and every time the very next action repeated it. Schools are losing teachers and parents because you are actively removing resources, planning time, and better pay from the people on the front line. The ones who actually help you close the achievement gap and create inclusion. Let's tack on that CSD has created a climate where staff are afraid to speak up. The ones who do believe
320that they can face retaliation and the rest simply learn to stay quiet. Over and over. you signal. We're not here to listen. We're here to talk. Talk around you, talk about you, and talk over you. Questions are met with hostility or hyperbolic fireballs. You cloak yourselves in talk of equity and closing achievement gaps, but it appears to be worse. In your veto letter to the governor on SB625, you conveniently dropped to the mission of helping close the achievement gap and providing early education to underserved communities in favor of retaining teachers and providing early education to all residents. You showed vulnerable families that when push comes to shove, this board will not fight for them. You'll drop them. That's not embracing all students. In the law, we call it abandonment. And I think it's a trend.
321People who detest the very existence of LGBTQ and Muslim people are now hosting podcasts and posting comments that by any definition qualify as hate speech. It's about our district. It's about a board member and most importantly the kids you are supposed to protect. They are posting on parents Facebook pages. And so what does that mean for you? Do better. Do the one thing you were put here to do. Take care of the kids in this district. It's the whole job to teach them. Stop chasing bigger class sizes and stop pouring money into an ECL money that belongs where it actually helps kids right now. You can provide the seats needed to hit today and you know it and the fact that you won't do it says everything. Thank you. >> Andrew Nar. >> Good evening.
322Uh my name is Andrew Nbert. I'm here uh on my own. My views are mine. I don't represent any organization. I want to talk to you all about a couple of things tonight. The first one is brief. Um in your work in the work session this evening, there was discussion not discussion presentation of u the policy on public participation in board meetings and I wanted to bring to your attention a concern about that draft policy that was not discussed in the the pre the work session. So there's a new second paragraph and part of what it says is that all comments to the board quote are intended for the board to hear from citizens but not to take action. And then it says this action of any kind refer to paragraph 7. Paragraph 7 says
323and I quote, "It should again be noted that public participation is not designed for this purpose and the board will not take action based on public participation." don't know if that language is intentional and I sincerely hope it does not mean what I think it means. I would ask you to look into that and make appropriate revisions. Um the second thing I'm here to talk about so as you all probably know if you don't I will tell you I am one of 10 authors of an editorial indicatorish regarding your legal counsel and asking you to reject the recommendation that you have voted on tonight. First I appreciate your efforts to update the engagement with your attorneys. I appreciate the decision to limit it to six months and I one thing in that first I would
324ask you to be watchful make sure that public business is conducted at a meeting the subject of every executive session is proper and don't tolerate your oversight being limited in inappropriate ways. Second you can fire your attorney at any time period contract or no contract. Three, ensure that [clears throat] CSC executes a contract with its attorneys, not just an engagement letter like the draft that was attached to the agenda. If you need an example, take a look at our editorial we link to the city of Decator's contract with ironically that same law firm. Um, and finally, I want to talk to you about rates. So, as we mentioned in our editorial, the city of Decar starting on July 1st will be charged $285 per hour for partners, but $245 for associates. You on July 1st
325are charged $300 for all attorneys. Why don't tolerate that for even 6 months and certainly not for the six months or year that we heard tonight it may take to make a transition. If you choose a new law firm, I would urge you to probe your council as to why there's a difference and get an explanation and renegotiate that before a contract is signed if you need to. I know that difference may not seem like a lot. $15 for a partner, 35 for an 55 for an associate, but over the hours and hours of work it's forecast to take, that amounts to tens of thousands of dollars. And finally, the last thing I want to say to you, the authors talked to many attorneys who wanted to sign but could not either because of their
326employment or their roles in the community. And more disturbingly, some told us they wouldn't sign because they fear retaliation against their kids. And that should concern us. >> The next speaker is Christina Ward. Okay. The next speaker is Crystal Baptist. Um, good afternoon board. My name is Crystal. I am a broadcaster here in the area [clears throat] and I wanted to speak with you guys just regarding everything that I've heard while sitting here. So while sitting here I have noticed that there's been a lot of discussions about the ECL and how we want transparency. We want to make sure the kids get what they deserve. But what I've seen is that there are a lot of people fighting against it. EQLC represents a genuine opportunity to close achievement gaps before they start. Located to serve
327families with affordable housing, it would provide accessible high quality learning from infancy through prej. Research consensusly shows that strong early childhood education improves literacy, math readiness, social skills, and long-term academic act success. especially for students from lower income households who need it most. And this is something that I've heard quite often here that this is what we care about. This is practical evidence-based support for the very communities these groups that I have been hearing a lot about saying they they represent fighting against extended their fight against expanded early learning while demanding more ideological policies [clears throat] raises serious questions about true race. Are we committed to helping disadvantaged students succeed through improvement programs or are we allowing schools to become arenas or political infiltration and activist agendas? Public education should welcome every child regardless of
328the background, but it must prioritize reading, math, safety, and real opportunities like the ECLC over contested social ideologies. Turning classrooms into battlegrounds for adult political priorities harms the students who need help the most. We need leadership that advances practical solutions such as the ETLC that demand focus on academic excellence and tangible support for disadvantaged families, not division or performative equity. Our children deserve better. Let's choose programs that deliver real results for every student in Teada. And I just want to add one more thing. I've heard numerous people come up here and talk about something that was said in the podcast. I seem to I'm confused because I know we have the first amendment right. So you that's number one. And number two, anyone that has a property, anyone can can um record in any property.
329With that being said, are you going to shut down every time uh someone is using a property because you don't like their politics? That that's absolutely ridiculous. We need to do better than that. That is why we have freedom of speech. The next speaker is Rudy Colberg. Is he there? Okay, the next speaker is Jerome Fitz. >> Everybody, thanks for allowing me to speak. Um, I pretty much came to speak on an also what I heard on the news in reference to podcast comments. And in my personal opinion, there's no way that someone should be penalized or possibly um fired for their husband's comments because we're adults. That to me is childish. It's unnecessary. And if a person is doing their job, they should always have this opportunity to do that because they're doing an
330amazing job. So that's pretty much all I got to say. and for certain people to grow up. Please, >> the next speaker is Jessica Stern. Okay, the next speaker is Kathy Ganon. Good evening. Time for dinner. My name is Kathy Ganon. I live at 335 West Avenue. I am a downtown resident and neighbor of city schools offices and high school and all the other commercial and city uses downtown. We have a mall. Um we are rarely informed as residents are included in decision- making about all these things because we are in a neighborhood that is um diverse I guess. Uh but we do attend meetings and give our opinions are allowed to do so. Um, I have been around political entities for some time now and the amount of push back that you all are
331getting in regard to the early learning center issue is really pretty unprecedented. Um, and it's clearly not concept and the reality of what an early learning center can't do for everyone. It is the decision making about the location and the funding for this particular early learning center um that would be located across the street. I would like to um add that a lot of this push back seems to be coming from this disregard that people are feeling for their opinions, their values and [clears throat] what they would like to contribute to the process. They don't feel like anyone is listening. Um and I'm asking you to please not let your power your being overworked. It is 7 o'clock in the evening. Arrogance or anything else block you from hearing what people are saying. Um, we
332know that there are alternatives to 346 West Trinity Place that would provide for quicker and cheaper opportunities for early learning and they should be re-evaluated. this land, whatever is used for needs to be surveyed by archaeological professionals. A service that's been offered to you for free and we should take advantage of it. Um, I'm glad that you did look at the um reviewing and evaluating your legal representation at tonight's meeting. I think if you um do that again openly and with input, it would go a long way. this community. Um, and before um, any of us were here, Beacon Hill, lived, worked, shopped, worshiped, they were here. And it feels like a lack of respect, a lack of collaboration, and a lack of attention to their input. And that would be the biggest example of
333not listening. and the questions about the podcast and the advanced investigation. >> I appreciate that. Generally, I would just like to say that um there are ways to respect people listen to what they have to say um and not requiring a vote on how you would fund a very expensive project is the ultimate. >> Thank you. Thank you. first person. >> No, it was Catherine Whitesman. You said >> or and Michelle or April >> Mr. Milton's got it. All right. Is April there? >> Miss Whiteman just needs to >> unmute. >> Say it again. need to unmute. >> You need to unmute >> the message. >> Okay. >> Oh. Oh. Oh. Hey, can can you can you hear me now? >> Yeah. >> Wonderful. Thank you. Sorry. Sorry. Um, good evening. I um appreciate the
334opportunity to speak. Um so I'm here tonight because I care deeply about the district and this community. Like many families, my husband and I moved to Decatur because of the schools. We made one of the biggest financial and personal decisions of our lives based on the belief that City Schools of Decar offered something special. And you know, we we chose to to move here, invest in this community and built our lives around the schools. Um that's why what is what has happened over the past several years has been um worrisome to our family. So the concern is not any single issue. Um it's the growing sense that everything has become a battle here. In recent weeks, parents have learned through news reports about questions surrounding district connections, um concerns regarding, you know, podcast and controversy
335around statements. Um and and these are not minor matters. They raise legitimate questions about judgment, transparency, oversight, and accountability. And frankly, they're questions that should be asked um and answered. So what to me has been the most frustrating is that many of us parents often feel like we must rely on journalists, public records, social media discussions, and our own research to understand what is happening because we're not we're asking reasonable questions yet we're we feel stonewalled rather than informed. And and that is a problem that that should be addressed. Um transparency should not require detective work. So, what worries me most is the cumulative effect this is having on our community. I hear from parents, neighbors, teachers. Um, conversations that once seemed unimaginable are now happening with increasing frequency. Um, families who specifically moved here
336for these schools are asking whether or not they should stay. Um, you know, I mean, we are doing the same thing. We were having these conversations within our own family and we're asking whether the district we invested in is still the district we believed in at the time and to be honest uh many of us do do not feel this is the same school system. Um my husband and I moved here because of the reputation for excellence, strong academics, transparency and a culture of trust between families and district leadership. And and that was quite some time ago. Um I've lived here for 15 years. Today, many of us feel we're fighting for information instead of partnering with the district. At the same time, we cannot lose sight. Um, every every student deserves to feel safe,
337respected, valued at the school. That means black children, Jewish children, Muslim, LGBTQ, dis students with disabilities. Um, asking questions is not an attack on the district. I um wanting host accountability isn't hostility and seeking transparency is not negativity. These are the actions of people who care enough to remain engaged. Thank you very much. >> Thank you. >> Those are all the speakers >> we would like. I'm sorry. I was making sure you're good. >> Oh, she's back in. >> Okay. >> Hey. Yeah, I never left. Sorry, I was having some internet issues. But good evening. My name is April Bone and I'm a member of the Beacon Hill Grassroots Coalition U made up of parents, educators, students, and community members who love this district and expect more from it. And so I just want to
338spend a couple of minutes asking for some things that we really want to be heard on. And one that is, you know, that 346 West Trinity Place, you know, it's received the sacred ground and historical designation and that really matters and that was a big win for us. But we're asking that this board to halt development on that site and find alternatives including a second independent evaluation of Soulshine by a different evaluator. One opinion on a $22 million decision is not enough. Second, before anything moves forward on that land, CSD needs to partner with the Southeastern Archaeological Conference and the Archology of the Community Task Force for a phase um 10 survey. This is standard practice. Um and skipping it is not efficiency. It's kind of maybe running into something else, maybe negligence. But third,
339we really want a full independent investigation into some financial practices. Taxpayers deserve to know how public money is being justified and spent. Trust us is not accountability. Fourth, we want to recommmit to DEI. We want the district to really make a stance on what that means. Um, it's not just a statement uh in your vote. So, we want to see who gets a seat at the table and and making sure that we have that office back up and established would mean a lot to um vulnerable community members who really needed that and really want to still see it, you know, be a part of who we are as City Schools of Decar. Um fifth, I think this board owes the community transparency on land use, on legal spending, on budget decisions. Um, we're just we
340want a little bit more transparency. I really appreciated, you know, some of the comments and discussion that happened tonight and seeing if we could, you know, go back to some of these discussions about the ECLC. Um, I think everyone here, including myself and others, are very much in favor of early learning and childhood education, and we definitely support it. um but think that it could be, you know, done in a way that can make changes quicker uh with some existing infrastructure and facilities, especially since we've had a few of those centers that have closed down recently. Um six, I think we would love to define what a partnership with the Beacon Hill Grassroots Coalition actually looks like in writing. um like something in process that really brings in the community and having these discussions and
341interactions uh would go a long way especially for equitable decision- making um and not just like a one-time thing like not a one-off but like really getting community feedback and interaction um I think will go a long way in building back that trust and transparency. Thank you so much. I appreciate >> Thank you. Not everybody. Okay. We'd like to thank all of the speakers for taking time to be here tonight. As board members, it is important for us to hear the concerns from our community. We will take your comments into consideration. Back up to policy >> policy. >> Okay. Mrs. Lynch, I'd like to call on Mrs. Lynch, chief of staff to present three policies for second read action. Good evening once again board chairs to see members of the board super student representative Smith
342and superintendent Dr. Gina Whitaker. Tonight we have three policies on the agenda for action. These policies were all discussed in the work session last month and have been available for public comment. They're all part of um minor revisions uh based on policies that came up for our two-year policy review cycle. First is policy AFC emergency closings. No public comment was received on this policy and no revisions have been made to the version presented last month. May I read the recommendation? >> Yes, please. >> It is recommended the city schools of Decator Board of Education approved policy AFC emergency closings for action. >> Uh do I have a motion to approve recommendation of policy AFC emergency closings for second read action? >> Board member Arrier makes a motion. Is there a second? >> Second. >> Thank
343you. Board member H. Hearnen seconds the motion. The pending question is the adoption of the motion to approve policy AFC emergency closing closings for second read action. Is there any discussion? Hearing none. This requires a recorded vote. Dr. Whitaker will now call the role. Board members, when your name is called, please respond with I if you are in favor, no if you are opposed or abstain if you wish to remain neutral. Dr. Whitaker, please proceed. >> Chair Sultan, >> I. >> Vice Chair, >> Absent. Board me. Board member Anderson. >> Hi. Board member H. Hearnden. >> I. >> Board member. >> I. >> Chair Sultan. The tally stands four eyes, zero nos, and zero abstensions. >> The eyes have it and the motion carries. >> Second is policy E wellness programs. One comment was received
344expressing a hope from this policy for a desire to slow or stop the sale of sugary treats to elementary school kids. This anonymous feedback was shared with staff. However, no changes have been made to the version of the policy presented last month. May I read the recommendation? Yes, please. >> It is recommended the city school indicator board of education approve policy EE wellness programs for action. >> I have a motion to approve the recommendation of policy EE wellness program for second read action. >> Member area makes a motion. Is there a second? >> Second. >> Member Anderson seconds the motion. The pending question is the adoption of the motion to approve policy EE wellness program for second read action. Is there any discussion? Hearing none. This requires recorded vote. Dr. Dr. Whitaker will now call
345the role. Board members, when your name is called, please respond with I if you're in favor, no if you're opposed or abstain if you wish to remain neutral. Dr. Whitaker, please proceed. >> Chair Sultan, >> I. >> Board member uh Vice Chairs, >> board member Anderson, >> hi. >> Board member Hearnen, >> I. >> Board member Arriier. >> I cherally stands four eyes, zero nos, zero abstensions. >> Uh the eyes have it and the motion carries. Third is policy FDC naming facilities. Um, no public comment was received on this policy, although some has some came in as I was sitting there today, so I haven't had a chance to process that and provide it to you as the board. No revisions have been made to the version presented last month. My recommendation would be to
346let staff look at that comment, share it with you, follow up with the stakeholder as necessary, and then if we need to bring the policy back as part of the policy calendar next year, of course, that's something we can always do. So my recommendation would be it is re or may I read the recommendation? Yes. It is recommended that city schools of Decator Board of Education approve policy FDC naming facilities for action. >> Do I have a motion to approve the recommendation of policy FDC naming facilities for second read action? >> Board member makes the motion. Is there a second? >> Second. >> Uh board member Anderson seconds a motion. Thank you. The pending question is the adoption of the motion to approve policy FDC naming facilities for second read action. Is there any discussion?
347Hearing none. This requires a recorded vote. Dr. Whitaker will now call the role. Board members, when your name is called, please respond with I. If you are in favor, no if you are opposed or abstain. If you wish to remain neutral, Dr. Whitaker, please proceed. >> Chair Sultan, >> I. >> Vice Chairs, >> absent. >> Board member Anderson. >> Hi. >> Board member Honden. >> Hi. >> Board member Ari. >> Hi. >> Chair Sultan. It stands at four eyes, zero nos, and zero abstensions. >> Uh, the eyes have it and the motion carries. Thank you, Mrs. lunch. Okay. Future dates. Um an executive session for the purpose of personnel will be held on June 16th, 2026. Dates for the mill rate hearings have changed. There will be two mill rate hearings on June 18th, 2026
348at 9:00 a.m. and 6 p.m. There will be a millage hearing at 5:00 p.m. and a special called meeting at 5:25 p.m. on June 29th, 2026. The next board meeting will take place on July 14th, 2026 only if needed. Uh there being no further business, this meeting is adjourned at 7:09 p.m. Thank you very much. Thank you. All right.