001We will now call this meeting to order at 10:47 a.m. We will start with roll call for the record. I'm the chair Carmen Soulson and I am present. When I call your name, please indicate if you are present. Vice Chair >> present. >> Board member Anderson not present. Board member Hearnen >> present. >> Board member not present. Thank you. The first item on the agenda is executive session. Do I have a motion to move into executive session for the purpose of discussing? >> So member us makes the motion. Is there a second? >> Second. >> Member Hearnen seconds the motion. The pending question is the adoption of the motion to move into executive session. Is there any discussion? Hearing none, since this requires a recorded vote, Dr. Whitaker will now call the role. Members, when
002your name is called, please respond with I. If you are in favor, no if you are opposed. Abstain if you wish to remain neutral. Dr. Whitaker, please proceed. Chair Sultan, I. >> Vice Chairs, >> I. >> Board member Anderson, not present. Board member, board member Hearnen, >> I. >> Board member, not present. Serenally stands with three eyes and zero nos. And we have two members that are not present. >> I have it. The motion is carried. Um and we will move >> and we'll move to executive session. Thank you. You have to go up a little more. I keep going up. Do I have a motion to exit executive session for the purpose of discussing personnel and legal where no votes were taken? >> So move. >> For member us makes the motion. Is there
003a 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? Since this requires a reported vote, Dr. Wer will now call the role. Members, when your name is called, please respond with an know if you are opposed or abstain if you wish to remain neutral. Dr. Wicker, please proceed. >> Chair Sultan, >> I vice chair. >> I >> board member Anderson. >> Hi. >> Board member Hearnen. >> I board member. >> I chair alter the tally stands. Five eyes, zero nos, and zero extensions. Eyes have it. The motion is carried. We will now call this pre-work session to order at exactly 100 p.m. Thank you for joining us today for our board of education pre-work session. Our board
004meeting cadence allows for 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 parliamentarians for this meeting to advise on parliamentary p. Before we begin our business, I invite Mr. James Brown, director of safety and security to share our safety briefing. >> Good afternoon. >> Afternoon. Before we start, I will conduct a safety orientation for everyone in the room because safety is our top priority. We have security staff at the Electric Avenue entrance. They are trained in our safety protocols and are here to assist with building security and emergency response. In event of an incident, please follow the direction, instructions, and direction of CSD staff personnel.
005CSD follows standard response protocol. The board place in front of you a card that has the five emissions. Also, if you're here in the audience, we have the standards response protocol posted on the back of the room. And if you're in the audience, you can follow along with me. If we must hold, we will remain in the room and continue business, but the door will be closed to keep the hallways clear for staff or emergency response. A home is usually called something going on. We need to investigate, but we can hold continue with business as usual. If we must secure that indicate a possible threat outside the building and we will continue our meeting indoors, no one is permitted to enter or leave the building. If we must lock down because of a threat inside
006the building, we will move away from doors and windows, turn off lights, and remain silent and follow additional directions from security staff. If we must evacuate, leave your things behind and proceed out the primary exit behind me to the Electric Avenue doors. If that exit first the door to my right that door go down the last door. Go down to the last door on the left down the stairwell and exit the building. If we must shelter due to a tornado warning or severe weather, follow staff directions to to a designated zone, safe zone downstairs. Please keep the aisles and doorways clear of bags or personal items. If you see something that concern you, please say something to security or another district staff member. Thank you for helping us maintain a safe environment for our students,
007staff, and community. >> Thank you board. Our first item is our book study. Um student representative of the boardra will facilitate chapter 6 and engagement tools of modern day strategies for community engagement. >> Yeah. So pretty straightforward chapter as usual. So, um, I liked this one because I think it was really about putting all of our conversations into action. Um, so just going to keep the prompts really simple. Share any thoughts you have, but you know, what tools do we do that work? Um, what tools do we have that don't work and what should we be implementing? >> Oh my goodness. I can start. Um so I do think um and this is something that um board member Anderson has brought up a lot which is you know having some way to know um caring
008about whether that's like an AI summary of emails that gets released every month. Um I think we also talked about um you know I do think we have a lot of AI tools available to us that can help do the work that might be tedious for a person to do. Um, I also, you know, I like the point in the chapter about being really present in the community, showing up at events and popups. Um, I do think, um, that's a great way to, you know, build trust. And then, um, you know, definitely like including more deliberately like key stakeholders like elders, um, like some of our, um, like impacted communities and the housing authority, stuff like that. Um, so those are my thoughts, but anyone else? I'll start. Thanks. Um, so yeah, I kind of
009just went through each of the identified tools and kind of checked off, hey, we use this. Um, but some I thought of the live streaming. Um, I still think we need to do that for community meetings. Um, and I think we do, although I guess I would like the public to tell me it's the stakeholders that we're trying to engage with. So, we had a great presentation of the different tools that we use to communicate. Um, I'm I can't remember as much about what people are saying in terms of using those great tools. Um, and then traditional, I couldn't help myself. I brought the indicator focus because I think we need to use this more with the whole school news section and so we do have a significant older population indicator and so um and
010maybe I'm one of those I like reading print as well as digital. And then I kind of got ahead of myself and looked at page 75. This reminded me, I think it's something we talked about in February, which is a clearer understanding of the stakeholders we're already engaging with or engaging with us. So then we now then know what other stakeholders do we need to do a better job of reaching out to. Want to add to that point and say like um especially for timing, you know, I I do believe it's a 305 meeting. is definitely not accessible for a lot of people and so we should think about putting some kind of barrier there if it be like 4:30 or >> um I want I think kind of similar to board member Anderson I
011look at this through the vein of um community meetings I I just want to highlight that prior to what two years ago they didn't even exist um so I'm glad that they're on the calendar I wonder if maybe now is a good time to evaluate if they're accomplishing our goals. Um, but I liked um under the meeting section where it had focus groups. So maybe the community meetings could look different at different points in time. So maybe sometimes they could be where the board has kind of as a group one-to-one conversation, but maybe at some points they could um be more of a focus group setting. Um I think there's some times where we're in those community meetings and um we run out of time or um some of the we have some people that
012we see multiple times or some people that we see once and never again. Um I personally um get the most insight when I can interact with people directly um or converse with them directly and hear their thoughts directly. Um, some people are, I feel like, have things they want to say, but we don't want to say it in a large group setting. And then if you go to page 78, they kind of had a way that you could take some of that feedback and analyze it into like an analysis matrix. Um, kind of break people down into groups who agreed, who dis who disagreed. Um, and then you can kind of maybe do that a little bit more effectively if it's in a little bit smaller bites or smaller chunks. very large group think time
013here and maybe that will help us to analyze the feedback that we're getting. Uh page 80 workshop uh worksheet 4 barriers to participation um really is something that spoke to me. Um, when you think about participation in for a participation strategy to encompass the voices that are not typically represented, you need to go through and identify what the barriers are. Um, and oftent times marginalized communities are the communities that you that have the barriers. Um, I know that one of the things that compels visionwise of the city schools of the cater is that all of our students would be safe, seen, and successful. So um that seen piece and the way in which those that are traditionally marginalized I think um is where identifying what those barriers are to ensure that public participation is from
014all stakeholders. >> Yeah, I totally agree. Um, I think some of those areas just need to come through, like Mia mentioned, the timing of a meeting, maybe the location, maybe we need to think about, you know, interpreters if that's necessary for individual groups. Um, but I really, yeah, I know the committee meetings are a newer thing, but I would really like to see and don't think it should be too hard to video them, post them just like we do a regular board meeting. Yeah, I I know for uh listening sessions specifically, which is not necessarily a board piece, um we do have interpreters and typically my listening sessions are virtual and at the housing authority because I understand those that do not typically have a voice and there is a a barrier to public participation.
015And that has been a focus that I've had since I arrived. >> One final thing, I I love the idea of the walking tour and it's just because we are such a small community. So I I mean I just do it like personally because I run or I walk and so thank you whoever you are if I've stopped you and asked you questions and if you know anything about the school district and the school board but I think there's something you're kind of building on I think what you were saying Dr. Sultan too where um and then I think synthesizing what you were talking about Dr. Whitaker where we can also go to people. Um so you know if it matters I've run around here a few Saturdays and stopped to talk to people to
016just try to kind of get hold on things and that's just more anecdotal but it could be kind of fun to build it in. I know over the next couple of months we are engaging on the and a part of the BMAP does include your community meeting. So board as you are um going to engage in what does this look like for 2627? Um be sure to use what you've read and feel free to design the community meeting as you would. All right. Thank you, student representative of the board. Botra, next month will be our last month with NIA. We have thoroughly enjoyed your advocacy and maturity. It has been an honor to watch you grow and to serve with you. Dr. Whitaker, please introduce the next item on the agenda. >> Thank you, Chair
017Stalton. The purpose of the consent agenda agenda is to efficiently address routine and non and or non-controversial items. Items that are expected to receive unanimous approval and for which no debate is expected or appropriate for placement on the consent agenda. The board will discuss an agreed upon process and include it in this section of the board norms discussing board meeting preparation and protocols. I call upon Carrie Wear board attorney to facilitate the discussion. >> Good afternoon. Um so the items to discuss is how this board would like to handle the consent agenda items moving forward. Um as it is a process um under Robert's rules of order uh that should you all choose to use a consent agenda how do you want to handle that? Um and there are a few ways that that can
018be handled. I think the first question is do you want to use one and incorporate that as part of your policy or your norms. I think it has been the practice of this board to use one but that's still a question to be answered. And the second thing would be um what types of norms do you want to have around that agenda or whether you want to put it in your policy? Um, and I provided you with some examples from other school districts, but essentially consent agenda should be routine non-controversial items. So, do you want to have uh I think that the board chair could provide the consent agenda list or should prior to the meeting um at least you at the time that the agenda is uh published and then the board can has
019to decide, okay, do you want to require or encourage board members to review the consent agenda and request that an item be removed prior to the meeting. Um, is that going to be a requirement or is that just encouraged? And then if a board member um brings up at the meeting um they want to remove an item um should it be allowed. And you know we had recommended a course of action being that board members are encouraged 24 hours prior to the meeting to notify the chair that they would like to remove an item from consent agenda for discussion. And then um but if they do not they can still do it at the meeting and they would be allowed to do that. So you understand the benefit of notice. It is so that if
020there's going to be discussion around the item all board members should have an opportunity to develop talking points around an item for for discussion. should not be that just one board member is prepared to discuss it and everyone else is taken by surprise. So that's the purpose of notice. Um but under consent agenda any one board member can request that it be removed. So you all I encourage you to have a discussion about how you would like to see that handled and I'm happy to answer any questions. >> Just to back up a little bit to give us context on why we're here. Um, I think it happened at the last meeting. At the March meeting, I was prevented from discussing the memo that you circulated related to the consent agenda. Uh, following February's meeting
021when board member Anderson was prevented from pulling an item from the consent agenda. And, you know, we discussed that in our after the fact. We all acknowledged it. Um, and a memo was prepared, you know, clarifying the consent agenda that we're talking about now, which is great. um procedural guidance and it was distributed to the whole board. Um it's not a confidential communication. It's not attorney client privilege. It's simply a memo explaining Robert Jules's order, the parliamentary procedure. I'm just concerned that a legal privilege claim was used to prevent me, an elected board member, from discussing in open session a procedure that directly affect affected board member rights. Um, as a licensed attorney, I want to state clearly for the record that privilege was not legally supportable and the memo was not shouldn't be confidential.
022It's not legal advice. I think these procedural matters are supported and the ability of the board, you know, the board's ability to function depends on members being able to raise governance questions openly. Um, I'm glad that we are correcting the process now and I hope we can, you know, move forward with that standard. So, I'd like to respond to that because there were two reasons why you were stopped from going into that memo. Only one of which was attorney client privilege. The other reason was because it was not an item on the agenda to be discussed and there was no motion made to add it to the agenda. So, if you recall, my question was, are you going into attorney advice? And my second question was, has that item been added to the agenda? And
023so my position was that that memo was did contain attorney advice. That's the board's privilege to wave, which the board can do by a majority vote. That did not occur. It is not one member's position. Hold. Let me finish please. >> It is not one board member's ability to determine when that privilege should be waged or that it's not privileged. that is a a board a board decision and so for those two reasons is why it was stopped but it is now on the agenda to be discussed and I think that the idea is that we talk about moving forward how we want to handle that >> agree I I mean I don't remember in what context of the meeting last meeting that was brought up but I do disagree for the record that this
024legal memo laying out consent agenda Robert Pool's options is a legal memo. >> Okay, those are individual positions. But for make sure that I've synthesized all this correctly. Um, so one consent agenda typically makes a meeting shorter. Um, so you know, you're always going to have a financial report, you're always going to have a personnel report. So I personally am fine with that component. Um, I respect the fact that everyone needs time to prepare. I take serious issue with the idea that no board member is ready to talk about an item on the agenda. That's our board responsibility. And so I absolutely do not agree with the idea that a board member is not prepared to discuss an item um especially with the cadence of our board preparation. That's um yeah that that's a concern
025for me. At the same time, I very much see which is why in the duration of my two years serving, this has happened so infrequently because, you know, it is a matter of respect and respecting people as well as our time and that we're doing our jobs preparing. I think where it can get confusing is in the specific circumstance there. So, let's move the what we call non-controversial items. personnel report, financial report. Those are kind of typically, you know, provided stuff each month when we have contracts, right? There may be a circumstance for which there is information shared during the meeting, whether it's the pre-work session or will then influence my ability to make the decision that I thought I was going to be able to make earlier. And I never want a board member
026to be denied that opportunity just for the appearance of smoothness or planning. >> I think that that's what she's saying here is that, you know, at any point you can you can pull something out of >> Okay. Because I I just, you know, I'm hearing like where I get very concerned is when our norms air on the side of interfering with public discussion because of organization. So we need norms. we need to be able to move effectively. But I thought what I heard was one we have to agenda at all. >> Well, maybe and then I thought two what I heard is we want to recommend a review time and so then I'll follow up with the fact that we need to get these agendas sooner so that then we don't have to worry about
027time constraints and preparation. But I'm sorry if I misunderstood a suggestion that we might adopt a norm that would prevent anyone from removing a consent agenda item if it had not been requested 24 hours earlier. >> I didn't hear that. But maybe we do one thing at a time. One thing at a time. The first thing is I think um Miss Wear's first um suggestion was do we want to keep using a consent agenda? We can the other details totally valid. Do we want to keep using a consent agenda? >> Yes, I certainly okay with that. Okay. And then I think what I'm also hearing is um if somebody wants to when you get your board materials if you wish to pull if you recognize in advance you wish to pull something out and add
028it to the agenda or add it am I phrasing that correctly? Do you want to remove it from the consent agenda and have it added to the regular agenda for discussion? >> Then there has to be a then there it looks like the cab says 24 hours prior to the meeting if you want to pull from consent to add to regular discussion. It's 24 that I do not encourage you to make that mandatory. >> Okay. Our recommendation is that board members are encouraged to notify the chair and the superintendent as soon as reasonably practical, preferably 24 hours at least to remove it from the consent agenda and put it on the regular agenda for discussion. 24hour period is what I would say gives everyone an opportunity to know, okay, there's going to be a discussion
029about this and prepare themselves. If a board member does not do that because they weren't able to or because they didn't know because something came up at the meeting that changed their position, fine. At the time that you announce the chair announces the consent agenda, you say, "I'd like to remove the item and it would be removed." Hopefully that doesn't have that is the exception because like I said, we want all board members to know what's going to be discussed. >> So I I was prepared to argue for the mandatory 24-hour inclusion, but I do want to honor the point that board member Anderson raised and I think it's a good one and I had not considered it where information you received during the course of the meeting changes your perspective on something that might
030be on the consent agenda. And so with that in mind, I actually agree with with the recommendation that's being provided here that that we recommend a 24hour uh window of time just out of courtesy to the to your fellow board members, but leave open the option to remove it in the meeting, particularly in the instance that board member Anderson cited if there is something that makes you change your perspective. and um remember her. Were you gonna say something? I feel like I oversaw you. >> You sure? >> But I do want to follow up with a few things though. So um one the agenda sharing. So I think we talked about this, but I'd like to understand what we're going to do. So, I know there's a legal requirement that um I think each school
031district post its board agenda two days before a meeting. I can't >> Well, it it has to be posted within the two week period prior to the meeting. And so, you know, and Hana, I think you've kind of answered to my concern anyway, but even the 24 hours is a real issue for me because if we're not getting stuff until Friday, um, afternoon or Saturday, you know, I I take a while to read things. I need to think about things. And yet, I very much appreciate the courtesy, right? So, I'm in no way advocating for anyone to come up here and take people by surprise, but I still think we have to kind of recognize that maybe we need to have a process by which the agenda is shared sooner. The reason I don't like
032the Friday is because people aren't working over the weekend and then when Monday comes, I'm working. And so what ends up happening is it is difficult it appears for us to quote unquote work together because we know what a school district's work schedule is and it's not Saturday and Sunday and we have the known knowns here in terms of a workday. So if we like the 24 hours then we need to be sharing that agenda sooner is my position. >> Yeah. And I I would also note just in the con board section E, it contemplates two distinct dates when the agenda is finalized to the board and when it is made available to the public, but currently our practice is to do it on the same day, which makes it hard if we see the
033agenda to add things. And so I do like your compromise um that you offered attorney wear that says, you know, 24hour if we can in in advance of the meeting, but we still reserve the right to do that. You know, remove something from the consent agenda with or without notice for that. Sounds good to me. >> Uh in response to board member Anderson, just to make button up in following order here. I I know the agenda item that we're talking about right now is the consent agenda process. When we're talking about releasing the overall agenda, does that require us to change this agenda to talk about it or is that a topic that's open for this conversation? >> It is open or >> No, I'm agreeing with you. That's a different >> We would need
034to have a a conversation about board. I I mean I guess I should say for the record I am amendable to the to the suggestions that board member Anderson are raising. I just want to make sure that we follow protocol appropriately here and if that changes something excuse me if that changes something we're contemplating that we do it in the appropriate part of the agenda. >> Are we we are talking specifically about consent agenda right? >> Yes. Yes. Consent agenda is part of our board packets that's shared on Fridays typically sometimes Saturday. so far in my in my lane. >> I think we may be getting into agenda setting which agenda >> but they tie in. >> So then maybe I uh refer specifically to the consent agenda being >> that's part of the agenda
035is where we see what's on there so it makes sense to have it. Yeah. >> I mean I think that that whether you want to change your agenda process and when it's published versus when the board gets it that's really a separate conversation. If what you're asking, Miss Anderson, is can you get the consent agenda earlier? I think that's an appropriate. >> I think the only reason I was bringing up 24 hours and if that was going to be written anywhere in a consented agenda process, then I couldn't accept the 24 hours without the context of all time factoring into the sharing of consent. So, I think that's something that you all have to decide as a board. Um, that's, you know, like I said, the as far as when an agenda is published to
036the public, it has to be posted within the two week period prior to the board meeting. It's not required to be posted two weeks, just within that twoe period. >> So, can I have I have a question? >> Posting of an agenda with all subsequent documents or posting of the agenda topics. Is there a difference? >> So yes, although Superintendent Whitver I believe you're also entering into a conversation that we need to be thoughtful of it to whether it's actually a part of the agenda. Here's what here's what I think for >> well for consent we're 24 hours, right? And so hopefully if we're publishing a consent agenda and you have 24 hours to ask for something to be removed, that consent agenda is being published with all the supporting documentation. And so I think
037I think it's it's presumptive. No, that's the wrong word. We would presume that the consent agenda and its 24hour window is published with all supporting documentation for the consent agenda. >> Okay. And um but I I believe that is actually already what occurring. Um I would maybe put this to to to address finally the the the question that we started to go down. If we if we uh look to our next agenda and ensure that the next agenda included a conversation about the governance related to agenda publishing, we can just go ahead and make sure that's a part of our next public. Okay, great. So then we'll just do that. Uh I I'm back to where we were before. I actually uh support board member Anderson's perspective that 24 hours as as a courtesy but
038same day if uh if necessary. And just a clarifying question, when somebody in real time decides they want to pull a motion out of or pull an item out of consent, um they just when I call for the question to um vote on the consent agenda item, do they just would somebody just say I want to pull custodial contract out of consent? So when you make the motion to approve the agenda um as written, they would make say I would like to remove an item from the consent agenda and place it on the regular agenda for discussion. And you would uh do that and then you would then move to approve the um agenda for all items as amended by or member Anderson or >> but if we are already in flight of the meeting
039and we are receiving some of the discussion presentations we still have the opportunity at that point to request or to make a motion to move an item off consent. agenda. It does not only have to be, in other words, it doesn't have to be at the beginning of the meeting where we're talking about agenda. It can happen up until approval of the consent agenda. >> Right. And I believe at the time of the consent agenda, Dr. Sultan, you typically say um motion to approve items, you know, A through J of the consent agenda. Second, any discussion at which point I suppose that would be another opportunity to remove something from the consent agenda, especially if something has been presented in the meeting that might change your position. >> Okay. >> Is it general consensus on
040the board for this approach? It looks like there is. >> Okay. So, I think we're we're accepting your recommendation. >> Okay. Thank you. we will make some um revisions to the norms and add it to that section or do you or would you rather have it in the policy as and my recommendation would be put it in the norms >> the common >> yes the board norms >> so I I think what we just asked is in the next meeting to have a conversation in the board meeting about our uh the governance related to agenda and so if there's a point at which we're formally adopting or approving I think it would be I mean is there a vote that we take on this or is this just >> no votes are taken? >> No,
041I understand if there is needs to be one if we're formally changing something. >> Um I believe that because it's a circ recirculated sign off on again you recall I think yes >> it was after the board retreat all signed off. Am I correct on that? >> Let me update. Okay. Okay, thank you. >> Thank you. >> As a result of this discussion, our board norms will be updated. We will use consent agendas in the future. If a board member objects to a matter being placed on the consent agenda, the member is encouraged to make such objections 24 hours prior to the meeting. However, prior to voting on the consent agenda, any member may request to remove an item from the consent agenda with or without notice for any reason, and it will be placed
042on the regular agenda for discussion and vote in its proper order. Thank you, Miss Wear. Dr. Whitaker, please introduce the next item. Thank you, Chair Sultan. I would like to call on Mrs. Amanda Lynch, chief staff, to gain your feedback on policies. Thank you. >> Good afternoon, board chair Dr. Sultan, vice chair of members of the board, student representative Bachra, and superintendent Dr. Whitaker. The policy portion of the pre-work agenda allows for initial board discussion and feedback on policies. This can include new policies for consideration, revisions to existing policies, or policies that are being brought forth as part of our two-year policy review plan. While individual policies address different strategic accelerators, overall policy development contributes to strategicizational effectiveness. We have three policies on the agenda for pre-work today. AFC, EE, and FDC. Each of these
043are review policies identified as part of our two-year review cycle of our oldest policies last reviewed in the 2022 2023 school year. Also scheduled is an initial discussion on content for developing a school utilization policy. First up is policy ASC, emergency closing. This policy was adopted and last reviewed in October 2022. It addresses the superintendent's authority for emergency closings, including delayed openings or early releases when conditions exist that may threaten the health, welfare, or safety of students and or personnel. Minor revisions were recommended during the review process, such as including CSD facilities in addition to schools. At this time, I invite any discussion about these proposed edits to policy ASC emergency closings. question. Um, where does like athletics and activities fall with this? Is that just part of the school? >> Yeah. >> Yes. Okay.
044>> Operation of the school system. >> It's pretty standard language and pretty straightforward. All right. So, this policy will be added to May's work agenda for first read um as is with the red lines that were proposed. Next is policy EE wellness program. This policy was also adopted and last reviewed in October 2022. It recognizes student wellness, proper nutrition, and regular physical activity as part of the total learning experience. One minor revision was recommended by legal during the review process to site the specific code of federal regulations rather than generally referring to the federal law. At this time, I invite any discussion about these proposed edits to policy e wellness program. >> Quick question there. There's quite a bit of language here about a wellness committee. Um it says consisting of a of school system
045and community representatives participate in implementation and review wellness policy talked about nutrition and food. Is that something we have or is that something we need to create? >> Yes. Per policy is something that that we have. Um and I did invite Mr. Adams to come forward as well to address any specific questions about that. Um do you want to speak a little bit about that? >> Good afternoon. It it is something that we have that we need to improve upon. So we have a new director coming on board soon of nutrition. We have strategic we are committ. >> Thank you. All right. So, this policy will be added to May's work agenda for first read with that um one red line as recommended. Third is third is policy FDC naming facilities. This policy was also
046adopted and last reviewed in October 2022. It states that district facilities are named following an appropriate public input process concluding with board approval. One minor grammatical issue was identified during the review process and has been addressed in the redline version. No content was changed. At this time, I invite any discussion about this proposed edit to policy FDC name. I have the same question. >> It could be added. This is how it existed when it was adopted in October of 2022. So, if that's something that this board would like to see as an addition um as a consideration for school buildings, it could certainly be added. >> I think I think some context as to why we didn't envision um individuals names at the time might come into play here. Right. So, uh, we adopted this
047policy in the midst of moving away from the Renfro name on the middle school and shifting to Beacon Hill Middle School. And we wanted to make sure that um we were considering names reflective of the community and not um perpetuating or putting ourselves into a position to have to consider names that that uh with what we wanted to project going forward. And so that that is the reason why we were trying to move towards uh community based names as opposed to individual names. >> Um I mean I don't see why it should be limited like I would have personally loved going high school or Jackson High School or something. But um I I don't think I don't see why it should be limited if the community is if it's significant. But I I definitely see
048that argument that you don't want to have to get every person. Yeah. And so I had the question you had Nia and I assume tons it was what you shared. So what I don't understand is why it has to be limited to will as opposed to may. And I think similarly then in the second paragraph I'm confused as to why it's may appoint versus will appoint. So, I just want to make sure I understand what the policy is saying because the way I'm reading that second paragraph is the superintendent could name a facility or the superintendent could have a special committee to help name the facility. Am I misreading may as an option, not a requirement? >> What which which section? >> So, the second paragraph. >> Okay. >> There's only one sentence. >> I
049see. No, that this is a good point for member Anderson. I think that it needs to read in that second paragraph the superintendent will a special committee to make. >> And then along those lines, I guess I'm wondering why number two couldn't be I mean it makes perfect sense what you said, Hans, but um I think just to Nia's question, is there a reason why it couldn't at least be considered? I mean, you know, I'm not necessarily committed to this. I just kind of wonder >> is there a way and I think this is going to be directed to council. Is there a way to frame it so that names that are considered right like so going to Mayor Jackson high school is is one thing right going towards a George Wallace high school is
050a completely different thing and >> so see what I'm saying >> what what I will what I will say is um having been a part of and leading naming committees for multiple schools. Policy will often state that the person um needs to be passed. >> Okay. >> And that is gives the idea that you have essentially learned of their full body of work. Now granted, things happen and you find out about stuff after they've been gone for a while. And so, um, I know that that is one of the things that really dictates that's a way to put a parameter. If you're going to put a person, name it after a person, it must be a person who has who has been deceased. And you could say deceased for a certain amount of time if
051you wanted to just because then you are getting the community through that naming that special committee that considers the recommendation. you're getting the comm the community's um in input which would reflect what it is that you're referencing in in MD that without you legislating it at a policy level >> which is what I'm trying to help you understand. Um attorney where >> um so the Mr. has articulated the the rationale for why was changed. You know there's no legal reason why we couldn't do exactly what Dr. Whitaker had just suggested. Um obviously the board we have now is of similar mind. Yeah about certain values. You may get board members in the future who do not share those same values. So now you have schools being named perhaps after someone alive or dead that does
052not share the community's values. So that's kind of the the rationale. But there's nothing that would prevent you from >> there's there's really nothing we can do now in policy that would prevent a future board from changing the policy anyway. Right. And so >> I think the other thing too is when this naming policy came into play, Renfro was the only school that was named after a person. The rest were actually in I believe >> this this facility is named after a person but school. >> I see. Okay. >> Schools. Um I think it was the only one that was named after a person. >> Yeah. >> But the others were actually named after streets neighborhoods. >> The Frasier Center is an example where we actually have >> that's a program part of >> a
053program that's okay. >> I I mean I speaking I would love to have an Elizabeth Wilson school in our district, right? I I think that would be fantastic and I would be open to figuring out a way to allow that to happen in in policy. Well, yes, I wondered why. And it makes sense. So, you know, I see there's a methodology to the naming of the facilities, but is it too broad to simply say local history and then include? So, we have local communities, neighborhoods, streets or landmark and then you add history. And that may or may not involve a name because whatever you want, Hans, may not be what the committee wants. So, I'm just thinking of a way to allow for what you talked about as well as other ideas that the board
054didn't think about in 2022. >> I I would local just puts you at local if there was a a national something. So I think the key question is do we want to add to number two that names can also be allowed. Obviously the other provisions are in place where the committee is still coming to the board to make a recommendation and the board would still have to approve the recommendation by the board. So we could broaden the scope and come back with some language for first read next month that includes names if that is the will of the board um so that it's not as limiting or if we feel good we want to keep it consistent. Yes, they could always change the policy in the future, but if we want to keep it consistent
055with kind of the current naming practices, then we would not have that part. So, where what are we thinking? I mean, I'm thinking we're planning on building a new facility that's going to need a name. And so, I think we need to be a little more attentive to this policy. Right now I am not comfortable with the limitation of will even though it seems to be um quite logically supported. >> Yeah, I totally support changing may to will in paragraph two. I don't think that should be an individual act. And then I think that trying to future restrict someone from naming a school after a heinous individual is probably beyond the scope of this board of this policy. So I would support adding name um to it. >> Yeah, that was the will of the
056community and the board and superintendent which the rest is policy to check it. >> Are we all comfortable adding name >> As an option. Yes. We're not going to get rid of the other options on there, >> but it would be that this committee report uh this committee gives recommendations for a name back to the board. >> Correct. So in paragraph 2, we're changing may to will. So if a facility is to be named or name change is proposed, the superintendent will appoint the special committee to consider nominations and make a recommendation to the board >> and the board would approve. >> All right. So we'll add some language around that, but also plan to add it to um work session next month for Right. Now we will move into a facilitated discussion. The board
057requested time to discuss developing a policy on school utilization. An environmental scan showed that school utilization was primarily addressed by other Georgia districts in policy AD school attendance zones. Policy AD has been provided to you from Atlanta public schools, the Cab County schools and Fton provided as samples to help support this initial discussion. You have also been provided with a notecatcher as us teachers are asked to do. So during this facilitated discussion, I will present you with a number of prompts as seen on this slide. I will start by giving you a few minutes just to organize your individual reflections on for all of the prompts and then we will discuss each question as a group one by one. There are a total of five questions. What do you agree with in the sample policies?
058What do you argue with in the sample policies? What needs to be adjusted from the sample policies? What might be missing from those policies that might need to be added to a CSC policy? And what additional information might you need? We recognize that we might not have all of the answers today. Again, this is just the initial discussion. So, first I'm going to give you five minutes to collect your individual thoughts for all five questions on your note capture. I encourage you to use it to capture these individual reflections in column two for each prompting question. And if you finish early, if you'll please look up at me. If everyone's done, we will move along. So, I'm going to give you just a few minutes to capture that now. What are you? About 30 seconds
059remaining. There's my timer. All right. So, now I'm going to open up to group discussion. We will take each prompt one at a time, allocating about five minutes for each question. We will start with the first question, which is, what do you agree with in the sample policy? These should be sections, words, or ideas that you read that you would want included in a CSV policy. There's space on your note catcher if you want to capture group discussion notes as well. So I'll go ahead and open it up for what do you agree with in the sample policies. I think the first thing I agree with is the superintendent recommends and then the board sides on changes. Um I noticed I think couple differences and maybe I'll save it for the argument um about if
060there are minor changes. I'm wondering who to um if the board should retain authority or if that's a different thing. Okay. >> Uh I agree with the specificity and uh completeness of the APS conditions. I don't like splitting the conditions up. I I think all of the conditions should be reviewed uh much in the way that APS puts it forward and not in the way that uh solder to CAB split it out. I also agree with uh Fulton's specificity about the process itself. I think we're going to need some clarity around that. >> I like that. Um I think this is APS. They said that um on an annual basis, the superintendent shall report to the board on school utilization and capacity rate. Um and then each one APS and DAB have there's quite a
061bit of overlap. They've got definitions on what they're looking for. So, what their criteria are, utilization, proximity, distance between elementary schools, um traffic and safety patterns, any past resoning, um neighborhood cohesion, equity impacts, and then they define those things. So, um whether or not you're going to have access to special programs, special education, um those sorts of things. And then they also talked about um language about and I may have to get into this later about facility condition. Um but they had all of those things laid out as to what criteria they were looking for. >> Which policy was that? >> Uh this was this one was in um the cab and also school feeder alignment. I mean it's positive just the way that u APS is defined statistics a lot of the 12 will
062get to remain where they are even if it were to resolve. So I don't have the choice if that was good. Um, I'd be in fan I'd be a fan of the superintendent being able to make minor school adjustments that have impacted less than I mean maybe even 10's too big but just giving you know three or four the ability to move places that would be in support of that and yeah I agree I wrote down the pros and cons said just sort of like offering the defining explicitly what the what we would expect the school to be able to offer. James, what do you mean three to four? Do you mean three to four houses? >> This uh the APS defines it as has the authority to make school zone determinations without board approval
063for areas in the city adjacent notify them and it defines it as 10 or fewer. >> Okay. I don't know if I'm okay with but I'm definitely okay with the things that meet that level of you know like a new new set of homes comes aboard someone we don't we don't need the board superintendent could just say like hey >> Bobby's family wants to go to Claremont and we previously had the line here at Westchester I think that's fine I like that level of flexibility >> I really like the way yeah I don't I don't but but I something that I think no one want I don't know anyway proximity I really like the way APS um specifically cites maximizing the number of students assigned to a school who are within the lock zone because
064the other districts seem to talk more about just traffic and safety and you have the cap mass of Bolton's big ATS does seem to have more of the kind of neighborhood construct we do and I think that's really important everyone else at the other. >> Yeah, I do I do want to raise the I just I just think not it's not that I argue with flexibility when that is necessary. But I think the impact even on a single family being reszoned out of a school is large enough that I I I just think we should have seen, especially in a district as small as we are, any reasonzoning questions need to come to us. Any redistricting questions, anytime a child is moved from a known set of teachers to an unknown set of teachers, I
065I I would want to weigh in. I I think that's something that >> I agree. I do like the language. I think I saw one of the policies that if students are already in one school and then there's maybe a minor readjustment that they could stay at their home school. I hear what James is also saying that maybe if it's new a new family who's moving in and there's a minor adjustment that that maybe the minor adjustment could be okay um and defer to the superintendent um for those things but there's still some options that those families might be able to have. I think one thing I didn't see in these that I um really struggling to put in the context of what has just been discussed about these minor adjustments is tuition paying. So,
066you know, to James' point, you have these recognitions that there's certain grade bands where students transitioning to the middle school or the high school, but as we are opening the doors to tuition paying students, I think that would be an additional reason why Hans um I agree with you because I think that's going to get interesting is the only way >> in the interest of time because we have limited time so this is all This is we're not creating the full policy. We're just opening the door for discussion and then we'll see kind of what comes up and where we land. So let's move on to the next prompt which is what do you argue with in the sample policies? These should be sections or words or ideas that would not be a good fit
067for CSV policy. You kind of brought up a couple potentially already but again we'll have about five up to five minutes to discuss. So what would you argue with? >> Okay. The first thing I think that is very significant and we went through this recently is when there's a school closure, if there's a potential school closure, I think we have to be super careful and have time frames if that's the question that we are, you know, going about. I mean, our school district is super unique because it's so small. We only have one middle school and one high school. So, we're really just talking about K to five changes here, right? And um if a a potential closure is happening, I just think you know given what we've gone through in the recent past that
068has to be done very carefully and with very defined time frames to you know in community input um allowing you know that to settle and be absorbed >> and and I think yes to that point I think some specificity there was a lack of some specificity in the policy But I think um in hindsight this makes an awful lot of sense, right? The school that was most worried about being closed is the school that the most active parents came from, right? But if we're having a conversation about redistricting, it really impacts the entirety of the district, right? And so some uh both time and effort to ensure that there's a comprehensive perspective across the dis district and then all parents are engaged or as much as possible all parents are engaged. >> I think that
069gets into like the committee issue. Exactly. >> Yeah. that um we encountered and I think being really cognizant of how those committees are formed if we're talking about a school closure like member said it's affecting everyone. Um, and I also wonder, I'm just wondering out loud if the consultant should be hired by the school board when it comes to committees or if it's somebody in house because I think just the framing of how these committees are formed and how, you know, what questions are posed to the committees are are super important and we need to be cognizant of the framing. Maybe I'm just repeating what you all were just talking about, but um for Fton's under resuming like BNC, if I'm reading this correctly, it's effectively saying um people can attend these community forums only
070if their school is affected. And that seems to be a concern for me for our school district when you start looking at the possibility that there's a little swath over here that may end up being affected when it's all said and done. So I don't see why it would be limited to just, you know, >> No, no, no. That that it's a good point because I feel like that is I mean that's probably relevant where you don't necessarily want people from the top of the county weighing in on decisions at the bottom of the county. Right. But but for our district, I don't think there's any reason. >> That's a great example of argue with I wouldn't want that included in our policy because I argue with it here >> on the flip side. Well,
071what I the way I read this, I think it's maybe kind of the way that you're reading it. It starts if they have it separated, which could be arguable language is the way the way that you want it. They have public input as one and they have that multiple opportunities and then they have community forums where when you're going through the resoning process that sounds like it's a hearing. Um like that looks like it's more in line with like what's required by the state if a school is to close. Um because that looks like it's a singular one a community open form where it talks about um what you're going to do with the property if if a school is to close. So maybe it's maybe you want it that way. I'm not sure that
072could um but um but I did that one I was like I don't know if you want one but then the language looks like it may be more of a hearing type of um process. Um >> I do I I did but I did like here it does say that for some of these things you have a trained facilitator. Um I don't agree that that's somebody that's hired by the board. I think that's somebody who works under operations. Um but it does have room there for somebody who is a trained facilitator to um to um >> so you would want to see training facilitator included. >> Yeah. The other arguable point I think we touched on as well was considered a minor zone alteration. Um, you know, if you have, I think like board member
073Ernan said, if you have a series of houses that pops up, um, or a cluster of houses, if it's if she just needs to make an adjustment of four students, you know, does that come before the board? I'm not sure. Maybe that maybe we need to discuss while we're considering minor. I don't know. >> All right, I'm going to move us on. >> Wait, can I add one more to the B? Sorry because I this is important because we have a different approach and so if GSBA is advising Fulton it specifically says in Fulton's policy for the community forums letter C board members may participate in community forums as observers >> and I would like to see that added because I feel like I was told different information when we were looking at this process.
074So, I'll put a pin in that for later questions, but I like Fton County is allowing that. All right. Next, we'll move on to the next prompt, which is what needs to be adjusted in these policies. These could be parts that need tweaking for a CSV policy. So parts and we've kind of again started this a little bit, but what parts exist that might need to be tweaked a little bit or adjusted some? >> So I've got a few because I think it's debatable when you talk about students attending since we have two board members here, student board members, sorry, and I believe they are in class credit. So, I'm not trying to be pedantic, but I think that as we continue to pursue what I would argue is creative, somewhat flexible, and also complicated
075mechanisms, then we need to recognize in our small district what that looks like. So, you know, for example, teaching as a profession, um, those students go, I believe I have a daughter in it. That's the only reason that is, um, because she's excited about getting to go to the elementary school next year and work with students. Um, I don't know enough of how we're looking at dual enrollment since I believe many of our high school dual enrollment students do part-time. Um, I know at the high school I work, there are a significant number that do full-time, so I'm not sure where that goes in like enrollment capacity, classroom usage. I was looking at the ECLC structure and I noticed I think the capacity of 56 high school students. I'm not sure if that's max um
076or if that's rotating, but I think the ECL itself is going to offer um some consideration here when we're talking about building utilization. So I I'm not comfortable with the generic program um and to limiting this number of students in this classroom without having a bigger picture understanding of which students are physically where for which parts of the day when we're talking about space use. Is there anything in a particular you want me to work from that needs that tweaking? >> No, that's the problem that I'm seeing here. I don't notice where it's recognizing like I think we get FTE money for dual enrollment. Someone can correct me if I'm wrong. Um so you know if we are all dual enrollment kids who are doing two one or two dual enrollment classes we're not physically
077in a classroom. So how does that fit with utilization program and spacing? Um I believe our proposed ECLC um learning lab has CTAE students who are earning FTE at the high school. So then when they come over to the ECLC. So I I think we have um an opportunity to analyze well delineate and then analyze the some of these programs enrollment and capacities. Um, so it just I well I don't I don't even know that that I want to jump into this uh antill but but it does it does feel like in our district specifically at the middle school and the high school utilization and enrollment is more um I mean that is going to drive questions around investing in whether we add space, right? And that then that is and so the answers to
078the questions that you're asking are extraordinarily important for that decision. But when we are talking about redistricting or potentially closing a school, we really are for all practical purposes and for the entirety of the foreseeable future just talking about K to five, right? And so while I do agree that those are important factors to understand when we're talking about expansion or retraction of middle school and high school, I don't know that they really apply. I might be wrong. I I might actually be wrong. >> I agree. We don't have like six high schools where but at the same time what are the number of teaching as a profession students who are physically you the elementary school that possibly resoning? That's a program. I don't know if any other CTA >> are I mean what I've
079heard is the early learning center will also do the same thing. So I I think the question is when it comes to programs because that is mentioned in multiple policies and then we're looking at enrollment and then we're looking at capacity or utilization. Those I believe are factors that need to be >> agreed. And so I I think I think the last bullet on the APS criteria is equity impact including but not limited to access to instructional programs. I think that the way that board member Anderson is describing uh older student use of elementary and the younger student schools needs to be a part of that evaluation. >> I think also um if you look at Fulton um I like the way they kind of start with three sentences that are really kind of your
080mission statement. Um you know why do you even have this? Um why do you have school zone lines? um what is your goal? Um they say you have to have a balanced number of students, reduce overcrowding or undercrowding, appropriate utilization of pool resources. So it's kind of three brief sentences that say why you have this in place. Um we probably would have to adjust it to make it specific to kind of educator's needs, but I think opening it with something that looks like that a mission statement of sorts. >> An opening statement. >> All right. Okay, >> I I'm going to keep us moving and there'll be a little chance at the end to make sure that it's captured. >> Um, what might be missing that needs to be added? We just did adjusted so
081we've kind of gone here too. So, what might be missing that might be added? So, any ideas around school utilization that you don't see included in the sample policies. It might be that the ideas will be included in future drafts or they might be parts of other new policies or already existing policies as well. But I'm gonna set my timer again and see any ideas for addit. >> The glaring thing that is missing from this is any district of comparable size. >> Right? So we are looking at enormous district policies here and we're not looking at districts that have some of the similar issues that we face. >> And I'll I will tell you I did a search and simply for like school utilization and some of those terms and these were the ones that
082came up. So we might have to just make those adjustments and be It also suggests that because we are looking at uh really national rankings >> that we broaden our search beyond just the state of Georgia. We should be looking at what are the number one districts in the country doing that are of comparable size and benchmarking not just Georgia but benchmarking really the best that's out there. That actually probably applies to pretty much every policy, but especially in this case, >> I think the APS's policy about middle, high, and high schools should have an enrollment large enough to offer a comprehensive physical education in inter mural sports. And the thing I was thinking about is I believe some of our elementary schools like when my daughter did cross country, they met it when they're
083in the park, right? So, where does um facilities, specifically sports stuff, I think we're growing that at the upper elementary anyway, fall into this when you're looking at um reszoning or other facility used for electro. >> I also think that um it's important for us to consider when we hire consultants. Um, I understand, you know, when the superintendent is gathering data just like we did with ed planners um to inform her decision and recommendation for us upon a closure or an adjustment. Um, that's one thing, but I think just reflecting back on what recently happened. Um where things got really tricky was when that consultant was then um forming committees and engaging in dialogue there. And that's where I think things got a bit messy because we found out, you know, after the fact that
084there was a redirected closure letter and things like that. And so that's for me that's kind of where the line is. And I think whoever that trained facilitator is who does the public input is really critical. I don't know if it needs to be a board hire or we set out the parameters as a board on what we want because those dial that dialogue that occur for deliberation. that was so critical and key to make sure that we have, you know, a balanced um dialogue from everyone in the community and that the talking or whatever focus groups they have are specific things. >> I think it's important to note really clearly here that this is not a school closure policy. >> Like an attendance zone policy is different. now running through this analysis might lead
085us to a conversation about potential closures. But but I I do believe that part of the trouble that we got into the first place is that we started with closure as opposed to attendance uh and had to back off that. And so I I would say we need to be really clear that this is a attendance zone policy. It might lead to a closure conversation, but that is not that is not directed by this policy, right? And that we should not start at the conversation of closure. We should start at the conversation of attendance. I think one thing about added and this may also bleed into additional um information is with Foulson in their second to last paragraph they mentioned um if there is redistricting resoning if there is a school closure any child is
086displaced um looking at um what transportation they need if they have to remain at their home school because they need special education resources um so those are our like medically fragile children um or children that need a specific speific um educational resource. Um it says there is some I think maybe this is more I think Matt maybe jumping ahead to additional resources. So what happens if parents have to assume transportation? So if all of their resources happen to be at Winona Park but then they get moved to Glenwood and then the parents like well I need to stay at Winona Park because all of my my speech and my OT and PT are there. Um you know looking those are factors that come into play. I think that's maybe um something I would like to
087flesh out a little bit like how does that play into transportation? Um how much do the parents have to learn? Um I was going to ask the same thing the thing that I would like to be added is there's no treatment of the way that title one schools exist in our district and they are very different and have very needs when it comes to what's being provided to them. Um, and then the second thing I was going to say is only APS have a, you know, like an annual basis notification. So that's missing from the others. Um, I'd be interested in some version of that and fleshing it out where it's part of our calendar where we just get an update on anticipated enrollment, what is being used and not. >> I wonder, so I
088just looked it up. Um the Fulton Naps are charter systems just as um the CAP isn't. And so I don't see charter language in any of this, but it feels strange to me that there wouldn't, you know, we have our SLT and I think it has some identified roles. Each school has an SLT and so I'm just wondering where they would fall in this if at all. So again, ATF and Fulton are also charter systems. Um but I just seems strange that the charter would be disassociated from um school usage because that's basically what the attendance policy is looking at. >> You you mean including including charter specific language around using our SLTs or SLTs or >> feels to me like we have this community input. We have these public forums, but I mean the
089first go-to seems to be logically >> the SLTs. >> They're the ones that are most versed in that particular school and they're helping inform school improvement and a lotments and everything else. So I guess what I'm proposing is some inclusion of SLTs and the SCT in this process. >> That's a part of >> Yeah, I like that. >> And we moved into additional information time anyway. So, I'm capturing that. I have an environmental scan. I have some other things. Is there anything else? What additional information do you need from me, from legal, from staff to help us as we're continuing to inform the policy? I heard clearly national environmental scan. Um, I heard I heard a lot of things. Um, but anything else that hasn't been said that you want to that you would want
090researched? >> Math? I like I remember when I ran for the board getting to see, you know, it's fairly easy here, but then you have these like weird pockets. And so I would like to see a clear map. One, I would like to know any changes um that have we had attendance zone changes in recent history. So I'd like to see where those fell. Um what I what I did not see, which I thought was noteworthy, was I didn't see any numbers. So, I didn't see that a particular number triggered a reszone or a particular number triggered that um you know a school would um a percentage of this way or that way or um would trigger um that um a school would be looked at for a potential you know moving around um in
091none of those policies. >> I don't think I mean someone else more purpose could chime in but I don't think people want to do that. I think that's why class size is so range. I'm just saying it was noteworthy that it was not there. Um, so I don't I'm I'm remarking that it was probably on purpose >> and it also seems clear that we are not using this for closure of >> Yeah, the ask of the board was to talk about school utilization. So this is our jumping off point to have some conversation so we can determine what what if any policies you want to develop. So our next steps will be I will take this and kind of synthesize this information. There will probably be some future discussion next month um about decision points
092that still need to be made so that we can make sure we're kind of clear or potentially a draft to look at um and we will go from there to continue the convers and we are a student focused community and so it was really nice somehow students got some involvement in this. Maybe that's assumed with community, maybe that's assumed with public, but um I think of the kids that came here to talk about the styrofoam trays. And I think of a lot of the kind of embedded learning we have in this district. And it would just be neat to hear from students. The the one thing I just wanted to say is attendance zone policies that districts have are different than school closure policies. Those are two different policies. So some of the things that
093you all have are referencing are we're talking about closure not attendance zone. So that's one of the reasons why it's missing from all those policies because you're not talking about you're not talking about >> Okay. >> Thank you for your engagement and discussion. >> Thank you Mrs. Lynch. To summarize, policy AFC, emergency clo closing, will be added to MA's work agenda with edits. Policy EE wellness program will be added to May's work agenda with edits. Policy FDC naming facilities will be added to May's work agenda with edits. Policy AD, school attendance zones will be brought next month. There being no further business, this pre-work session session is adjourned at 2 2:26 p.m. We will now call this work session to order at 2:26 p.m. Thank you for joining us today for our monthly work session.
094Work sessions are designed for in-depth discussion, study, and planning regarding district policies, issues, and upcoming discussions. Any items presented in a work session inform future board meeting agenda items including the consent agenda. Board members, we have two presentations and two policies to discuss. Questions till the presenter concludes their portion of the presentation. The chair appoints council from Wilson Morton and Downs as parliamentarian for this meeting to advise on parliamentarian's procedure as needed. Dr. Whitaker, please introduce the first presentation. >> Thank you, Chair Sultan. I would like to call on Mrs. Jennifer Burton, assistant superintendent of teaching and learning to provide the state of the division. >> Good afternoon, board chair Dr. Sultan, vice chairs, esteemed board members, student representative Botra, and superintendent Dr. Gimma Whitaker. As assistant superintendent of teaching and learning, I'm proud to
095present the state of my department. The support provided by the teaching and learning department is vital to the success of all students. The work of our curriculum instruction team this year has centered on moving from adoption to deep authentic implementation. A major cornerstone of this is our standarddriven literacy rollout. We've successfully launched Witten Wisdom for grades K through five and HMH for grades 6 through 8, ensuring every student is engaging with rigorous grade level text that meets our new ELA standards. To support this, we've prioritized instructional clarity. Last summer, the elementary ELA coordinator created daily guidance for six grade levels. This included aligning the new ELA standards to the newly adopted resource. In fact, because of this rigorous implementation approach and our alignment with the science of reading, our district is increasingly recognized as a
096leader in literacy across the state. We aren't just adopting new curriculum. We're setting the standard for how to move from theory to deep authentic classroom practice. On the screen, you'll see an example of daily guidance that was provided to our teachers. This resource allowed teachers to get right to the planning. Using these resources, coordinators led quarterly sessions in which all K through8 teachers sat down together by grade level and/or subject areas. teachers had protected time to deconstruct every unit, ensuring that throughout the district, we have alignment on what students need to know and be able to do before instruction begins. And while deconstructing these units, we continue to make adjustments and improvements. Here you'll see another document created collaboratively by teachers during these planning sessions identifying scaffolds and extension opportunities. Teacher voice and expertise has
097been an important part of this work and this level of collaborative support isn't just in ELA but in math and all EOC courses. We are we are already prepared for the recently passed math legislation or the math matters act. This legislation requires the state board of education to develop an advanced math pathway by January 2027. So students are prepared to take high school math in middle school. With the honors courses we added two years ago and the enhanced algebra course offered in 8th grade. The majority of our students are already taking a high school math course in 8th grade. We are also in compliance with the new math time requirement for fourth and fifth grade with the new requirement that 60 minutes be dedicated to math instruction. At the conclusion of every teaching and learning
098professional development session, participants take a survey. We analyze these data closely and continually improve based on teacher feedback. These professional learning sessions have been impactful as shown here in the session feedback for teachers. A large part of our work is training our school coaches. We've evolved our coaching model from theory into practice. Our coaching meetings are now in our school buildings. By conducting calibrated walkthroughs with all of our coaches, we ensure continuity of instruction across our schools. Another important piece of our support is focused on professional learning communities or PLC. In PLC meetings, teachers collaborate to analyze student data and develop instructional plans tailored to student needs. PLC's are not unique to CSD. They are in fact required and a part of every teacher's evaluation in the state of Georgia. Here you'll see that component
099of the teacher keys evaluation system. Now that we've established our PLC structures, we need to ensure those teams have the right fuel to drive instruction. This year, we've launched a comprehensive interim assessment system for grades 3 through 12 in math and ELA, as well as all EOC courses. This provides a consistent yard stick for success across the district. To make this uh data accessible, our team has leaned into our new sorry full preview. >> To make this data accessible, our team has leaned into DNA, our new assessment platform. The real power here is in the integration. DNA feeds direct our district interoperable data system. We're eliminating the wait time. Teachers and principles can now see standard level mastery almost immediately after a student hits submit. Instead of waiting for a single endofear milestone assessment to
100see how students did, we now have three district windows to check for mastery. This allows our schools to pivot and provide interventions while the learning is still happening, ensuring our students aren't falling through the cracks. This has been a deeply collaborative process. Our team has worked side by side with building level coaches to write and refine these assessments. We've listened to feedback from schools and made adjustments to items to ensure they are high quality and fair. And we recognize that this year has in introduced a significant amount of new for our educators from ELA standards to updated PLC structures. We're paying close attention to our staff climate data which reflects the natural tension that comes with largecale instructional shifts. At the last board meeting, Mrs. Walker presented data on teacher satisfaction with professional learning and
101work life balance. To ensure our support is high and sustainable for teachers, we have launched targeted focus groups. We are listening intently to understand teachers challenges while maintaining high quality implementation standards so we can achieve strong student outcomes for all students. The director of academic enrichment areas supports visual and performing arts, world language, physical ex education and librarians. All enrichment areas, visual arts, performing arts, world language, PE, librarians, and gifted have had vertical collaboration and planning meetings during pre-planning as well as during our early release days this year. Instituting these meetings and protecting time, planning time for our enrichment areas allows for vertical and horizontal alignment and consistency in these programs K through 12. Strong enrichment programs lead to highlights such as 81 students who graduated in 2025 receiving a biiteracy diploma field. A testament
102to the strong world language instruction in our district beginning in kindergarten. We also started offering the fine arts seal for the first time last year and 28 students achieved this seal in its first year. We expect more this year as more students have prepared for this distinction. Our music program has received the distinction as best communities for music education for four years in a row now and has just applied for the fifth. All of our middle school and high school music programs, including band, chorus, and orchestra that went to the Georgia Music Educators Association annual large group performance evaluation, received superior ratings in 2025. At the end of March, hundreds of pieces of visual art were showcased at our annual art exhibition at the Salarium. And we've also deepened our partnership with the Alliance Theater.
103And this spring, all CSD second graders are attending a play at the Alliance with a pretheater workshop at school beforehand. And we're continuing to pursue more opportunities with the Alliance Theater and the Woodress Arts Center. Our director of academic enrichment programs also oversees the gifted and talented program. Unique to CSD, all K through2 students receive critical and creative thinking weekly with the gifted teacher, providing access to gifted strategies and talent development for all students in early elementary years. On the other end, DHS is currently an AP honor school with designations as a school of distinction, which is for schools with at least 20% of the total student enrollment taking AP exams and at least 50% of all exams earning scores of three or higher. And we're an AP STEM awarded to schools with at least
10450% of all AP STEM exams earning scores of three or higher. This year, we laid the groundwork for adding the AP Capstone Diploma as another advanced academic pathway for our students at DHS. The AP Capstone Diploma requires students to score three or higher in AP Seminar and AP research, plus a three or higher on four additional AP exams of their choice. To go along with adding this pathway, we're also adding additional AP course offerings over the next three years, including AP Government, AP Seminar, and AP Cyber Security next year, and AP Business and Personal Finance, AP Research, AP Sciences, and AP World History in subsequent years. We are dedicated to providing a flexible environment where students can choose to pursue either the AP or IB pathways and our commitment to the IB curriculum remains firm.
105As such, our IB diploma program continues to be the largest in the state. And to maintain our high standards, all IB teachers are immediately sent for course changes for syllabus updates to IB diploma and career related program courses. In October, I presented that teaching and learning was engaged in uh the move towards Georgia NTSS with PBIS being absorbed into the NTSS structure. We have streamlined our tiered intervention strategies to ensure academic, behavioral, and well-being supports are no longer siloed, but part of a whole child framework. As such, teaching and learning has collaborative has collaborated closely with student support services to implement an integrated system of supports that we academic, behavior, and well-being to support the whole child. This year, CSD presented at the student support team association of Georgia educators or stage conference in Athens,
106Georgia to share with other schools and districts across the state how we are navigating literacy initiatives in response to the early lit literacy and dyslexia act and how we're approaching the integrated implementation of Georgia MTFS. We are continuing the use of innovative models for the strategic delivery of the early intervention program. With our rigorous screening process, we identified more students who benefited from EIP services. And through targeted interventions and data collection, increased our mid-year exits from the program by 12% in reading and 13% in math. EIP is intended to be a temporary program. So students exiting midyear provide evidence that the intervention work we are doing is addressing a skill deficit. I would like to thank the board for their continued support of our NTSS implementation following Dr. Whitaker's 90-day findings that identified the CSD
107NTSS framework in need of a complete redesign. We know that the work to reduce disproportionality takes all departments to be allin. With the addition of our three schoolbased student outcome support position, the implementation of an integrated Georgia NPSS has accelerated beyond initial projections. SOS's provide consistent guidance to facilitate datadriven meetings, support staff and families, and ensure a unified approach across elementary schools while still allowing schools to tailor practices according to their unique needs. The board encouraged innovative and strategic support for expanding literacy support rooted in the science of reading for our secondary schools. Thanks to the board, we have a dedicated literacy specialist who not only supports students at the elementary level but also at the high school. Regarding our expanded literacy support, we began at the high school and used an oral reading fluency
108measure to assess students reading needs. You have seen our elementary literacy data tracker. On the right is our modified high school version. With one measure, we were able to assess a high school students decoding, fluency, and comprehension ability. Our literacy specialists then began working with a small group of students, focusing on morphology and spelling rules and using a curriculum-based measurement to assess progress in fluency and comprehension. Overall, participating students have had a positive experience as their reading confidence increased and we're continually meeting with community members. In fact, next week we will share our innovations and receive feedback from community members. We believe this collaboration strengthens our practices. The director of alternative programs oversees the district's virtual learning offerings. Uh the deca the district virtual learning offered through the Decatur V Academy gives students the necessary
109flexibility to complete their coursework. The students served in uh the students served include but are not limited to fifth grade accelerated math students, middle and high school students pursuing arts and athletics at the local and national levels, students enrolled in courses not offered at the high school, and students requiring a short-term alternative setting. The first semester concluded with a 93% pass rate for all online courses. This year, the staff set up more opportunities to meet with students at first in person at the Wilson Center to provide additional support. Decar High School collaborated with the EVA by proactively encouraging students to attend the extended day tutoring program to minimize the number of students who would need to recover course credit. Meetups are organized to help students and families connect socially. Students met in the fall and
110there are plans for at least two meet more meetups in the spring. And finally, the DBA school counselor makes every effort to meet with students and parents regarding their academic, social, and whole child progress. As a result, 2,752 contacts were logged last semester. Our immediate next steps are moving DVA to be part of the new Blue and Gold Institute where DVA students will be able to receive in-person support at the high school. We're hosting summer school this year at Decar High School for grades 3 through 12. Teachers will have a paid opportunity to assist with revising and improving our district interim assessments. We currently have a textbook adoption happening for a few classes and we are most excited that beginning all eighth grade students will take high school physical science which will mean all students
111will enter high school with a physics credit. As we look ahead, we plan to have a curriculum website built so families can more easily access instructional resources. While CTAE does fall under my purview, I didn't include an extensive update because we've had CTAE presentations at the last two board meetings. But I did want to share that we are beginning a CTAE pilot at two of the K2 schools next year where our students will begin learning and exploring with career clusters. We believe that the state of teaching and learning is the ultimate measure of our community's future. Whether it's through the flexibility of DBA, the rigor of the IB program and our AP honors school status, or the innovative career exploration starting in our K2 classrooms, we're committed to excellence. By leveraging our department as a
112strategic accelerator, we're preparing our students not only to succeed in their classrooms, but to lead in their careers. We're building a district where success is accessible to all and I'm honored to lead the team making that vision a reality. I am prepared to answer your question. >> No, go ahead. Go ahead. >> No, go for it. >> Okay, thank you. Um, slide eight if we could. >> Uh, no, maybe seven. Slide six. I'm sorry, I can't even read my handwriting. Uh, I'm I'm going to focus in on the biiteracy diploma seal. Um, I know that um the the simple truth now is that we offer less language instruction than we did 12 years ago when my kids started in the schools, right? And and there are all reasons for that, right? Like it's great for
113teaching kids Spanish, but we also have to actually teach them to read. And so I don't argue with the focus to ensure that we have our literacy process buttoned up and that we're actually uh ensuring that these kids are receiving English instruction correctly. Um but I would love for us to have conversations about how to expand our literacy offerings. We have pulled back on on certainly Spanish in the lower grades. we have pulled back on some of the language options. And so I want us to always be aware. Yes, we have to get these fundamentals right. Yes, we have to put a proper literacy program in place. Yes, we have to make sure that children are reading. But now that we have made some of these changes and now that we're in the process of
114institutionalizing some of these changes, let's go back and and look at some of the things that that um that well I would certainly personally view but I I I think many in the community would also view as a as a value things like that language instruction. I think then before I ask my questions, I'll just piggy back on on I guess suggestions and then it moves into a question is to your point on that you're saying 12 years ago there were more languages. Um I'd like to see at some point these future projections of IB in conjunction with AP only because in my experience as a high school teacher, students can only typically do one or the other. So I as an AP teacher, I love we're expanding AC. Um, I hear great things about
115ID, but just like you mentioned with language and now we're focusing here. I just would like to see what these future projections look like because it's great that we're the largest in the state, but I don't know is the state also seeing a decline in IB if AP is promoting more. Um, and then questionwise, one, what is a coaching session? Is it when a coach comes in and teaches for the teacher to see or do they what is a coaching session? >> So coaching is um giving a teacher what they need. That could be modeling. It could be a um a side by side. It could be analyzing student data together. Um so there really isn't a one way. Um but it can be observations and then giving the highest leverage feedback. Um thank you.
116And then looking at slide six, I just wondered about a few things. So looking at collaborative design and iteration because I think as some of the slides mentioned, we have these new standards. Um and then you know in the early grades I think we're doing new kind of literacy instruction. But by the time you get to middle and high school, it's all about assessments. So it says collaborative design and iteration. Assessments develop and refine grow through a feedback loop. So who creates the assessment? So um I was talking about our interim assessments. So for grades 3 through 12, um those are kind of benchmark assessments uh to give us a yard stick before the end of the school year because if we get to the milestones, it's too late. Um and so those assessally built
117with the instructional coach and coordinators and then we took those the um draft of the assessment to teacher teams and they were able to give us feedback. Well then we gave the assessment and then teachers gave more feedback. Um and now this summer we have paid opportunity even more. This was a new process this year. >> So then, so I guess in the CA we call them benchmarks. Um, but they weren't graded. Are they graded here in >> No. >> And then, um, I'm so glad you brought up the, um, PLC in the last board meeting. Um, so then is this really for next year? Because I think what we learned is that feedback from the Table workload and work life balance was from a survey in November. >> And so then in the March
118meeting is when we got it presented. And now based on that November survey data, the district is going to teachers to find out what could be done for lack of a better. Um, but then I guess the other thing that I'm confused by is the March presentation. It looks good, the professional development stuff. It just I don't know how to read it because in March, I think that same presentation with a work life balance, 43% of teachers agree that the professional development organized by their district helped them improve teaching. But then we're looking at this slide about professional development and I think it's um somewhere here. So it's all like three. Yeah. >> So I'm trying to I guess reconcile the two because in March it was like less than half of the teachers surveyed.
119We don't know how many teachers it was. But then here it looks different from 43%. >> Yeah. So this is immediately following any professional development or training that my team does, they complete this survey. And so when teachers and participants are walking out, this is the feedback that they've given. The um upbeat survey was a overall district survey provided. So this is you know real time. This is the immediate feedback that we're receiving. Um and you can see that we still have room for improvement. Um and you know we take this to heart and we really do try to improve along the way. Thank you. >> Just one very quick question. Um under the early release vertical collaboration meetings um can you briefly explain what those are? Also do it teachers find these early release
120days helpful? um we keep putting them in the calendar year after year and are the teachers giving you the feedback that they're using examples like this as helpful in their their own learning. >> So the early release days specifically for our um our fine arts or music our PE librarians gifted um they are all coming together on those early release days. So K through 12, our PE teachers are able to collaborate, learn together, um, and they have found this to be very, very valuable. Um, because they're singletons. So if you think at Claremont, there's one PE teacher. There's no one else like them. And so having that time to come together and talk about PE and then what it looks like vertically has been really really powerful. So we have received really strong feedback that
121they would like to continue that opportunity next year. >> Um first of all I just have to second the language learning that's definitely I think a deep value of the community. try to get that sense something that I really wish I developed throughout my school experience and I know a lot of my teams feel the same way. So um definitely something we should look into. Um and then I also wanted to bring up um and this is a conversation we've had and also even so we we've had um that you know adding um like the AP gov option um when I was a freshman I totally would have jumped at that and then you know instead ofomics you just do go and then I probably would have like taken AP econ over the summer and
122I would have been even more stressed than I already am. Um, and so like with increasingly competitive college admissions, like it's getting really, really hard on our students. And as we give them even more advanced options, even younger, you know, I started thinking about college in nth grade. There are seventh graders that I've talked to who are like, you're not telling me about college. And I'm like, chill, you don't know if you are yet. Um, so yeah, just how can we really work with families, work with students to make sure they know what they're getting into and they aren't homework and college actually recommendation there, but this may be more high school level because I was looking stuff up in Midtown has an AP study hall. So to your point, I mean, I guess you're
123not really asking, but I'm sorry. It's just I didn't want to forget it. So yeah, I think point >> what I will say is that >> we received counseling uh training this past semester specifically on college by college board so that they are able to help assist children and students based upon what you've said. um you know there is there's opportunity there and so we have capitalized on that and so board I do want to thank you for your support on NCSS the student outcome support team is out in our schools ensuring decisions are based upon data also the work around secondary literacy supports has yielded gains according to our data tracker and the at or above grade level reading data at the high one of our proudest points. >> Thank you, Mrs. Burton. It
124is good to see the expansion of AP offerings to ensure all students have access to rigor rather than just limiting it to IB or dual enrollment. Dr. Whitaker, please introduce the next presentation. >> Sultan, I would like to call on Mrs. Amanda Lynch, chief of staff to provide the data. Good afternoon once again, board chair Dr. Sultan, vice chair, esteemed board members, and superintendent Dr. Whitaker. Today, I am pleased to present the state of the office of the chief of staff. This presentation will emphasize our efforts in organizational effectiveness and excellence as we've established and refined systems to improve efficiency and service. Our initiatives also work to build and sustain an engaging and inclusive culture which you will see as I highlight ways we have amplified student voice and strengthened stakeholder engagement. The office of
125the chief of staff as project management, audit investigations, reception and enrollment. Major initiatives being tackled this school year include our Cogna accreditation engagement review, year one of the two-year policy review process, enhancement of our enrollment processes and systems which includes the non-resident tuition program, continuing work with our amazing student voice on the board of education and a focus on providing leadership development to our school and district leaders. These initiatives are in addition to our everyday work, which includes tasks such as greeting all callers and visitors to the Wilson Center, welcoming and enrolling new families, managing residency, responding to open records requests, and conducting investigations. One of the major initiatives from this school year was our Cogna accreditation engagement review or AER. Cogna is an extensive process focused on continuous improvement. It requires us as a
126school district to dig deeply into our data and other evidence in order to examine our current effectiveness. Using Cogna's 31 standards, we identify areas of strength and opportunity and develop theories of action to drive continuous improvement. We partnered with expert coaches and evaluators from Cogna throughout this formative process. This was done at the district level and also separately at College Heights led by the ECLC director Sarah Garland. The official Cogna AER occurs every six years. This timeline shows, however, that our engagement in the AER takes approximately one full year. It kicked off nearly a year ago in May 2025 when training occurred for you all as board members as well as for district leaders. From there, initial meetings with CSD stakeholders began to start collecting and analyzing data and supporting evidence. Cabinet engaged in a
127retreat to unpack the Cognia standards, identify artifacts, analyze data, and generate ratings. These ratings were brought to district administrative staff to review and refine to generate consensus ratings. The processes were ongoing and iterative with stakeholder input and cogna coach feedback helping refine the seven narratives, the standard ratings, the asurances, and the other required components of the AER. All components were submitted in January and we delivered a leadership presentation in February. We received our AER report in late March. The final step is scheduled for June 2026 when the Cogna Global Commission comes together to take accreditation action on the accreditation recommendation. I am delighted to report that our AER report for our district included an overall score of 340 which yields an merit status. We received perfect 4.0 scores on all seven analyses that were required
128outperforming the network average in each category. We also received ratings of three or four out of four on all standards. These standards are grouped into four categories with our overall ratings on each category exceeding the reported network average. As I mentioned earlier, College Heights also engaged in a separate review specifically tailored for early learning. They also received an accredited with merit status with an overall score of 346. Similar to the district, ECLC outperformed the network average in all of the analyses in three of the four standard categories. Engaging in the Cogna process was truly worthwhile. It helps us identify areas of strength, opportunities, and next steps which will inform our ongoing work. Another major initiative this school year has been around non-resident tuition. This year, we welcomed approximately 30 non-resident students in grades K through
1295. The relaunch of non-resident tuition in City Schools of Decar went smoothly. We have focused on improving the application process this year as we prepare to welcome even more families for the 2026 2027 school year. For example, we moved our application timeline forward to align with the times of Metro Atlanta private schools. We received a total of 104 applications for next school year, which includes both and new families. As prioritized by this board, all current non-resident tuition families were offered continued enrollment for next school year. This graph shows the total number of applicants divided into new and returning families and the number of seats we had projected at each grade level. Our greatest demand was at the kindergarten level where we received 52 applications for what we had estimated to be 39 seats. Letters went
130home before spring break on Friday, April 3rd to let families know of their accepted status. I am delighted that we were able to offer all non-resident applicants a seat in CSC. For rising first through sixth grade applicants, we were also able to offer all applicants a seat at their for kindergarten. All applicants were offered enrollment at one of their top three school choices. Families have been asked to submit their intent to enroll decisions by tomorrow, April 15th, which will provide better estimates of the number of CSC students we expect to metriculate into our schools. Because we did not fill all the seats we projected to have available, will reopen non-resident tuition applications at the beginning of May for grades and schools where space remains available. Families who are still interested in attending a CSC school
131will be admitted on a rolling basis through the spring and summer if needed. We continue to work closely with the schools and look at real time enrollment numbers to drive our decision making. In addition to our Cogna AER and non-resident tuition work this year, we are also proud of other achievements from this year. As the board produced a two-year policy review plan to ensure timely review of our oldest policies, those from the 2022 2023 school year. To date, 36 policies have been introduced, revised, and are reviewed this year. This year, we have also made significant enhancements to our enrollment processes. We've identified resident families with expired leases and automated notifications requesting updates. Staff is following up with families resulting in a significant reduction in the number of expired leases in our system. Similarly, we identified
132gaps in our processes for verifying enrollment paperwork and at trans three, six, and nine and are developing systems for this verification to occur. In partnership with our technology team, we have streamlined processes in Infinite Campus for resident, courtesy, and non-resident families. This has yielded cleaner data and a reduction in time taken to process complete applications. We were also delighted to open enrollment in early February this year. This is a month earlier than past years for resident families and several months earlier than our non-resident and courtesy tuition applications from previous years. Another exciting accomplishment this year was continuing to provide school and district leaders with professional learning critical to their role as leaders. Specifically, all principles, APS, and district level directors and above were trained in crucial conversations. Training has also begun on project management led
133by our project management director to help staff lead their work even more effectively. Our daily work also includes conducting investigations and responding to open records requests. This year we have completed over 30 investigations and responded to approximately 100 ORS and counting. Finally, as safety remains a priority, we continue to make improvements to our safety procedures related to visitor management here at the Wilson Center. Initial training on the strategic visitor management software already deployed in our schools has taken place and will soon be launched at the Wilson Center. And as many of you know, one of my personal highlights of my work in my department is the opportunity to teach our student board of education representatives and apprentice in their internship course. In addition to attending board meetings and other board events, Nia and Zoe also
134participate in several class projects. I provide them with general guidelines and then support them as they design projects that are meaningful to them and have the and the diverse students they represent. For example, they each have a research focused project and an amplify student voice project. I'd like to invite each of them to share a little bit about the work that they have led this year. I'll turn it over to Mia. Thank you, Miss Lynch, and good afternoon board. I wanted to share a little bit of my work this year as your student board representative. I believe that student voice is essential in everything we do and helps us stay grounded in our shared goal to serve students. As a reminder, beyond my duties as a student serving on the board, my role also includes
135an internship period where my coursework concerns the expansion of student voice in whatever form this takes. As I am personally very interested in policy and I'm working with the national national student board member association to create and support student representatives, I worked with the CSB team and representative Omari Crawford to create legislation to expand student voice. The final form of this legislation was simply a house resolution that urged local boards to add student members to their boards. While the legislature works fast, legislation moved slow and I experienced firsthand some of the frustrations of advancing my own interest at the capital. Unfortunately, for a combination of reasons, the resolution did not gain traction and ultimately failed to pass in the House this year after staying suspended in rules committee. I will say though that I am
136disappointed that our delegation did quickly advance different legislation that feels to be a gross overreach into our district's local authority. I believe that represents a failure in our commitment in centering students in every decision we make, which should always while the resolution did not pass. Through my journey, I've been grateful to encounter many opportunities and connections I did not have before, including opening doors through adopting student representation as a priority for organizations like GSBA and COPA. I hope that you all continue to advance this interest at the capital. Though it starts with a resolution like this, we should not just include students, but actively make room for them, whether that is compensation or voting rights or more. We're starting a new conversation about George school boards and it's one concerning student voice. As my time
137draws to an end with the board, and I'll save my tears about that at the next board meeting, I wanted to extend my deepest gratitude for this board for including me and uplifting me at every opportunity it has. While I didn't get to every priority of mine this year, I know that my contributions have advanced the development of the Cater student board members as a whole. This role is a work in progress and I hope that every year each of my predecessors continue to continue to refine the way we cultivate student voice in this district. Finally, thank you so much to Miss Lynch for being such a fantastic mentor to me over the past two years and working tirelessly tirelessly for the city school for the catering student. With that, I'll hand the range over
138to Zoe who is working on some incredible things. >> Thank you. Good afternoon board. My name is Zia Smith and I'm the current student apprentice. For my project on amplifying student voice, I've been working to research and gather data to inform AI policies for the district. AI is widely AI is a widely controversial topic at school. So to integrate successful regulations when student voice needs to be amplified and heard on the screen is a snapshot of the statistics from a survey I designed and sent out a couple of weeks ago. Students from the middle and high school were able to fill out the survey in their tools to success classes or advisement time. The survey gave us a chance to gain basic statistical data on things like how many times a day students use AI,
139what they use it for. It also gave students the opportunity to share their questions to concerns about AI and how it's being integrated into an educational setting. We received about 700 responses with the majority of students concerned about the ethical and environmental aspects of AI. To move forward, we will use the data to create focus groups and get students involved in collecting overall opinions to inform the creation of these new policies. My goal is to make sure that the students My goal is to make sure that these new policies cover all areas of concerns for students, create a firm stance of what is allowed versus not allowed, and educate those on the benefits and potential concerns of AI. Through this work, I practice my research skills, learn about survey design and data analysis, and continue
140to learn about policy and regulation development. I look forward to continuing this work alongside you in my role as student board representative next year. Thank you, Mia and Zoe. I'm also going to try to save my tears for next time, but I am so proud of each of you and your work this year. While our work for this school year continues, I'm also excited for the work ahead next school year. Some highlights for the next school year will include beginning to plan for our next strategic planning process, the 2028 strategic plan, continuing to support our student board members and expanding ways to amplify student voice of all students, continuing the implementation of the two-year policy review process with you as a board of education and refining our investigation process flow to ensure organizational effectiveness and
141excellence. Thank you for the opportunity to share our work and for your continued support. I'm happy to address any questions you may have at this time. >> I just don't want and it's about the tuition pay students. So I'm guessing since the deadline's tomorrow, we don't have a readout on the numbers that have >> Yeah, the deadline's tomorrow for them to sign their intent. it is normal to for not everyone to sign the intent and to metriculate through and then the payment will be probably another point where um once payment is in July the numbers may change a little bit then the only other thing I wonder if the graphs are green for the new applying and blue for the reapplying I think we heard like we had 30 some odd so if I'm doing
142the math with the 14 two and three 19 23 so are we looking at about 20% of the tuition paying from this year not returning based just on the blue number there. >> Yeah, we made actually personal contact with all families. We called all current families to make sure that they were aware. We have some that are moving away and things like that. Um it was just under 30 to be honest. I said approximately because things changed. We had several families move into the district so they're no longer categorized as non-resident families. In fact, some of the applicants here have even reached out and said, "Great news. I got a house. I'm now under contract." or you know we plan to so that's what the numbers will shift >> and just annually the office of
143the chief of staff lead strategic pro projects the cognia accreditation was a big lift and I'm grateful for Mrs. Lynch for her leadership and as we begin to sense that our current strategic plan all indicator Mrs. Lynch will put forth a we are ready in 2028 for a new strategic plan. >> Thank you, Mrs. Lynch, for the update on non-resident tuition. We look forward to welcoming our new families in the fall. Right, this concludes our work session. As a reminder, the work sessions are designed for in-depth discussion, study, and planning regarding district policies, issues, and incoming decisions. Many items presented during a work session inform the board meeting agenda, including the consent agenda. All right, we will call our board meeting to order at 3:14 p.m. We ask that you silence all cell phones at
144this time. We will begin with a moment of silence followed by the pledge of allegiance. At this time, I ask that everyone joins me in a moment of silent reflection. Thank you. Now I ask you stand for the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible with liberty and justice for all. Our mission is to inspire and enable student growth, engaging learning experiences supported by high highly qualified and caring educators in a safe and inviting environment. The chair appoints council from Wilson, Morton, and Downs as parliamentarians for this meeting to advise on parliamentary procedures as needed. The first item on the agenda is the approval of the agenda. For members, there are two revisions to
145tonight's agenda. The first revision is to add the work session policy discussion to the regular meeting. The second revision would be to add a legal item from the executive session. Do I have a motion to approve tonight's revised agenda? >> So move member Hearnen makes the motion. Is there a second? >> Second. >> Board member seconds the motion. Pending question is the adoption of the motion to approve tonight's revised agenda. Is there any discussion? Hearing none. Since this requires a recorded vote, Dr. Ricker will now call the role. Members, when your name is called, please respond with I if you are in favor, no if you are opposed or abstained if you wish to remain neutral. Dr. Whitaker, please proceed. >> Chair Sultan, >> I. >> Vice Chair, >> I. >> Board member Anderson, >>
146hi. >> Board member Hearnen, >> I. Board member Iriè. >> This is to ask the agenda. >> No, this is to this is to um approve the two revisions. >> Okay. I can still make a motion to add an item. >> Um >> yes. >> Okay. I'd like to make a motion um to add governance responsibilities and open records to today's agenda. Um on April 10th, I submitted this request via email. Uh board member Anderson uh seconded it and I was told the agenda was closed. You referred me to the communication norms which I've reviewed. I just want to note the section E contemplates two distinct debates when the agenda is finalized with the board and when it is made public are intended to be separate steps there's a board review opportunity in between in
147practice uh board members are alerting the agenda the same date that it goes public also requires board members to fully participate in the agenda review process and that's structurally impossible when board members have no access to to the agenda before it's published. I'm not raising this as a criticism, but this is a process that needs refinement. Um, the norms as written were not fully followed, and I respectfully request that you allow the board to discuss these items today. >> Um, Miss Wear, there's a motion being made, but I also have a motion on the floor to add two items. I think the initial motion was to adopt the agenda. Correct. >> The initial motion was to um make two revisions. That was the initial That was the initial motion and four people have already voted.
148>> Okay. I'm fine with you know adding those items to the agenda. I just want to addition. >> Okay. Also the discussion portion has passed. Four people have voted. Just want to clarify that. So vote to make it simple. Go ahead and vote on the initial motion. If the interior like to then make a motion to add an item two items or how many items the agenda you can take separate votes on that. >> Okay. So I'm saying yes for the two items and I'm also making a motion. >> Okay. So, Chair Sultan, the tally stands at five eyes, zero nos, and zero abstensions. All right. The eyes have it to add the two revisions. The motion is carried. Okay. So, now I'd like to make a motion to add governance responsibilities and open records
149to today's agenda. As I said, on April 10th, I submitted this request via email and board member Anderson seconded it, but I was told the agenda was closed. Um, I was referred to the communication norms that get reviewed. Section E contemplates two distinct dates. When the agenda is finalized for the board and when it is made public, those are intended to be separate steps with the board review opportunity in between. In practice, having had that, they occur at the same time. Section N of the commorms also require board members to fully participate in the agenda review process and that's structurally impossible the way it's been practice. So therefore I'm just asking that in this particular situation um that you allow the board to discuss these two items I've asked since February to be added. >>
150So is that that is a motion that's on the floor? >> Yes. >> So that requires a second. >> Okay. Is there a second? I'll second. >> Okay. So, we need we have a second. So, we need to do a roll call for that. Yeah. >> Any discussion? >> Is there any discussion? >> Okay. I'll just respond to that. Board member there in the comm's norm every board member can can participate in the agenda. However, there are deadlines to when you can add to the agenda. I'm happy to discuss whatever you wish to discuss, but the there is a deadline to um submit agenda items and I just respectfully ask that you get those in prior week before. So, the week before the agenda is prepped. So, agenda prep is the week before we release
151the agenda. But you submitted this when the agenda was already released, >> right? So asking an agenda item to be added after the agenda is released and then expecting it to be added in real time is just impossible. This is not this is not a referendum on not discussing your item, but this is just making sure that you realize that we have to adhere to the deadlines to have agenda items added. We're happy to we're happy to add it, but realize that in the future you just have to make sure that these agenda items get added and then I'm happy to add whatever you would like to add. So I mean like I noted I think just having the date that it's published be the same date that I see it for the very first
152time is difficult because communication norms be to envision those as being two separate goals and we're not able to see the agenda until it's the problem regardless of what's on the agenda. If you want something added you can always just add it. If whatever is on the agenda it is whatever is on the agenda is one thing but if you wanted an agenda item added you can always add it but I think is it what I'm hearing though or what I've experienced as well and what is that deadline then because on one hand I'm hearing if you want something added to the agenda ask it but on the other hand there's a deadline and I think similar to the discussion we had about the consent agenda I think most of us We are operating under
153the premise that we all respect each other's time and we respect the fact that we are here to do work and so an occasional circumstance that might invite a request for something to be added to the agenda that isn't um workheavy on the admin side. And so I think the question is why can't that happen or what is the process to do that? So usually which is in your comm norms there is that we release the agenda the Friday before the board meeting. If the board meeting is not Tuesday, we release the agenda on that Friday and then I disrespectfully ask if you want to add something or amend the agenda that you get it to me the week before which is when I make the agenda. I agree with you wholeheartedly. There will be
154times that you want to add something at the last minute. I respect that. But you also have a whole month before to get any additional agenda items. Sometimes we have to bring the staff in. They have to prepare slides. But I just want to be clear for board member area that that she had a whole month to get in and added agenda item before it was released. I can also, which you asked, I can release a draft of the agenda several days early. I'm more than happy to do that, but I also want to make sure that we're clear that there is a deadline to get agenda items added. minute is is not in the best interest of the staff. Sometimes they have to prepare. >> Is the detail of the request just to ensure
155that board members see the agenda prior to its publication to the public so that they so can we just make a motion to do that. So it >> I'm happy to do that. You don't even have to vote on it. I'm happy to do that. >> But what is I'm sorry and I know we're all here for some good things. So um want to respect the time but I I think the question still is the same one. What is that time? So the Friday is not a good thing it appears because of work schedules. So I think we discussed sharing a draft agenda. Is there a time by which that draft agenda will be shared. So therefore the board has time to review it. >> So if we if we say the draft agenda is
156generally done that Tuesday >> we can share that. So what what I think the would would it be amendable to the members of the board here that we adapt our norms. Right? These are the governance norms. We would adapt our norms to release the draft agenda to all board members by the end of the day. The draft agenda will not include the materials for presentation, right? Because that's not going to be prepared. But all board members would get the draft agenda Tuesday evening and then by Friday the request would be that board members have any amendments to that agenda made prior to publication. Is that a is that >> No, that seems fair and that seems to be what the commor actually envision because it says that >> well we're putting specific days in there.
157that we're putting this >> but I was denied the ability to add it on Friday and that was problematic structurally >> but that general review process. >> So what we are saying what we're saying is that we're able to get it out on Tuesday now and and then Friday when it's published it's closed. >> Yeah, that makes sense. But I just want, you know, some acknowledge it for you to hear there. It's it's structurally impossible to be included in the agenda review process when it's published the same day and then as soon as I see it, I notice that there's something that needs to be added and I'm denied. So that just seems very unfair because the entire board should be involved in that. >> So are we in agreement that we make the norm
158change that we are describing as this? Is this something that that we would do we handle at this point? >> We can do that. >> Question is I want to draw our attention back to the motion which is can we add these two items to the agenda for tonight? A motion and a second and we just everybody needs to vote. >> That was her motion. So we have to vote on it. Go ahead. >> So are you going to >> the pending motion? Defending question you have to share to add to tonight's rise agenda. >> Okay. The pending motion is to add two additional items to tonight's agenda. We have a motion and a second. So are you going to call? Can you call the role, please? >> Yes. Sharer Sultan. I. >> Vice Chairs.
159Uh I >> board member Anderson. Hi. Board member Herman. >> Hi. >> Board member. >> Hi. Thank you. >> All right. Sarah Sultan Nali stands at five eyes, zero knows, and zero abstensions. All right. Our next agenda item is the approval of minutes from previous board meetings. Board, the superintendent has noted there is a revision to the minutes. The roll call and motion to move to executive session are accurate. Board members Anderson and Aria were not present. Their arrival times will be noted as board member Anderson arrived at 11:11. Board member area arrived at 11:08. Do I have a motion to approve the revised executive session minutes for March 10th? >> So move. >> Member us makes the motion. Is there a second? >> Second. >> Member Hearnen seconds the motion. The pending question is
160the adoption of the motion to approve the revised executive session minutes for March 10th. Is there any discussion? Hearing none, this requires a recorded vote. Dr. Whitaker will now call the rule. 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. >> Hi. >> Vice Chair. >> Hi. >> Uh, board member Anderson. >> Hi. >> Board member H. Hearnen. >> Hi. Board member Ari and Tally stands at four eyes, zero nos and one abstension. The eyes have it. The motion is carried. Uh the eyes have it. The motion is carried. The with four eyes and one abstension. All right. Um, do I have a motion to approve the pre-work session minutes for
161March 10th? >> So move. >> Member UTS makes the motion. Is there a second? >> Second. >> Board member Anderson second the motion. The pending question is adoption of the motion to approve the pre-work session minutes from March 10th. Is there any discussion? Hearing none. This requires a recorded vote. Dr. Whitaker, please call the rules. >> Sheriff Sultan. >> I. >> Vice Chairs >> I. Board member Anderson. >> Hi. >> Board member Hearnen. >> Hi. >> Or amen. Memberier. >> Hi. >> Sultan. The tally stand is five eyes, zero nos, and zero abstensions. >> Eyes have it. The motion is carried. Do I have a motion to approve the work session minutes for March 10th? >> Member Hernand makes the motion. Is there a second? >> Second. >> Member US seconds the motion. The pending
162question is adoption. The motion to approve the work session minutes for March 10th. Is there any discussion hearing? None. Since this requires a recorded vote, Dr. Whitfield will now call the role. Members, when the name is called, please respond to the I favor and know if you're appropped or abstain. If you wish to remain neutral, Dr. Whitaker, please proceed. >> Chair Sultan, >> I. >> Vice Chair, >> I um board member Anderson. >> Hi. >> Board member Hearnen. >> Hi. >> Board member Arrier. I >> the tally stands five eyes, zero nos, zero abstensions. Eyes have it. The motion is carried. Do I have a motion to approve the regular monthly meeting minutes for March 10th? >> Move. >> Board member makes the motion. Is there a second? >> Second. >> Uh, board member Hen
163the motion. The pending question is the adoption of the motion to approve the minutes for the regular monthly meeting on March 10th. Is there any discussion? Hearing none. Since this requires a recorded vote, Dr. Whitaker will now call the role. Members, and your name is called to respond. 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 UT, >> I. >> Board member Anderson. >> Hi. >> Board member Hearnen. >> I. >> Board member Arrier. >> Hi, >> Chair Sultan. The tally stands at five eyes, zero nos, and zero abstensions. The eyes have it. The motion is carried. Do I have a motion to approve the special call minute meeting special
164calls meeting minutes for March 27th? >> Move for member submits the motion. Is there a second? >> Second >> for member Anderson seconds the motion. The pending question is the adoption of the motion to approve the minutes from the special call meeting on March 27th. Is there any discussion? Hearing none. Since this requires a recorded vote, Dr. Ricker will now call the role. Members when your name is called to respon please 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 >> I >> board member Hearnen >> I >> board member Arien tally stands five eyes zero nos and zero extensions >> I have it the motion
165carries Dr. Whitaker, I see we have some people who have joined us. Do we have recognition? >> Yes, we do. I now call on Yes. >> Yes. I call on Deputy Superintendent Karen Newton Scott and Jennifer Burton, um, Assistant Superintendent of Teaching and Learning to come to the podium to, uh, facilitate tonight's recognition. Thank you, board chair Soulton, Vice Chairs, board members, and superintendent Dr. Whitaker. This evening, we will kick off our recognitions with a special presentation by Miss Cara Johnson, the regional growth director representing leadership on campus magazine. I would like to also invite Michelle Low, the director of special education at CSB to join her as her effort and nomination last November for the catalyst for this prestigious recognition. The Johnson please come forward. Happy to be here. Hey, thank you guys for
166having me. I wrote this down. I love speeches, by the way, but I promise I won't keep you here all night. As mentioned, my name is Car Johnson and I work for an organization called Campus Benefits who produces a magazine called Leadership on Campus which is very near and dear to my heart. So, it's a privilege to stand here today before you and recognize an extraordinary leader whose work reflects the very spirit of leadership on campus. This recognition is more than an award. It is part of a broader mission to celebrate those who are actively transforming education, uplifting their communities, and shaping the future of students and educators alike. Today, Leadership on Campus is an annual publication which serves as a platform for sharing stories of leadership, fostering collaboration, and offering resources to help educators
167and educational leaders overcome challenges, innovate, and elevate their organizations. The term leadership on campus was coined by its late founder, my husband, Steven Johnson. Steven founded leadership on campus to inspire and empower leaders and use that platform for educational and motivational sessions in kickoffs to give back to the community who so profoundly changed the course of his life and career. And that was through public education. It was that special teacher who took the time, right? What you guys serve and what you do every day. You spent a 30-year career serving public education through the employee benefits platform as well. You guys know us as campus benefits and we proudly serve city school. As Stephen once said, leadership on campus empowers, educates, and inspires a developing theme here, right? Leadership on campuses to elevate both faculty
168and students, equipping them with the tools to excel in their personal and professional journeys to change the world. Our goal is to foster these ideas, Steven's vision, into the leadership on campus magazine, showcasing groundbreaking initiatives, best practices, and success stories that can positively impact schools across the souththeast. The inaugural 2025 magazine, which came out this time last year, announced and opened the leadership on campus make a difference award nomination and has allowed individuals to nominate those within just the educational arena for this award. So without further ado, this afternoon we honor someone who embodies that vision in every sense. As one nominator so proudly shared, Dr. Whitaker is a visionary, inclusive, and equitydriven leader whose forwardthinking approach has transformed the culture, outcomes, and systems of city schools educators in all of the educational areas she
169have served. In just a few short years, her leadership has driven measurable growth in academic performance, strengthened staff engagement, and deepened family trust, all while keeping students at the center of every decision. She leaves with a rare combination of positivity and purpose, grounding her work in service, showing up for her community and championing the championing the belief that all means all. Her passion for public education is not just professional. It is deeply personal. And that passion is evident in her commitment to equity, innovation, and continuous improvement from advancing literacy through the science of reading to creating systems that ensure every student has the access to opportunity. I'm especially proud to share that our board of business professionals and retired educators carefully reviewed the 2025 nominees and voted Dr. Whitaker as the 2025 leadership on campus
170first place winner award recipient. Congratulations Dr. Whitaker. You exemplify integrity, accountability, and visionary leadership. Your work not only advances outcomes, it strengthens the very part of your district and community. On behalf of leadership on campus, it is my distinct honor to present you with this award in recognition of your leadership, your vision, and your unwavering commitment to excellence in education. I wish my husband could have met you. Congratulations and thank you for the difference you make every single day. speak. But uh but no I thank you um of course Michelle for nominating obviously my heart for all children to be safe seen and successful beliefs and guide every decision that I make here in the city schools of the definitely Miss Johnson just to say thank you to all of the members of the board
171who voted retired educators within the state of Georgia to recognize me as the winner for the state. Appreciate Thank you, Miss Johnson, for your presentation on behalf of leadership on campus magazine. Congratulations again to Dr. Whitaker. At this time, we ask Dr. Whitaker to remain where you are and we invite our board members to come forward for our school recognition. For our honores, when your name is called, please start at the left. >> Your left. >> Thank you. >> Greet each board member with a handshake. And then lastly, receive your certificate from the principal who will be on the far right. Then if you would step to the side for others and we will come together in the center for a group photo at the conclusion of your recognition. This evening I'm honored to share
172seven presentations featuring students from Tally Elementary and Decator High School. First up is the Tally Street Green Team. The Cali Green team is a group of students, teachers, and parents who are passionate about sustainability and want to help make Cali a zero waste school. While recycling at school is a the green team mission, the group also promotes the principles of reduce and reuse. The green team was formed in August 2024 in its second year. Participation has more than doubled to more than 30 active volunteers. It has added class efforts during breakfast assisted by Decada High School students who volunteer their time before school also lunch and after school. We have several representatives from the green team who are here with us this afternoon as well as their sponsors Dr. Kirsten Bergman and Katherine Roberts. So,
173so far during the 2025 26 school year, the green team has recycled more than 7,000 pieces of resin plastic, >> 5,000 snack wrappers, 4,000 plastic utensils, 2,000 aluminum cans, 5,000 drink cartons, and 900 lb of plastic film. We would like to say congratulations to our green team. Keep up the great work. We are so proud of each of you. Another part of this group's mission is also to provide educational programming that helps students and parents learn more about sustainability in real world applications. Through its monthly guest speaker program, the group has organized workshops, local business leaders, artists, and nonprofit educators to learn more about circular waste, circular use, waste reduction, and material repurposing. Again, let's give the green team a round of applause. Thank you so much. >> Congratulations. >> Thank you very much. >>
174Congratulations. >> You got more hands. >> Dr. Please make your way up front. >> We are proud to begin our Decator High School recognition with the recipients of the five strong scholarship. We are proud to recognize Muhammad Aiki. Arnold, >> hold >> and Isaiah Pearson. Five Strong is a nonprofit 501c3 organization that partners with historically black colleges and universities to provide promising student leaders with full tuition scholarship and ongoing mentorship and support from graduation. These students >> represented Decator High School with excellence competing in a rigorous selection process with students from across metro Atlanta. >> We are especially proud that all Decada High School applicants were selected and matched with a college or university of their choice, each earning a full tuition scholarship. Additionally, Isaiah Pearson and Muhammad Atik were awarded full scholarships and outstanding
175accomplishment. >> Their hard work, perseverance, and leadership truly set them apart. Please join us in congratulating these successful students as they begin the next chapter. Congratulations. >> We are now proud to recognize our outstanding student athletes from Decada High School boys and girls basketball team. So, will Mr. Rodney Thomas, our athletic director, I believe I saw >> David Harvin, is he here? >> Join us up front, Rodney. >> Okay, beginning with our girls team. This young team narrowly missed the state playoffs and had two all region selections. We recognize Nadia Mohammed We also congratulate Coach De Mo on his region coach of the year nomination. Our boys team also had an exceptional season, finishing second in the region, earning a signature win over Grayson and advancing to the elite eighth in the state. for our
176boys team. We recognize the following student athletes. Up first, Jason Wellorn. Jason is an all region student athlete in high school sports. Has been named an all region student athlete in high school sport. He's also named as the Georgia Athletic Coaches Association Allstar. He was also selected as all metro honorable mention and is a distinguished 1,00.4 four. Next up, Sobias Brinkley Junior is named as all region all state and has signed to two lane university. All right, >> next up is Eli Beard. Is also all regent and has signed to Overthorp University. Bryce Hson price is also all regions, all states, and another 1,004. We also have Quantavius Quantavius Stroer. Quantavius has proudly signed to Georgia College and State University. We also congratulate head boys coach Rory Welsh. Coach Welch has been named region coach
177of the year. Please join us in celebrating the exceptional student athletes and coaches for their hard work and accomplishment. behind. >> Yeah. Come on in. Hurry up. Come on. right Amazing. Thank you so much. Sorry, I'll be back. Recognition continuing with Decada High School. At this time, we proudly will recognize our validictorian and saludiatoran forcian. As an IB diploma candidate, Neve has demonstrated exceptional leadership and diverse interest during her time at Decar High School. From competing on the Decar High cross country team to founding the Decar High School healthc care club, she has consistently balanced athletics with academic advocacy. Her commitment to the community is further evidenced by her service on the city of Decator's childfriendly city initiative. This fall me will head to Georgia Tech to major in electrical engineering continuing her journey of
178excellence in STEM. >> We also extend our heartfelt congratulations to Leora Eust. Fiora is the class of 2026. >> Congratulations. >> Also a candidate in the prestigious I diploma program. has made a significant impact on campus as a leader in the Ivy League and the literary club and a dedicated member of the gardening club. Her communication and leadership skills shown brightly during her tenure as co- captain of the of the Decar High School speech and debate team. The aura of hard work and perseverance have set a remarkable benchmark for her peers and she is set to pursue a major in chemistry at Bernard College this upcoming semester. >> Congratulations to you both. >> Congratulations. Next up, we are thrilled to celebrate Victor Aalori as he advanced from the Decav Regional Science and Engineering Fair to
179compete in the 2026 Georgia Science and Engineering Fair. >> While this invitation formally recognizes the academic rigor of his project, check this out. root nodulation and python satisum and varying soil organic content. >> Congratulations. >> Victor's impact on our school community extends far beyond the laboratory. He prepared and presented his research to leading scientists and engineers at the Classic Center in Athens this March. He represented the very best of our district's commitment to SC. Victor has distinguished himself as a principal thinker and a tireless researcher, possessing a work ethic that even surpasses his impressive technical achievement. We are incredibly proud of your dedication that you've shown in earning a place among the state top young researchers. Next up is the Georgia Department of Education has recognized 162 graduating seniors of Char State as 2026 Georgia
180Scholars. We are proud to share that Payton Sobin, a Decada High School senior, has been named among this distinguished group. Through the Georgia scholar program, Georgia POE identifies and honor students who have demonstrated excellence in both school and community life. Each honore receives a seal and graduation cord in recognition of his achievement. Though the scholars carry rigorous course loads through high school, demonstrate outstanding academic performance, actively engage in school and community activities, and serve as leaders in extracurricular and service organizations. >> Congratulations, Payton. This is a welldeserved recognition. >> Congratulations. At this time, I invite our assistant student of teaching and learning to recognize our teachers of the year. >> All right. Recognizing outstanding teachers is one of my favorite times of the year. So, each school individually selected their teacher of the year. Those
181teacher representatives who completed a written application, those were scored by a committee and three finalists were selected. The committee did classroom observations and interviews with the three finalists to then select the overall CSD teacher of the year. These teachers will serve on Dr. Whitaker's teacher advisory council beginning next school year. The Decatur Education Foundation has graciously donated funds for each teacher and will be presented by Megan Bardi today. I am pleased to present each school's teacher of the year with something their colleague or principal shared about them. So, first up from College Heights, I have uh Mary McMahon, preK special education teacher. With 30 years of expertise and a commitment to lifelong learning, Miss McMahon is a true expert in meeting diverse student needs. She creates inclusive, challenging opportunities that empower students to grow and
182engage fully with their communities. Congratulations, Miss McN. Go miss. >> Next from Claremont, we have Stacy Labushe, one of our title teachers. >> Labouche was one of our first finalists. She is an exceptional collaborative team member who consistently goes above and beyond to support both students and staff during math time in particular. She is an invaluable resource to my classroom. A colleague shared she regularly steps in to work with small groups, retach challenging concepts, and provide targeted support to students who need additional intervention or enrichment. Her ability to break down math strategies in a clear, encouraging way has made a measurable difference in my students confidence and performance. >> Congratulations. From Wood, we have Miss Lilyo. Miss Ronco cares deeply about students, staff, families, and school culture. She has high expectations for all students and
183creates a safe, fun, and supportive learning environment. Her students love and respect her. She constantly tries to integrate real world applications into her teaching and help students find connections. She works tirelessly to determine each student's needs and how these needs can be met. She knows that in helping students grow academically, socially, and emotionally, she is setting up her students to be successful in all areas of their lives, building a stronger community. Congratulations, Miss R. >> From Oakhurst, uh we have kindergarten teacher, Miss Kendria Payton. Miss Payeyton is recognized for her mastery in building authentic relationships and maintaining high expectations while providing the stability and kindness students need to excel. Her leadership is characterized by a quiet, professional demeanor, often serving as the moral compass and the standard for what would Kendria do among her colleagues.
184a collaborative team member. She's known for her generosity, frequently volunteering her time for schooling at school events and being among the first to assist in the things like early dismissals. Her commitment to the district's mission is evidenced by her steady focus on student achievement and her willingness to roll with the punches to support her school community. Congratulations. Next up for Winona Park, Mr. Matthew Hicks. Matthew motivates and inspires students by being consistent, holding them to high expectations, and providing high quality instruction in his classroom. He provides a structured and nurturing environment for his students to thrive and take risks in their learning. He goes above and beyond to strengthen his instructional practice and even dedicates his own time to further his knowledge of best science of reading practices. Congratulations, Matthew Hicks. For Westchester, we have
185Miss Tim Tiffany Wright. Miss Rice served in a unique role within City Schools of Decator. She's the general music teacher at Westchester Elementary while also teaching orchestra at both FA and Tally. General music and orchestra requires a wealth of knowledge to effectively teach and help students become performance ready. Miss Riceands her knowledge through professional development and continues to learn both subjects, bringing fresh ideas into her classroom. Miss Wright's professional goals are to create a safe and fun environment for students to learn in and to have them take pride in their final product at their orchestra concert, Westchester's Celebrations of Learning, and the monthly community circle. Congratulations Next up for fave, we have Anita ROBINSON is an outstanding educator, exemplifying excellence through her commitment to equity, student advocacy, and personalized instruction that meets each learner's needs.
186She motivates and inspires students with enthusiasm, high expectations, and a nurturing environment that builds confidence, resilience, and a growth mindset. A respected leader, she contributes meaningfully to the school community through her dedicated service committee and her role in the color and culture performance, fostering positivity, collaboration, and inclusivity. Her deeprooted commitment to the city schools of Decar spanning 33 years from student to educator reflects her alignment with the district's mission to inspire and support all learners in a caring inclusive environment. >> Congratulations. >> From Ali Street, we have Jra Child. creates a truly nurturing environment where every student feels valued. She is a master communicator bridging the gap between school and home to ensure every child has a dedicated support system. While her heart is absolute gold, her standards are high. She consistently pushes her students
187to reach their full academic potential and embrace new challenges. Her ability to balance empathy with excellence makes her an incredibly valuable part of our school community. We couldn't be prouder to have her leading the way for our scholars. Congratulations. Our second finalist is from Decar High School, Miss Kristen Embry. Miss Embry is the definition of a lifelong learner and is dedicated to developing her students in the same vein. She was selected as a peace teacher mentor by the US Institute of Peace after completing the program. As a fullbrite scholar, she will take a three-week trip to India this summer and bring back her experience to share with our students. She develops critical thinkers not only in her classroom but also to model you in and close up. It is always a joy to watch Miss
188Emily work with students. Congratulations, Miss Emry. Congratulations. >> I'm pleased to announce our last finalist and 2027 City Schools of Decator Teacher of the Year, Beacon Hill Middle School Adventure Quest Teacher Christy Shaw. With 30 years of dedication to experiential learning and outdoor education, Miss Shawberg is a visionary educator who has spent her career redefining where and how learning occurs. Her teaching journey, which began during a formative year of a Marapore service connecting city school children with nature, has evolved into the pioneering adventure quest program at Naked Hill Middle School. Throughout her career, she has remained steadfast in her mission to get students outside to play and be active, providing a vital alternative to traditional physical education and a necessary break from the distractions of technology. By replacing traditional desks with camp chairs and city
189streets, with cycling routes, cheap fosters, a space where students conquer self-doubt and build resilience through authentic, productive struggle. Whether teacher teaching firebuilding skills or leading camping trips, Miss Shawberg's commitment to providing equitable access to the outdoors ensures that every student every student regardless of background can discover their potential in the natural world. Driven by the belief that growth happens when we dare to try, she continues to model lifelong learning and adventure for her students, her soccer players, and her community. Miss Shawberg transformed the middle school journey into a grand expedition. She turned her classroom into a sanctuary where students find their bravery, their balance, and their best selves. She is not just Beacon Hill Middle School teacher of the year. She is our students greatest guy. Congratulations. >> I love it. I love it. Congratulations.
190That concludes our recognition. We're going to take a 10m minute recess and then we'll reconvene. Come back at 4:22. Mrs. Newton Scott and Mrs. Burton. On behalf of the board, congratulations to all of our 2026 2027 teachers of the year and to Mrs. Christy Chawberg, we commend you for being named CSD's district teacher of the year. Dr. Whitaker, congratulations on receiving the 2025 leadership on campus make a difference award. This recognition is evident that your work has not only positively impacted students in CSD and your previous district, but is also serving as an example statewide. You have a superintendent report. >> Yes, I do. And thank you, Chair Sultan. Good evening, CST, and welcome back. I hope everyone had an enjoyable spring break. I must begin by thanking all of our 2026 2027 teacher of
191the years for their recognized contributions and unwavering commitment to ensuring our students reach their highest potential in our classrooms every single day. I especially want to congratulate Miss Christy Charberg from Beacon Hill Middle School on being named our district teacher of the year. I want to thank Leadership on Campus magazine for recognizing me as the recipient of the 2025 leadership on campus make a difference award. I'm honored to receive this award and to be among the many dedicated individuals in the state who are leading and driving innovation and excellence within school systems. Prior to spring break, our chair Dr. Sultan and vi vice chair Mr. UT and board member Iriè visited College Heights, Glenwood, and the Frasier Center at Decar High School. These school visits offered a firsthand look at our strategic priorities in action
192and the care, responsiveness, and engagement of our highly qualified staff and their commitment that defines the city schools of Decar. DSC also commemorated developmental disabilities awareness month by hosting the second annual yes I can award and the accredited special Olympics. I must thank staff families and our board members Dr. Carmen Sultan and Vice Chair Hans UTS for helping to make this year's events amazing for our students with disabilities. The smiles, joy, and engagement were truly heartwarming as we celebrated our students their demonstrated deter. This month we will autism awareness aimed at increasing understanding, fostering inclusion, and supporting individuals with autism on the autism spectrum disorder. Earlier today, we joined Beacon Hill for a ribbon cutting in the school's new courtyard, previously known as the dust bowl. Special thanks to the students of principal Glenn's principal
193advisory council who assisted in selecting the turf that meets the school's needs while adhering to the community's environmental values. We appreciate our operations team for leading this project. Over the past month, our operations team has also been preparing schools w across the district for the onset of mosquito season by installing environmentally friendly mosquito buckets designed by a CSD parent. The buckets called Bbuckets use a naturally occurring soil bacterium. I do not want to mess this name up. know that it is called BTI, but that significantly targets mosquito larvi in standing water before they can become biting adults. BTI is proven to be an effective alternative to conventional fogging and of perimeter sprays which must contact adult mosquitoes. Chemicals from fogs and sprays can drift to the neighboring properties, potentially killing bees and other beneficial insects.
194The project started at Oakhurst Lower Elementary School last year and will expand to all 10 campuses this year. In April, we recognize the commitment of our assistant principles and administrative professionals and we are highlighting the importance of reading and the dedication of our media specialists during school library month. We are also joining the global movement to create a brighter future for people with autism. Another important observance is in April is National Child Abuse Prevention Month, which recognizes the critical role that we all play in preventing child abuse, neglect, and any other form of child maltreatment. At the end of the month, we will join district nationally in highlighting National Youth Violence Prevention Week, April 20th through the 24th. The week brings communities together to raise awareness and to learn how to stop youth violence. The
195Student Against Violence Everywhere, otherwise known as the SAVE Promise Club, is a founding partner, more commonly known as SAVE. This youth leadership initiative of Sandy Hook Promise is a schoolbased violence prevention program that has been established at thousands of schools nationwide. DSD has launched a partnership with the Sandy Hook Promise Foundation this fall. In addition to initiating the Save Promise clubs at the middle school and the high school, the foundation will provide resources for violence prevention instruction and training as well as an anonymous reporting tool for life safety emergencies. all at no cost to our school system. There will be more to celebrate as we get closer to the end of the school year. I think I just shared that sentiment with a constituent out there. But over the next few weeks, our students will
196be testing. To ensure their success, they should be well rested, eat a hearty breakfast, and arrive at school on time. This month, our FY27 budget discussions also continue. This year, the annual budget development process has coincided with state budget mandates, including increases in benefits. Also during the legislative session, House Bill 1193, the Georgia Literacy Act was passed to provide state funding for literacy coaches in grades K through three in all public schools. I am was pleased to see this pass as I am a believer in the power of coaching. Fortunately, CSV already has highly skilled prek through fifth grade ELA social studies coordinator and instructional coaches at all of our K2 schools. Therefore, we are not adding district positions next year. The board of education is prioritizing teacher compensation. Our priority remains quality instruction resources
197and services all students. All still means all. This is the core work of the city schools of Decar and our primary responsibility as educators. Chair Sultan, that completes my report. >> Thank you. Good evening and thank you for your in-person and online presence at our April Board of Education meeting. I hope our students, staff, and families had a refreshing spring break and are ready for a strong finish to the academic year. During today's pre-work and our book study on modern-day strategies for community engagement, the board also discussed and agreed on a process for the consent agenda to efficiently address routine and or non-controversial items. We also discussed policies on emergency closing wellness progress naming facility. There were two presentations during the work session. The first was the state of teaching and learning including curriculum and
198instruction enrichment areas advanced content multi-tered systems of support or MPSS and Decatur virtual academy or the DBA. The second presentation provided an update from the chief of staff's office highlighting key initiatives related to Cogni accreditation, strategic plan, project management, policy adoption, non-resident paid tuition and enrollment systems along with insightful contributions from our student board of representatives and her apprentice. These presentations will guide our future efforts to elevate student voices on the board. All presentations from the board of education meetings are available on the district's website and assembly. This evening's board recognitions where we highlight the achievements of our students and staff. We celebrated the DHS class of 2026 valadictorian and saludiatoran, the five strong scholarship awardees, the impressive seasons of the DHA DHS varsity basketball teams, including the commendations awarded to the coaches and the
199tallies green team who are passionate about sustainability and want to help make tally a zerowaste school. We are pleased to recognize the accomplishments of two students. One who has advanced from Dicab Regional Science and Engineering Fair to compete in the prestigious 2026 Georgia Science and Engineering Fair. The other student is a DHS senior who state school superintendent Richard Woods announced as one of 162 graduating seniors across the state selected as a 2026 Georgia Scholar. Our final presentation recognized our 2026 2027 teachers of the year and our district teacher of the year. Congratulations to all of the students and staff honored this weekend. Your accomplishments truly exemplify the excellence of CS. In addition to the previously mentioned April observances by the superintendent, this month CSD is showing appreciation for our amazing school volunteers environmental protection during
200Earth Day. This month we also honor the history, culture, and contribution of Arab Americans. Before these presentations, we welcomed Miss Cara Johnson, the regional growth director representing Leadership on Campus magazine, who presented the Leadership on Campus magazine 2025 Make a Difference Award to our superintendent, Dr. Gimma Whitaker. The magazine serves as a platform for sharing stories of leadership, fostering collaboration, and offering resources to help educational leaders statewide overcome challenges, innovate, and elevate their organizations. As we countdown to the end of the school year, our schools are bustling with activities. I encourage families and the community to check the school newsletters via the CSC weekly to stay informed about upcoming events and activities. Next, I want to highlight a few important dates for the public. The next board community meeting is scheduled for Wednesday, April 202,
201April 22nd, 2026 from 6:30 to 8:00 p.m. at Decar High School. And the next board meeting will be on Tuesday, May 12th, 2026. That concludes my remarks for this evening. Board members, do you have any thoughts you wish to share? Dr. Whitaker, please introduce the next presentation. >> Chair Sultan, I would like to call on Jarvis Adams, chief operations officer. He will introduce the city of Decar teen leadership team led by Claire Miller as they present the childfriendly cities initiative priorities. >> Good afternoon board members. As you know, the city of the cater is a UNIC USA childfriendly city. Today we are joined by members of the childfriendly cities initiative team leadership team. This youth these youth played a key role in moving the city of the Kada government and community towards policies processes and
202investment their children and youth and close gaps in unmet and undeveloped needs. I've had the pleasure, extreme pleasure of meeting with many of the team leadership team members uh on ways to advance their priorities. Today members represent their priorities and work on the u and their work to the board of education including a deep dive by by the public face group in their ADA accessibility work over at Glennwood Elementary. I turn it over to our students now. Good afternoon. My name is Isa Rasmn Striker and I'm a senior at High School. I'm here representing the Child Cities Initiative or CFCI, more specifically the team. The FDI is a UNICEF USA initiative designed to influence local communities to prioritize the needs of young people space for youth participation in any area that impacts them. The city
203of Decar was officially recognized as the third childfriendly city in the US in March 2025 following Houston, Texas and Minneapolis, Minnesota. The team leadership team consists of 41 teams who are all Decar residents. We meet once or twice a month to work on the five priorities that we identified through surveys of children and youth indicators. This evening, you'll hear from our five priority groups on initiatives that we've been working on since 2023. Hello, I am Andy Pass, a senior at Decator High School and a member of the environmentally conscious city focus group. a few of our projects from the past. Over the last two years, we have worked with vendors to make Earth Birthday Festival a non-weast composting event. In addition, we have implemented composting indicator high school lunches. Finally, after a year-long effort of
204communicating with school personnel, including Dr. Stroll, to achieve our goal of reducing unnecessary plastic waste in the DHS cafeteria and lunches, we are delighted to hear that Mr. Adams informed us last month that the school is committed to adopting classic free lunches. We'd like to thank the school board and superintendent for their support and we are excited to see this implementation aligned with student and community values. Thank you very much McDougall. I'm a junior. Uh I'm not I'm a part of the trust with police force. Um, so our goal is to improve the connectivity between the community and the police, of course. And we think a big part of the community is the kids, of course. So, um, one of our main goals is to, you know, we have touch a truck indicator and we
205thought it would be pretty cool if we went to one of the animal crackers. So, we're going to one, uh, K through two and one, uh, three through five. And so, we're bringing firefighters, we're bringing police officers, and we're hoping to connect with the kids. um they can touch the truck, they can, you know, speak with police officers and hopefully understand better about how vital they are to our community and how much they do for us because police can sometimes get a bad rep with the community sometimes. Um but we believe that some of that rep isn't representative of how much they do for us. So we want the kids in the next generation to, you know, maybe appreciate the police more. So getting to know them, we think is a great opportunity for them
206to do that. Thank you. >> Hello, my name is Daniel Sh. I'm a senior educator. Um on top of that, uh the animal cracker visits that we decided to do. Um our main focus for this year is trying to establish um emergency call boxes on the square. So we were thinking of establishing uh two call boxes. You can see on your maps there um where we were trying to do it. We're trying to do it on the main square area and then also around like the bus loop entrance of the MAR station. Um the reason for this is one because the square is currently under reconstruction. So it would be uh a lot more convenient to take advantage of this while the square is currently undergoing this change. And then on top of that um
207there feels like there's um a increased feeling of fear um among especially uh younger students like particularly middle middle schoolers um in terms of uh how safe the square feels and um in terms of access to uh emergency services. So this would provide direct immediate access to emergency services that could be very beneficial to whoever needs it. Um and on top of that the World Cup is incoming the summer and there's going to be a lot of increased traffic to catered pedestrian traffic and since the square is the social hub of the cater uh this would be very useful thing to have especially for tourists who may need emergency services wherever they might need it. Thank you. Hello, my name is Zoe Taylor and I'm a sophomore at Decater High School. So, my group is
208equity and inclusion and we're focused on creating an accepting accommodating environment for everyone in Decator. This year for CSI, equity and inclusion has crafted a byianual period drive we have named T or period equity project. This product drive will have a sanitary product or will have the sanitary product in the school bathrooms always stopped. This year we found that one in three girls in Decator High School have struggled to find products in the school and most product suppliers run out by the middle of the day. Many girls have had to run through the entire school before being able to find a sanitary product, wasting valuable learning time. This is why it's imperative to have a steady flow of products throughout the day. This will be a test run to see how big of an impact
209this will make before we officially start implementing it next year. We will drop off a box in the teachers classrooms and students can fill it throughout the day. We will give students and community members two weeks to fill these boxes before collection day. Those products would then be given to the school for free to keep product dispenser stock. A full box of products could count towards an allocated amount of service time. We want to ensure that everyone has consistent access to period products throughout the day because it's unfair that women's health should come at the expense of education. >> Hi everyone, my name is Chloe Smith. I'm a senior and this is my fourth year on CSCI. I'm also part of um equity inclusion. Um, and so the second project that we worked on this
210year, um, was actually on the fair on the square where we hung up basically a big blank map of the world and set out uh, finger paint and we had citizens of Decator basically uh, dip their thumb in the paint and then put it wherever they wanted to or not wherever they wanted to, but on the map um, um, from where they're from, their ethnicity, all that kind of stuff. And it was a beautiful display of diversity. And we plan to hang this up in high school as a piece of art to create a sense of community. In a world where difference can divide us, this map does the opposite. It brings us together and shows us that even though we come from all over, we still can come together and create something meaningful as
211a community. Thank you. Uh, hi. My name is Ian Cobb. I am a junior at Decar High School. And name is Nathan Mulasu. I'm a senior at Decar High School. >> My name is Karma Salman. I'm a junior at Decater High School. >> Uh, we are members of the mental health priority group for CFCI and we're here to talk to you about Narcan at care. >> So, what is Narcan? Narcan Alexone is a medication used to rapidly reverse opioid related overdoses by blocking effects of opioids in the brain. Narcan is these are the first form of treatment for all overdoses meaning arrivals. Um right here I have a box of Narcan and it has directions on it. The first direction is to check for unsuspect suspected overdose if the person is well not breathing and
212it also has the third step to climb on and it has directions on how to apply the nasal spray. Um Noxen is opaist meaning it has higher affinity for opioid receptors than the opioids. It knocks opioids off the receptors and takes their place. selected them last 30 to 90 minutes accounting for more than enough time for an ambulance to arrive. Disposal is simple. Put the use nasal spray into this box and dispose of it in a solid waste trash bin. Statistics. Statistics. Why is narcine important? In 2019, we had four fentinel overdoses among Georgia adolesccents. In 2020, that that number increased by almost 900% from four overdoses to 36 overdoses. We need to remember that this the rate of death is not just a numbers. It is children and students lives we are losing every
213day. >> And you may be thinking how does this apply to us? So earlier this school year we had an medical emergency at DHS where Narcan could have been essential in helping that student. Uh but why wasn't Narcan used at the school? because at the moment we only have one uh unit at the entire school and not only is it there, it's not in a central nor convenient location. Uh student lives should be the number one concern of the student board and we uh which is why we believe that increasing the amount of Narcan at Decator High School is essential. But you know that task brings with it a few concerns such as legality. Well, thank goodness. According to recently passed Georgia Senate Bill 395, any school personnel who in good faith administers or chooses
214not to administer an opioid antagonist pursuant to this code section shall be immune from civil liability. In addition, school, including a charter school, shall be immune for civil liability for an act related to the implementation of the provisions of this code section except that such an immunity shall not apply to an act of emission or will or willful wantton misconduct. Additionally, another issue is initial supply. Narcan is no longer free. It used to be supplied by the state government, but it now costs around $50 to $100 per box. However, the Decar Fire Department has donated 96 boxes of Narcan for free to support our cause. This ensures that we will have a good stock at the school for a long time. However, we strongly suggest that NAR can be included in the CSB yearly budget.
215Given that every dollar in the budget should be focused on student well-being, we think this is a necessary expense. As of now, every city schools indicator school only has one kid of Narcan. We are asking for multiple kids in every large area where students gather. This would ensure visibility, safety, and ease of access. Using the caterle as a frame of reference, we would be asking for Narcam kits on every floor in addition to the common areas of our building such as the PAC, the library, student center, and gym. We choose on a given floor there 15 to 20 classrooms. This would be an average of 300 to 500 students and faculty. We want to place Narcan in the most central locations that are accessible to students and faculty around the building. And in an overdose
216or medical emergency, seconds and minutes are crucial. We can't have students being in critical life life-changing conditions because they couldn't get to the nurse's office in time. As for our plan storage, we would be implementing clear storage kits that would be visible at every selected place or floor. These storage kits will not only incorporate visibility so these will be financially and economically feasible to not only add to the high school but also to middle school and our elementary schools as well. However, we request to we would like to keep working with the school board to find better solutions and more solutions that would work with both the board's needs and students. Thank you. I'm a member of the improving public spaces priority group. Over the past few years, we have centered our focus around playground
217accessibility. We have spent extensive time doing research into ADA guidelines into our city playgrounds. Few years ago, we presented our analysis of the playgrounds to the city commission with a recommendation that future work on Decator playgrounds follow our proposed guidelines which they voted to adopt. This wave of accessibility is not just localized to Decator. This year, Governor Brian Kemp signed Georgia House Bill 371 into office requiring future elementary school playgrounds to be constructed following strict guidelines with regards to accessibility, size, safety, and inclusivity. While we are grateful that these new standards are being set, they don't cover everything. We'd also like to draw back to our guidelines. This is our list of tier one and tier 2 priorities that we presented to the city commission. Given the time, effort, and research that went into them,
218we ask that you keep these priorities in mind throughout any future playground design or renovation. Now, on to our specific project for this year, accessibility at the Glenwood Elementary School playground. For anyone unfamiliar with the area, the exit from the school down into the playground involves a steep staircase with no wheelchair ramp or alternative pathway. Before I get into the details of our solution, there's a very important perspective that I'd like to highlight. Miss Nancy Turnips attended Glenwood Elementary starting in 1985. As a wheelchair user, her life as a student at Glenwood was very difficult. Her parents had to offer to help purchase a stairway and even then she was never even able to make it to the second floor of the building. Her parents had to remain heavily involved with the PTA and the
219school board um as their advocacy was the main reason that her basic needs were being met. She has now since returned to the school as a teacher. After trying many possible solutions, her current solution during recess time is to remain at the top of the stairs and watch her class from above. This ramp would help her, but also every student and staff member for whom accessibility has caused trouble. As I mentioned earlier, this law goes into effect in July of this year. This playground does not currently meet these standards. While existing playgrounds will get grandfathered in for a certain period of time, it's not permanent and the change will have to happen eventually. >> Good afternoon. My name is Matt Parent and I went to Glenwood Elementary School. Uh my goal is for you to
220be all familiar with the site and the thought process that's behind our choice for the location of the new ADA accessible ramp to the playground. Currently, there is no ramp and this poses a couple challenges. First of all, it uh creates difficulty in supervision of our students and the mobility of our teachers. The building is uh parallel to East Pon. On the north side, we have the playground. And on the west side, we have the current ADA accessible entrance inside of the school. Our goal is to create the most efficient and safe pathway to the playground while allowing Miss Turny and others in the future to stay with their classes, ensuring that the students are all accounted for and seen. Because of this criterion, we decided the area in the green as it would require
221Miss Turnips Seed to be away from the kids and go out of the way. Additionally, there are more obstacles. Rather than a few trees, we also have many rocks which provide stability to the hillside and for drainage. This is why we decided to build in the red circles. It provides a direct path from the ADA accessible entrance and the turn of teach classroom to the playground. This allows for the efficient movement through the building to the playground with the least amount of effort, making it the most reasonable and accessible pathway. There are some obstacles, however, like the steep slope side and the many trees that cover that area. However, these will be discussed in our solution. This addition is extremely important for setting the standard for accessibility and inclusivity throughout our schools. Please take a
222listen to our solution. Thank you. To begin the design process, they met with breed level land planning and they relate to us much of their experience and taught us the ins and outs of ADA guidelines for wheelchair ramps. In both of the contests we will present, they are fully up to ADA standards, including never surpassing a 5% slope as well as having every landing pad be 5 ft by 5 ft wide. For concept A, we wanted to focus in the dense forest area. So, we had to bridge a gap of 14 ft and to meet the 5% slope guidelines, it had to be a minimum of 320 ft. But to give contractors some wiggle room, so it doesn't have to maintain an exact 5% slope. We added an additional six. And the purple indicates the
223um 5 foot turnaround spaces that also meet ADA requirements. And we also have guard walls throughout the ramp for as a safety precaution. Concept. Oh, I'm Holland F with public spaces. Concept A has both advantages and disadvantages. Major benefit is that it takes up less space during construction, causing little to no destruction to the field and the playground. It also requires low maintenance since the walker would likely be concrete or form place. This design meets ramp guidelines and includes extra space allowing contractors to be flexible and adjust the inclined birds until safer slope. However, it would require removing more trees than preferred around 17 seven of which are matured which will be a harder um to take out. It's also more expensive as well as complex due to the retaining walls needs to prevent erosion
224and um flow. For the overall cost, if we use concrete, it would cost around um 118,500. And as an alternate option, the form place would cost around $122,500. This is concept B. And our main goal with this plan was to avoid construction in the most densely wooded area right next to the stairs. In order to ensure that each section remains at 5% or less slope, we design the first section of the ramp with a removal. As the way the land is now, the elevation doesn't change, but we would dig down 4 feet so we can start the rest of the ramp at a lower elevation. To ensure the remaining slope stays perfect, we would use a boardwalk style ramp in which we can control the elevation at each section. User right between the edge of
225the playground and the field. Hello, my name is Alimini. This is my second year on GFCI. >> My name is Ober >> and um sorry. Basically, the pros of our option B mainly maintain they definitely of course they maintain our ADA guidelines and also the guidelines of city indicator because there's specific things that you guys put in place. Um ma the most important part I believe is the fact that there are only eight trees that would need to be taken down and four mature which obviously of course it's a lot of trees but I feel like we could find a way to work around the trees as well as hopefully like plant more in if we needed to and it's al just a less harsh approach um considering the way in which you would go
226down the ramp um it's not as like twisty turny um but And the cons is that it takes up more space along the tree line on the side of the playground, the hills side, and then it'll take longer to build um with the boardwalk. And since it's a boardwalk and concrete, it's going to take um uh I think >> Yeah. So basically overall um this is a less less expensive approach to our solution. Um but it's again I mean both both options are still like debatable and there's there's some problems with them that need to be fixed. >> I forgot to mention my name is Mercy Baro. I'm a junior and this is my first year on CHCI. Um, our additional request is for a foreign place or a bonded rubber surface on the actual
227playground surfacing. Um, because even though we we would make a ramp, like she wouldn't be able to navigate the playground appropriately and this would cost around um $150,000. And our recommendation is option B. Both options are really strong, but this one has a less tree impact and cost around $20,000 less. So, we believe that this one is the better option to move forward with. Before questions and comments, we want to invite Laura for our concluding remarks. >> Hello, I'm Laura Durban and I'm a senior at Decator High School. Um, I'd just like to close by expressing our sincere gratitude to the board for taking the time to truly listen to the team leadership today, team leadership team today. Your willingness to hear directly from students demonstrates a commitment to understanding the lived experiences by young
228people, especially these young people and who they represent in our schools. Um, that recognition is deeply meaningful to us. Um the priorities shared by our groups, improving public spaces, creating environmentally conscious city, improving trust with police, equity and inclusion and mental health and wellness reflect the ideas of our students across our schools. They represent a vision of spaces where students feel supported and included in our daily lives. Youth voice is an essential part of creating a meaningful process progress of creating meaningful progress in CSC. Our group is an example of how when students are included in conversations and decision-m solutions become more relevant and even more effective. Centering youth perspective strengthens the connection between students and the system that support us. Um, we hope this conversation serves as a strong foundation for the partnership between
229the school board and the child cities leadership team. We look forward to working alongside you um and school systems to further develop and implement these initiatives and to build a community where student voices help guide. Um, >> thank you so much. >> So, I do have questions, but before I say that, I just want to say like student reps to student reps, like I really think y'all are proof that um students can students care and like if we actually like know what's going on. If we actually if adults are actually include us in the process and let us know how governance works like we can actually be innovative and accomplish a lot of things like these are really innovative ideas very sensible ideas and well researched ideas. You guys should be really really proud of
230the work that you did to do a presentation like this and this is definitely like a really overdue partnership for us. So this is awesome. I'm like so floored. Um, and I will do my questions really rapid fire because that was a lot and I have a lot of them and I do need a copy of the presentation after so I can like think through everything. Um, so the first one is for like period products. Um, this was a discussion the board had before but the nurse's office does offer period products but it seems like virtually nobody like knows about them. Have you all looked into partnerships there? And then the other question was you know girls are having are probably um people with periods are having their periods earlier and earlier is a growing
231trend. Is we all reach mostly the high school? Are you looking into middle schools as well? >> Uh currently we're fairly high school concentrated just because we're very early in the development stage of this but we are hoping to expand to the middle schools and then >> um have you worked with the school nurses? >> Right. Um, we have not yet. Our main issue is that the nurs's office is so far away from a lot of those places. And I know they really have a limited stock the same as the rest of the schools where I know people who like will only use pets, but they go to the nurse's office and there's only vice versa, things like that. So, we just want to make sure that there's enough for everyone and a fast way
232to get it like in all the bathrooms, which we're >> I definely see them actually doing great work. Um, and then the next questions are for the Narcan. Um, so the 96 donations from the fire department is amazing. And I know you guys mentioned like including that in the budget, but I also I was looking at like the shelf life and stuff and it seems like it keeps for like a few years really well and I I feel like maybe 96 might be enough for a few years. I don't know. So do you have any sense of that or like what what do you envision the board? >> Yeah, I mean the shelf life is like two to three years and I again I strongly suggest putting it in the yearly budget because the risk
233of not having it is great. I think that the 96 will tide us over for a long time and maybe this isn't something that needs to go in the budget immediately but it is something that needs to go in the budget. >> Thank you. Yeah. Um definitely an increasing trend we're seeing with like the drug use and that again with middle school as well. They're all middle school. Um and then finally, I guess this is probably more for Mr. Adams with the the ramps on the playgrounds, but um what would we have to do to make this happen? Like what I'm sure you have done your own analysis of this. I'd love to hear your thoughts. >> So that your question was what do we have to do to make it happen? Yes. And >>
234so this group, they did a great job. Free love. Many of you all know they do a lot of work. So these volunteers did to really do the the underground work, engineering work that needs to be done. This is already on our radar um to do. So what's next is this was the first time they shared their recommendation. but they didn't they didn't even share their recommendation with me yesterday as we were preparing for today. Um so I have to go back to my team and they they chose option B. Um and then we as we start to build out this ADA accessibility atwood, we invite them to be at the table. anything in construction the initial flange doesn't always end up in the final because you still have to the arbor I don't know
235if arbors will let us remove the eight trees right and and so we have to do what's really feasible but I think for the for the group them to be at the table with us go through the process they're going to learn a great deal about how government's working our government entities. So they're going they're going to learn a lot working but it's part of our strategic plan ADA accessibility everywhere. So we're going to make it happen. They'll just be part of our team. >> I love to hear it. And then I I think on the classic free lunches all the things I've we've seen. So I really feel posit positive about a lot of these things. So thank you. >> Yeah. Um that was amazing and thank you so much for um I think
236expanding so much of I think you were talking about the lived experience of a student. So I really appreciate that. I have a question about the Narcan budget. Um so besides I think as Nia was asking in terms of okay so the um fire department's already donated 96 that is a shelf life of two to three years the proposal it almost looks like um the case like a fire um what do you call fire extinguisher? So would that be largely the budget item that you're talking about? >> Uh yes the okay we are working on coming up with solutions for storage right now. The solution that we think is most feasible is these plastic or not like the the glass like container things that have that you were talking about. Um we also have additional
237solutions and we are working towards we would love to collaborate with y'all on so we can get this out as soon as possible. Um yes that would be part of the budget but we have other solutions that we can discuss. >> To piggy back off of that that was going to be my question. Um I would I think that's great. And um at CHOA we have we store um reversal kits mounted to the wall. I can I'm happy to help you in any way that I can. I can absolutely send you a picture. Um I think that would be a great solution if it's super cheap plastic thin. Um and that may work. Um, also, um, let me look. There's I'm sure there's some grants out there through pharmaceutical companies, through, um, you know, organizations
238like ASAP or the AAP, um, that might help have some kits that get you started. um that might bridge that gap um you know when your kits expire or if you use them, but also to provide some um training um for your teachers and your staff so they make the nasal sprays not hard to use, but when you're panicking things become immensely hard. >> Um so, but we we store narc totally show you. Yeah, I apologize for how bad that picture was. We looked and that was the best one we could find, but we I guess we >> uh I would in adding to the to the Narcan well actually to all of the projects, not to put more work on on on Jarvis, but um uh I would encourage you to think in terms
239of what parts are operational and what parts are capital. All right. So, both the Narcan and the um the stocking of of period supplies require the expenditure on the equipment, but you are also requiring someone to keep it filled, right? And and I think it was the the the the period piece that was talking most about that it doesn't do us any good to have the spaces in the bathrooms if somebody isn't routinely checking them and filling them. So, uh, whatever the process is to ensure that gets solved, I I would encourage you all to also explore whose responsibility is it going to be, how often are they tracking it, uh, etc., just to make sure that those always stay always stay full. Um, uh, regarding Narcan, I'm a little bit concerned that we only
240have seven defibrillators in the schools. And so, I would say if we need more of those and those are the NARC but also explore uh early on in this process we went and looked at where the defibrillator locations are and I'm realizing that isn't on our slideshow but it's not they're not central locations it's not there are three in the PAC and then four in the rest of the building and they're not in locations that are central enough um for easy access like I talked about >> so if that is also a problem make us fix it right >> I I don't want to spend your money for you, but I fantast I should probably know this, but what is the amount of time um to administer >> or even 90 seconds? And then um
241on the topic of getting people to actually have them stocked, we are currently trying to contact the school or not the school board but the principal and figure out who we can talk to to give them those products once the drive is done and to keep them updated. That's also why we're doing it by annual so that hopefully we raise enough that we can keep it at least mostly stock to also help the school help the school because I know they already do purchase some >> to keep it more stock than it currently is. >> Yeah. >> And um for the who's going to keep who's going to administer and keep the Narcan stock, we have explored uh options such as finding teachers that would act as a like a a guardian over it kind
242of. We are working on uh solutions for that. Right. >> Great. I I just want to reiterate what Mia said, thank you for what you're doing. I mean, this is very affirming. You are awesome out there from the you know where where Decator comes from. Let's I mean, shout them all out, right? Like in community policing and making touches and our police officers will show up and connect and touch truck and community is better because of you all. So, thank you. You should be proud of yourselves more than anything. I want to just add the anecdote. I have uh in front of large numbers of people faceplanted down those stairs behind Glenwood. So, anything that you can do to ensure that there are alternative ways to get down to that playground, I'm a fan of.
243>> Great job. Thank you. your leadership and for sharing your priorities with us. The deep dive into your ideas for ADA accessibility at Glenwood Elementary School playground aligns with our desire to establish equitable access and to and within all facilities. Dr. Whitaker, please introduce the next presentation. >> Chair Sultan, Dr. Lita Broom, chief financial officer, will present draft two of the FY27 budget. >> Good evening, board chair, Dr. Chair, members of the board, student representative, superintendent. Although the fiscal year 27 preliminary budget will have an impact on all four strategic accelerators, the fiscal year 27 preliminary draft budget number two falls directly under strategic accelerator 4, organizational effectiveness and excellence through financial transparency and sustainability. As of March 25th, the district has received 79% of the budgeted revenue. It is normal to receive this large
244percentage of the revenue at this time due to receiving 97% of the budgeted tax revenue. We have expended 62% of the budget expenditure which is also normal around this time of the year. Currently revenue is trending higher than expenditures due to the large percentage of tax revenue received today. In the remaining months of this fiscal year, the receipt of revenue will begin to decline and monthly expenditures will come in higher than monthly revenues. Year-end budget projections based on current revenue receipts and spending patterns are that overall 100% of the revenue will be received and 99% of expenditures will be expended. Revenue for taxes is anticipated to come in at 99% and other local is anticipated to come in a little under $600,000 or 88% due primarily to receiving less tuition than budgeted the K2 as
245of March 45% As of March 45% of budgeted tuition revenue has been received. Projection for QDE is based on the state's revision to the fiscal year 26 QBE due to a decrease of 10 FTE which equates to a reduction of 22 28,498 and QBE other grants increase by $995,466 which is the amount of funds received from the state for a onetime supplement of $2,000 for eligible positions. Although this table project expenditures to come in $84,000 more than the budget, the fiscal year 26 budget will be revised by budget amendment one and will increase by the amount of the state supplement $995,456 which will leave a projected balance of $91,73. The fiscal year 26 budget amendment which will be will be presented next will revise the budget to account for the state supplement. I will continue
246to watch the budget closely. March 31st was the last day enter into the financial system. So next month my projections will be revised to reflect any changes based on my projections at this point. The actual ending fund balance and fund balance percentage will be close to the budget. Included in the fiscal year 27 budget preliminary draft number two is option four for salary increases which includes a 3% salary increase and a staff increase. Miss Walker presented the board with four options at February board meeting. Last was bill based on option two. Budget draft number one was built based on option two for expanding the administrative scale by steps by three steps. Budget draft two is built on expanding the administrative scale by one step. This is the same summary of the fiscal year 27 salary
247increases that Miss Walker provided. Salary only cost for teachers equate to approximately $1.3 million. onetime expense to year 27 preliminary budget draft two are the same that were presented in budget draft one. The only changes to this slide are the percentage of fund balance. $1 million of recurring expenses were removed from draft number two which changed the percentage of fund balance for one-time use from 39% to 29% and change the percent of designated funds from fund balance from 34% to 50%. Personnel changes for fiscal year 27 budget draft number two are the same as those changes included in budget draft number one. The changes from fiscal year 27 budget draft one and draft two includes changes in compensation. Draft one was built on compensation option two and draft two is built on compensation option four,
248which is a decrease of approximately $2 million in salaries only for draft two. In draft one, $1 million in recurring cost was reallocated from the block to general funds. Draft number two reallocated the recurring cost back to block. Local project tax growth was still at 4% in draft 1 and decreased to 3% in draft two. This page was a comparison of fiscal year 27 general fund draft 1 and draft 2. The decrease in property tax growth from 4 to 3% decreased revenue by approximately $641,000 in draft 2. Additionally, a slight decrease in state QBE funding due to decline in enrollment for expenditures. The changes from option four to option two in compensation and the removal of recurring costs previously budgeted a slot from draft one reduced expenditures by approximately $4 million. The table to the
249right shows the fiscal impact on the fund balance. The amount of funds needed to balance the budget decreased from draft 1 to draft two by approximately $3.5 million. The new estimated ending fund balance for draft 2 is right at $13 million, which brings the fund balance up from draft 1 by 3% to right under 11%. This is the fiscal year 26 budget and the fiscal year 27 preliminary draft 2 budget. Starting with the table on the left, the first column is the current fiscal year 26 budget. The second column is the fiscal year 27 preliminary budget draft 2. Revenue is anticipated to increase by 1% or approximately $867,000. This is based primarily on the 3% increase in profit tax. Though the other remains the same. Although we are accepting tuition, the current fiscal year 26
250budget is a little little overstated. So I think keeping the budget where it is will be more appropriate for fiscal year 27 until we solidify the number. State revenue decreased by $28,000 due to a decrease in enrollment. Once the state finalized their budget, we will have a better idea of revenue from QBE. All grants, with the exception of about $120,000, have been removed from both fiscal year 27 revenue and expenditure budget. The sale of two district houses is anticipated to bring in approximately $1.4 million. Total expenditures have increased approximately $6.6 million. Majority of the increase approximately $4 million is for salaries. Fiscal year 27 draft number two budgeted expenditures are approximately $7 million more than fiscal year 27 budgeted revenue. The $7 million will be deducted from the beginning fund balance of $20 million leaving
251a fund balance of right at $13 million or 10.85 fund balance percentage. The 10.85 85 fund balance percentage is within board policy BCL range of 4 to 15% and is available. This slide provides a summary of changes for all function categories. Some of the notable percent changes between the current fiscal year 26 budget and the fiscal year 27 prelim preliminary budget draft 2 include federal grant administration reduction of 100% due to the removal of a one-time grant. Instructional staff training reduction of 91% is also due to the removal of a one-time grant. Under the support services, reduction of 68% is due to the removal of some consulting services. Transfer to other funds increase by 29% is due to anticipated increases in the general fund to supplement the school nutrition and prek funds. Transfer to other
252funds is like a reserve in the general fund to supplement other funds like the school nutrition and the prek program as needed. 19% increase in support services central is primarily due to the one-time cost for the new ERP financing HR. 15% increase in maintenance and operation is due to increases in salary and benefits and onetime repair and maintenance. This is the fiscal year 27 preliminary budget draft number two. Total revenue is anticipated at $112,144,659. Total expenditures are estimated at 119,6,477,964 will be used from the fund balance to balance the budget. This leaves an ending fund balance of 12,977,31 and a fund balance percentage of 200 10.85%. The state mandates an annual financial audit by an external agency. The district contracted with Malden and Jenkins who issued a clean audit for fiscal year 25 but did
253list as a management recommendation for the district to spend down the fund balance. As we build the fiscal year 27 budget, changes will be made as the board discusses the budget and make changes and as the state builds the fiscal year 27 budget. The state has not finalized their budget and therefore the district is still awaiting final approval of the state proposed budget. This is a five-year review of fiscal year 23- 25 actuals and fiscal year 26 and 27 budget column is the compound annual growth rate which shows the average yearly growth rate over the five years. Overall revenue average annual increase is 5%. The district's largest source of revenue local taxes local other increase by 6%. biggest contributing factor for the industry. Q QBE has increased the least by average annual growth of 2%.
254Overall expenditures average annual increase is 7%. I looked at fiscal year 23 and did a comparison with fiscal year 27 to determine the percent increase between the five years between the two years. The largest average annual growth increase within the function categories of safety and security at 133%. In fiscal year 23, the district did not have any salaries and benefits budgeted and salary and sec safety and security. The fiscal year 27 draft budget number two has a budget of approximately $800,000 for salaries and benefits in the safety and security budget. Fiscal year 23 consisted of fingerprinting only. The fiscal year 27 draft budget two has an operational budget of approximately $500,000 that includes fingerprints, equipment, repair, maintenance, foods and fees, supplies, communication, and travel. These funds enable essential investments in security infrastructure, staff training, and
255emergency response system to prevent violence and manage crisis. On average, the school nutrition program decreased by 21% and transferred to other funds increased by 38%. In fiscal year 23 and 24, a portion of the school nutrition program budget was in the general fund. In fiscal year 25, the full school nutrition budget was reallocated to the school nutrition program budget, which is funded outside of the general fund. The general fund supplement to the school nutrition budget is now budgeted under transfer to other funds. This budget also includes the prek supplement. The school nutrition function category that is in the general fund consists of funds budgeted for school nutrition services for the early childhood learning centers only. The school nutrition program received a grant in fiscal year 25 which helped to subsidize the program. However, we have
256not received the grant this year or anticipate receiving it until fiscal year 27. The transfer to other funds is just general funds set aside to supplement the prek program and school nutrition program as needed. If the funds are not needed, the funds remain in the general fund. When comparing fiscal years, it is difficult because you are not necessarily comparing apples to apples. The state made changes throughout the year on what certain positions should be paid. For example, the district recently received communication from the state advising that counselors, physical directors, and occupational therapists should no longer be paid out of instruction and should be reallocated to pupil services. When reviewing this chart and comparing fiscal year 25 actual to the fiscal year 26 budget for instruction and pupil services, it looks as if the district only
257increase instruction by $1.3 million and that pupil services increased by $3.8 million when in actuality funds were reallocated between function codes as mandated by the state. Additionally, different superintendent and board have different vision and sometimes departments or positions are eliminated, created or placed in different departments. For example, we currently have an experienced professional investigator who is budgeted in the chief of staff budget. In past years, this was not a position. At the March community meeting, it was asked that we create a pie chart of the fiscal year 27 draft budget. The chart on the left is the budget by function category which shows the largest percentage of the budget is in instruction at 76%. The chart on the right is the budget by location which shows the largest percentage of the budget is the food.
258The fiscal year 27 budget is intentionally aligned with the district strategic accelerators and the board's fiscal year 27 adopted and approved budget priorities to ensure that financial resources directly support the district's long-term goals while maintaining fiscal responsibility. budget process is a community board of education meeting on April 22nd at Oakhurst Elementary School which will allow the community members to ask questions and receive answers and clarification on the preliminary budget draft number two and May will have two special call board meetings for public budget hearings. The fiscal year 27 budget and the administrator will be tentatively approved at the board meeting. The final budget will be approved at the June 2nd board meeting. We will also have three special call board meetings on the military here. The fiscal year 20 salary budget book will be printed
259in office. I will be happy to respond to any questions or provide clarification. And can we go back to slide 16 because I appreciate the pie chart, but the way I read it was that the district is spending 76% on instruction and support. And so then when I went to >> well that's the like people services all of the other support services >> but my issue is very simple um I believe we've been told repeatedly and I want to have this clarified you know our biggest budget item is instruction and that's for teachers and so when we start inflating instruction people services I believe improvement of instructional services and I think ed media so the way I looked at it is there's 66k was spent on instruction but then we've gone and combined 10 million
260on people services 3 million on improvement and 1 and a.5 million on ed media that's about 20% right 66 million so 10% of 66 million is 6 million 20% of 66 million is 13 million so it looks like we're really spending 56% on instruction And then I think what I want to know before approving a budget is exactly what those other things are because there are multiple allocations in the line item budget but in the pie chart we're just grouping all the instruction especially if we're being told or it's being recommended not to give teachers that higher salary that's a problem for me. I can provide you with that information, but if I was to break it up, it would be so small on the chart. It would be broken into provide you with >>
261So, I mean, am I clear that our instructional line item is salaries and benefits? I know that we have QBE earning teachers, right? We have 431 classroom teachers. I believe based on the most recent communication, 386 of them are QBE earning. We pay local funds for the RAV, but I want a clearer picture of what we're spending on instruction. >> Instruction is also operational supplies. >> Okay. >> It's just not salary, >> right? And so I would I think I'd like to see that divided up because we tend to tell people our biggest line item is instruction. Hey, we're hitting, you know, top here or top three for teacher salaries, but the pie chart doesn't help me see that's really happening. Um, so I appreciate the pie chart. Um, I think I I do have
262a few other questions because I think you kind of answered one, so I'm sorry if I'm repeating myself. When at looking at the five-year um actual and budget slide 15, uh, so instruction has increased, right? 20 23 it was 53. Um, now we're up to 66. And then you pointed out safety and um, student services because we got one. So of course that's a huge increase. What explains like pupil services went it doubled from 2023 to 2027. So it was 5 million in change in 2023. It went up to >> right >> 6 million FY25 and then FY26 and FY27. So it is increased 100%. >> Correct. um counselors, physical therapists, operational therapists were initially budgeted in instruction for fiscal year 26, the state mandated that we move that to people services. >> Okay. So,
263thank you. Um slide 21 questions categories >> you want to speak to what's in >> Right. So the budget is built based on function categories and these are the different function codes that you describe what's in it. So you were asking about instruction. So this is a description of what's included in instruction. Yeah, I know. I know. It's just anecdotally when we tend to talk about this, you know, our we always know our biggest spending bucket is instruction and we know that partly because it's teachers helpful for me personally. Um especially if we are if the budget ends up resulting in the least amount of pay increase for teachers despite what the community keeps asking because I understand we have a fiduciary responsibility as well. I'd like to understand it a little bit better. >>
264So just to clarify what you're asking is of that 76% of the biggest blue part of the pie, you want to know how much of that is salary only? Like how much of it goes directly into the teachers pocket? Well, yeah. And how much of it is teachers? Because the only real salary schedules we ever look at, including in this budget, is for the teachers, but it sounds like we're paying a lot of other people in that blue instruction and support budget. So I believe in this presentation if we go to slide six, tell me if I'm wrong, the only salary schedule we see presented is for teachers. And so we have 889 employees. We have 431 classroom teachers. Um so there are a lot of other positions and I'm just not quite clear. So
265I will read the allotments. That's fine. Um, but I still want a better understanding of what we're paying for through instruction. So does it turn out that of the 66 million 1 million is for the paper and other items because a lot of increases are typically identified I believe going to then sorry um the slide here uh sorry slide 12 summary of budget changes and so for pupil services it's solely salary and benefit for instruction it's salary and benefit increases and then operational increases for the new ACL. I don't even understand yet the budget there's a lot of increases and decreases in the budget. So although salaries and benefits went up in every budget if operational expenses decrease as far as finally >> yeah I think I'm just reading I'm not trying to argue but
266I want to understand it. So what I'm reading is the 4% change for the instruction is salary and benefits. It doesn't say anything about other instructional operational costs. It just says salary and benefits. Then it has a semicolon and it says operational increases for the new ECLC, which you I don't know when that's going to be up and running, but I don't even understand how that's an instructional um part, but I have material. So it sounds like maybe the the clarifying point is that within that function code salaries and benefits fall under it but so do a lot of other >> operational expenses you know like instructional material >> right so I think maybe what is saying is that it might be helpful to if it's possible because I can see how this is a
267large function code with a lot of detail is it possible to within that within that 76 or sorry 70 yeah 76 is it a way to just isolate out of that pie how much is salary >> I mean I think I know what I'm asking which is a clearer understanding of what we're paying for when we call it instruction and support that's one two between budget draft one and budget draft two we went from the most aggressive I thought pay increase for teachers that we had recommended to the lowest option am I mean it's can anyone confirm that that's what I hear on slide five. So again option one was the most aggressive. Option two is what we had in draft two and now we've gone to option four which appears to be the least
268amount. So yeah, it matters to me to understand this more if we're tell if the community the input that I have read whether it was the 70 some odd responses in December um or the few that I've seen since is you know pay the teachers. Now I also understand we have to make budgetary decisions across the board. Um, but you know, and the other part of this that is just befuddling to me is that it still includes the ECLC. And so, you know, I guess we'll address that at another point, but there are budget items in this budget draft for the ECLC. And then there are operational costs for the ETLC and instruction. So, um, when looking at draft one to draft two, the revenue decreased from going to a 4% to a 3%. So
269if you're looking at what when when you're talking about your major revenue sources, those were reduced in addition to the fact that the fund balance was being used for reoccurring costs i.e. salary and benefits in draft one that was not going to be sustainable. Okay. I mean I I guess one could read it as the amount that would have now again this is not necessarily recurring versus one time so I understand that distinction but one could read the differences pay for the ELC stuff we could not give that more um uh lubricant pay increase >> a one-time expense is different than a reoccurring and a reoccurring is what was coming out the fund balance which took that fund balance down to 7.67% and that was going to be more decreases in the fund balance because
270you had a higher reoccurring expense i.e. salary and benefits being paid out of the fund balance >> and the ECL bill seven. What is the almost half million for ECLC professional services? And I'm assuming then, but I want to make sure I'm clear. Is that the that 420 is that was >> the other increase in the instruction budget? >> Right there. 420,000 for professional service, 915,000 for startup column and then 246 which is not included at the one time as recurrent column like if we were principal keeper halfway through here. So is the four because I believe there were two items in the summary changes of the budget that both cited the ECLC. So, is it the 915 that's in the instructional budget or is it the 420? I don't remember the slide number for
271the summary ch here. Um, the school administration has an operational increase for new ECLC. >> It almost certainly has to be the 915 because professional services are that's I mean I'm assuming I'm interpreting this but that that's like architecture and not >> Yeah. So that would almost have to be the 915. >> So professional services is architecture. It's not instructional training. >> Okay. >> Which I guess then that would mean so I I do have the same question. The 915 startup operating cost for the ECLC is the incremental amount that is included with the other 2.6 million that we're talking about that is in the instructional bucket. The 915 is a variety of costes including furniture, equipment, instructional materials, language, >> then it's not all instructional, >> not all instruction. >> So, I'm sorry, I'm
272starting to take board member Anderson's question time. I'm sorry. I'll relinquish back to >> I mean, I I think what I'm hearing, and I would like to hear this as well, is in the increase of instructional cost, um, it's it's almost like what what exactly are the things that are there's $2.6 $6 million in salary, how much is ECLC and then what is the difference that's that's in there? Yeah, that that would be helpful. I also heard on the pie chart, I mean, you guys know what I feel about pie charts, but if we're going to live with them, we're going to live with them. Um, that 76% if you could carve off I I'm actually ask two things. One, carve off the instructional support. So really one corner of it should be just the
2731,00 function code for instructors. Right? >> So you want to break it out by all the function categories, >> not by all. Right? So whatever you lumped together in the instructional and support services to get to 76%. Delump the instruction the 1000 code and then to the extent you can point out how much of that is actually salary that would be helpful. Um, >> so you want me to continue group improvement of instructional instructional staff training educational media? >> I I think so. I'm I'm actually looking towards board member Anderson to see if that is something that would help in terms of your understanding of the what what they're showing up there, but you were asking about what is specifically related to the classroom and salary. plain and simple. You know, you can't have a
274school district and you can't have teaching and learning without stu uh teachers and teachers need supported support obviously and you need the lights on and air conditioning and everything else. But I want to know more about what the instruction budget is paying for. So yes, to start with it would be helpful to have just like the biggest bucket or line item in the budget is instruction. I don't know why it wouldn't be its only own part of the pot, not blended with support or anything else. >> I hear. >> And just to clarify, just so that we're clear about uh and being consistent about what we're telling folks, the the total one-time startup fees for the new facility are this 420,000 plus the 915,000. >> Correct. >> That's that's it. Those are the onetime draws
275from those funds. >> Yes. You Thank you. Um, can we go to Is everybody done? >> No, go ahead. >> Can we if we could go to slide 13? 13. Sorry. Um, so what what I'm having trouble breaking out I I know and I and I think this is confusing for the public as well. There's a number of things in here that we know are one-time that we're intentionally putting into buckets one time. Um, I would like to see a column of what we anticipate being recurring expenses and a column that shows us those one-time expenses because I would expect in next year's budget we don't have those one-time expenses. Right. There's a $3 million or some amount of onetime expenses that we're bringing over. >> Yeah. And so if we go back to that
276slide because it it those are that 3.7 million is unevenly distributed uh in these columns. I would also say the same has to hold true in revenue, right? So the 1.4 uh $1.4 million from the sale of of houses, we're not going to get that next year, right? So if we're using that this year to balance the budget, we're automatically >> No, I understand. That's what I'm saying. I'm in this budget. We're balancing this budget assuming a one-time injection of $1.4 million. We should be able to see we're not going to we're not going to get that next year, right? And so what I'm wanting to see is a breakout of all of the things that we are intentionally viewing as one-time so that when we look at where the real increases are, we, you
277know, we're not uh conflating a million dollar one-time expense for an ERP as a permanent increase in the expense of whatever department that's in. I I forget which department that was in. Um, but wherever that is, it's it's going to inflate that department by the million dollars we're spending on an ERP for one time. That department should be less budget next year. That is a one-time expense, right? Correct. That's the kind of thing that I'm wanting to be able to see. Um, and then if we look at slide 15, I think I'm just going to channel. Yes. >> 15. Yeah. One five. So this is >> issue of the full budget the fiveyear >> K like if you look under support services essential you see the onetime cost for the ERP system but I could
278put all that >> yeah just to help us >> 15. So when you look at a five-year keer, the reason why you're using the keer is to try to tell a story about where you've made investments and where your costs have increased. And I I think it's understandable that there are things that happen. You know, the state mandates we move buckets of money from here to there. But in general, over a period of time, this is going to show where you've made investments, right? And it is fundamentally necessary to explain to the public why we have a 5% kagger on instruction and we have a 17% kager on central office. Right? I mean that's just a that is a thing that we need to be able to explain. Some of that is that 17% keer
279includes a onetime $1 million fee for the ERP which you just mentioned. Right? But nonetheless, that needs to be able to be explained in a way that people can absorb and either agree or disagree. And we as a body can choose to agree or or disagree, right? The the point of a five-year keer, and this is the exact reason why I wanted to see it, is so that, you know, if you if you're taking a b a budget item like central office where in 23 it was $2.4 million, right? and you add $500,000 a year to that bucket, a million dollars a year to that bucket, you end up with a double-digit kegger by the end of it. And you that that has grown, it's substantially grown proportionate to the rest of the budget out
280of whack with the proportion of where the investments are elsewise within the budget. And you have to be able to explain that. And so if you're only looking at it yearon year, if you only have a half a million dollars that goes in there in one year, you don't see that recurrent trend. And so what we are looking at right now is an almost 20% increase annually uh in central support services. Now that should get explained. That should get explained. Some of that is salary. I I do know that we went back and we said, "Look, there's a number of positions that are at half of market and we need to make sure people are paid at market." We we had that debate and we had that conversation, right? So, we should be able to
281show where that impacted. Some of that is I do know previous administrations hid bodies elsewhere in the budget so it didn't look like central office was that high. We've pulled them into central office to make sure that you can reflect it accurately. that's going to drive some of those numbers. But but nonetheless, it is, you know, a system that says it it is looking at instruction as its number one value. We've grown instruction by a third of the rate that we have grown central office. We have to be able to explain that. And so that that is the kind of thing that you want a five-year keer to be able to uh point out to the community and you want the administration to be able to explain. Along those same lines, the the transfers to
282other funds, is it is that all school nutrition? Is that all to support school nutrition? >> In the fiscal year 27 budget is for um the prek supplement. >> The existing prek program. >> Yes, correct. >> How much is that again? Sorry. >> 300. So is that an item that would increase with the ELC or that doesn't retail and the rest is school nutrition? The rest of school nutrition and they could use it and they you know we have that buff at that point. They get grants they won't need as much but if they don't get any grants. So we we have traditionally subsidized school nutrition somewhere between 700,000 and 900,000 a year. That has been consistently the number that's gone over to school nutrition. And so now it's we're we're pulling it out of
283the former line item called school nutrition and putting it into uh the transfer. >> But okay, now I'm confused. I'm sorry. And so if it's always been that practice, then why is there a 38 or 3? If you look at fiscal year 23, fiscal year 24 actual see fiscal year 23 and then 723 and fiscal year 25. And then if you look at fiscal year 25 it out. Okay. I think the only thing I was asking though if I'm looking at transfer to other funds for this budget it's 900 for FY26. It's it goes up about 300,000 for next year. >> Yes. because the supplement for both the prek and the school nutrition was the possibility where I mean this is sort of water under the bridge since it was in 25 but how did
284we pull out nutrition from the nutrition program and then not see it show up in the transfers to other funds they receive the grant got its So, so I mean I think my basic request is we need to be able to explain the percent growth for the various departments for all of them really. But I'm certain the community is principally looking at instruction versus central office. Um, and and that just needs to be able to be delineated in a clear story. I don't I don't need to put you on the spot right now, right, to not make it up, right? But >> but even with instruction like I mean you would have to go back in the past year, pull out those positions that were moved to pupil service. >> Yes. >> In order to
285get a clear picture >> that it's work. >> Yeah. You will have to go back and look at whatever state mandate was done in that year. >> It is. It is. We needed to be able to tell this story all along though. And so I I agree. I recognize what I'm asking. But I'm still asking it, Dr. Broom. I'm sorry. >> I I don't think this is really for you, Dr. room. But going back to salaries and benefits, then it is important for me to understand all of those other positions that are not teachers that are in instruction or the support because I believe they could be paid on a teacher salary, but they work more days. They could be paid on a different because we have that whole which does lead me to um
286I think it's slide five. I just want to confirm this. So compensation part three uh unless you draft number two. So when it says increases increased competitiveness for administrative salaries, we're talking about general admin as well as school admin as far as the administrative. >> Yeah. Yeah. That's um like cabinet members, principles. >> Okay. So both of this and then does that include a cola because I don't see that here. It includes the 3% cola in a step. Okay. So that's where I think I also get confused because the amount the 70k is just for the one step. Sure. But the way I read this and I want to make sure I'm clear is HR presented three new options that increase rankings along with a 3% cola option. So when I look at the yellow
287arrow option for 3% cola 1.3 million salary only. So there is still the step increase for teachers that's not calculated. Okay. And then when you move to the administrative salary there will als not only will there be the traditional step but they're getting an additional step. So I just want to make sure you're getting one step. >> Okay. >> That is when you have the salary scale. Sure. Let's say there's 15 steps. Well, that's adding, >> right? But that So, what I'm reading this as though is if you're an administrator on step 12, you get to move to step 13 just like a teacher whose year 22 moves to 23. >> So, any administrator who is under the 15th, because we only go to 15 years for the administrative salary schedule, then they're only moving
288up one step. They're not moving up two because there's an added step here. >> They're just moving up one step. >> No one's moving up two steps. >> No one's moving up. >> Just adding a step at the bottom of the scale. So any administrator who has completed year 15 would get a bump for continuing to stick around. >> This probably doesn't apply to teachers. Does it apply to I mean I know >> No, this is not the teacher. The administrative salary, >> right? What I mean is if a teacher hit the max salary, they're not going to get a step increase. Like if they're a 30year, they're just a 30-year. If there is probably >> I would still get a cola though because cola add 3% to every >> Thank you. >> All right.
289>> How is that 1.3 divided up >> for the option four for the teachers? And there's a note that we are focusing it on particular areas. So it more than 3% I just talk through the option four and how it improves things. >> Um >> Miss Walker can do it please. >> So I know we've got this smoothing out of C6 and C7. So the board told you let's give every teacher 3% but then like let's fix this to attract you know retain and teachers in that 12 year scale. Is that what we've done? Can we talk me through kind of where we targeted that? how we went about that >> exactly with the current scale with this option four the 3% is just 3% on the current scale. Now if you look at our
290current scale now the beyond uh step 26 is every other year you're getting a step this and option four those will be the only step that will be corrected is year 26 beyond >> we're really target >> exactly >> is that divided up between specialists and doctorate is it kind of all three categories >> all all Okay. So, every teacher can expect both a step plus a 3% improvement for the step, but we are targeting teachers who have been around the longest. You're going to see kind of a a commiserate jump in where you rank for other people. So, you could expect, you know, not going to say a number out loud, but five, six, 7% to what you're making. Well, now I'm confused because James, you started with what I started with, which was
291initially, yeah, the board had talked about targeting that their middle year teachers. We're not doing that. We're being told something about 26 and 30, but that's nowhere on this slide. So, how did you know that? >> Slide six. >> Okay. But I'm looking at it and all I see for options. >> Can you go down one more? So over to the right are the targeted areas. Okay. Where they're doing it then that after smoothing out T6 and T7. So when they sent it to us and the note that actually I think you and I were like we would like to smooth out and use this to retain. So I I assume the highlighted one. So this is where I was confused and led to it. Why why the specialist is also highlighted up there. Is
292there an improvement in >> because those that moves up a step? I mean a a ranking in in the uh rankings across the the metro area. >> Just the 3% or the >> Yes, this is the 3%. >> Okay. >> Oh, so >> even with the 3% just the cola and just the cola, >> these categories in the yellow are still moving up a ranking. >> Okay, got we're not specifically targeting those categories. They just happen to move a ranking. closer to >> I think I asked this last year and I understand that actually we don't know what another district has done but we're effectively comparing the proposed salary schedule for next year with school district's current salary >> that is all you do >> well it might be all we can do but I'll
293go back and look at the older presentations to see when we project this in the spring, what ends up happening in the fall. >> So then for the second category, that's just how close we are. Those aren't numbers that we're doing. >> Exactly. That's showing exactly how how we get to getting us close to breaking the number two. So we're doing fairly well even with the just the 3%. >> Okay. board. I believe this budget draft is sustainable with the under option for teacher salaries just as we talked about and benefits packages will place them in the top portfol Dr. Whitaker please introduce the next presentation. Uh Dr. Broom will remain um chief financial officer will remain to present an amendment to the FY26 general fund budget. >> On March 3rd, 2026, the governor signed
294the state amended fiscal year 2026 budget, which included a one-time salary supplement of $2,000 for eligible employees. For the district, the state funded 502 eligible positions for specified K12 teachers, administrative staff, custodians, nutrition workers, school nurses, school food nurses, and bus drivers. Additionally, decal teachers and assistant teachers were eligible to receive the state supplement. Although the state budget amendment was passed for specified position, the district gave all full and part-time eligible positions a $2,000 or $1,000. Savings from vacant positions and employees on leave throughout the year were reallocated between function categories to fund the supplemental payment for district eligible employees who were not funded by the state. and reallocating the funds. Budget transfers between function categories did not exceed $100,000 and per board policy DC, this falls under the superintendent authority. Budget amendment one to
295the general fund, the total fiscal impact to give all eligible full-time positions the $2,000 bonus and all eligible part-time positions the $1,000 bonus was approximately $1.7 million. The district received approximately $995,000 from the state and $34,000 from the Georgia Department of Early Learning and Care. The total fiscal impact to the district was approximately $842,000. The general fund budget amendment one is for is to amend revenue by reducing state funding from QBE by $28,498 due to decline in enrollment of pay FPE. Amend revenue by adding $995,466 to grant funding received from the state of the onetime supplement. Total change in fiscal year 26 general fund revenue budget is an increase of $966,968. Amend expenditures by adding an additional $995,466 to expenditure. Total change in fiscal year 26 general fund expenditure budget is an increase of $995,466.
296The impact on the fund balance is a reduction in fund balance of $28,498 to the reduction in state QBD. Sher, may I read the recommendation? >> Yes, please. >> It is recommended that the board of education amend the fiscal year 26 general fund budget. We have a motion to amend the FY26 budget board member second the motion. The pending question to amend the FY. Is there any discussion? Hearing none since this is this requires the recorded vote. Dr. Whitaker will now call the role. 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, >> I. >> Board member
297H. Hearnen, >> I. >> Board member. >> I chair Sultan. The tally stands at five eyes, zero nos, and zero abstensions. >> The eyes have it. The motion is carried. Thank you, Dr. Broom. I'm glad we're able to provide a supplement for all of the staff. Uh board, we will now move to the consent agenda items, including monthly reports on finance, nutrition, and personnel. The first item includes a presentation. There will be a motion to accept the consent agenda in totality. Dr. Whitaker, do we have a monthly financial report? >> Yes, Chair Sultan. It's Dr. Broom, and she will present the monthly financial report. The February 2026 financial reports and definition of function codes are located in the assembly agenda. The finance department operates based on the district's four strategic accelerators with a specific focus
298on accelerator 4 organizational effectiveness and ethical financial transparency for the general fund. As of February, the district collected 78% or approximately $86 million of the budgeted revenue, which is within the same percentage that was collected this time last year. Expenditures are normal for this time of the year. The district has expended 57% of the overall budget or approximately 65 million. Last year at this time, the district had also expended 57% of the overall budget. The majority of January expenditures of the salary and benefits, which make up 86% of the budget for the month of February, there was a deficit of approximately $4 million, which means the district's revenue for the month was $4 million less than the monthly expenditures. Last year, at this time, the deficit was also $4 million. Approximately $4 million has been
299deducted from the fund balance, which is normal for this time of the year. Overall year to date, there's a surplus of approximately $22 million. Last year, this time, that was a surplus of approximately $19 million. The surplus of revenue is normal at this time of the year. The general fund balance as of February 28th, 2026 was $45 million, which included the current fund balance of $21 million and the beginning fund balance of approximately 24 million. February revenue for capital funds consisted of approximately $556,000 from slot six proceeds and earnings on investments. Approximately $193,000 was expended. The $353,000 surplus was added to the fund balance. The district collected 59% of budget revenue and expended 50% of budgeted expenditure. Federal revenue funds consisted consist mainly of federal, local, and state grants not budgeted in general funds. The
300district collected 34% of the budgeted revenue and expended 51% of the budgeted expenditures. Reimburseable grants require the district to spend the funds prior to receiving reimbursement. School nutrition revenue and expenditures are trending slightly less than in previous years. For the month of February, 57% of the budget revenue was received and 52% of the budget expenditures were spent. School nutrition operated at a deficit of approximately $56,000 which has been deducted from the fund balance. As of February, the school nutrition fund balance was approximately $1.3 million. This time last year, the fund balance was 1.8 million. Be happy to respond to any questions or provide clarification. No. All right. Thank you, Dr. Broom. Any comments or questions from the board? Sure. Sir, may I read the recommendation? >> Yes, please. >> It is recommended that the City
301Schools of Decator Board of Education approve the consent agenda items 1 through 4. Do I have a motion to approve the consent agenda items one through four? >> Harden makes the motion. Is there a second? >> Second member seconds the motion. The pending question is the adoption of the motion to approve consent consent agenda items 1 through 4. Is there any discussion? >> Hearing none. Since this requires a recorded vote, Dr. Whitaker will now call the role. 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 H. Hearnden. >> I. >> Board member. >>
302Hi. >> Shen Tyler stands at five eyes, zero nos, and zero abstensions. >> The eyes have it and the motion carries. Dr. Whitaker, please introduce the next item. Uh, Chair Sultz, the following contracts and invitations to bid are being presented for approval. I would like to call on Mr. Eston Melton, chief of safety and technology services and Mr. Jarvis Adams, chief of operations. >> Good afternoon everyone. Um, I've put on the agenda request to replace fire equipment. You mind if I go ahead and read a recommendation? So, the recommendation is that the board of education approve the superintendent to enter into a contract with Convergence for the replacement of fire alarm systems at Beacon Hill Middle School and Glenwood Elementary School for a cost of $300,874. It's not included in the language of the recommendation,
303but this is budgeted for and we spent that splot procurement. >> Thank you. Do I have a motion to approve the recommendation that the board of education approve the superintendent to enter into a contract with urgent for the replacement of fire alarm systems at Beacon Hill Middle School and Lynwood Elementary School for a cost of 300 $34 makes the motion. Is there a second? >> Second. >> Board member Anderson seconds the motion. The pending question is the adoption of the motion to approve the recommendation that the board of education approve the superintendent to enter to enter enter into a contract with convergent for the replacement of fire alarm systems at Beacon Hill Middle School and Glenwood Upper Elementary School for a cost of 300,874. Is there any discussion? >> Just Glennwood Lower Elementary School. >>
304Thank you for that correction. >> Um Mr. Dton, is the work to be done is that scheduled over the summer? Is it a weekend thing? I just just confirm for the community that it's going to be not disruptive to the coverage of fire safety at the schools. >> We have had enough disruption due to issues with these systems that we don't want to add to that. So the work will be done at a time when students and instruction are not happening. I think we're targeting June. >> Okay. Thank you. >> Any further discussion? >> Since this required a recorded vote, Dr. Whitaker will now call the role. 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.
305Whitaker, please proceed. >> Sarah Sultan. >> Hi. >> Vice Chair UT. >> Hi. >> Board member Anderson. >> Hi. >> Board member Hunden. >> Hi. >> Board member. >> Hi. >> Chair Senley stands at five eyes, zero nos, and zero abstensions. >> Eyes have it. And the motion is carried. Thank you. Good afternoon board. I have permission to read the recommendation. >> Yes, please. >> It is recommended that the board of education approve the superintendent to extend the HVAC services contract under RFP number 23-004 with MSI Mechanical Services Incorporated to increase the annual spending authority not to exceed $1 million for the current district. So, I have a motion to approve the recommendation that the board of education approve the superintendent to extend the HVAC services contract under RFP number 23-004 with MSI Mechanical Services
306Incorporated and to increase the annual spending authority not to exceed $1 million for the current fiscal year. >> So, move member US makes the motion. Is there a second? >> Second. >> Or member Hearnen seconds the motion. The pending question is the adoption of the motion to app approve the recommendation that the board of education approve the superintendent to extend the HVAC services contract under RFP number 23-004 with MSI Mechanical Services Incorporated and to increase the annual spending authority to not exceed $1 million for the current fiscal year. 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 respond with I. You're in favor. No. If you are opposed or abstain, if you wish to remain neutral, Dr.
307Whitaker, please proceed. >> Chair Sultan, >> I. >> Vice Chair UT, >> I. >> Board member Anderson. >> Hi. >> Board member Hearnen. >> I. >> Board member. >> I. >> Chair Sultan stands at five eyes, zero nos, and zero abstensions. The eyes have it. And the motion is carried. Afternoon board. I have another recommendation. Do I have permission to read the recommendation? >> Yes, please. It >> is it is recommended that the board of education award the invitation to bid um 26-002 landscaping services to Russell Landscaping in the amount of 1941 194700. Do I have a motion to improve approve the recommendation that the board of education award the invitation to bid ISB26-00002 landscaping services to Russell Landscaping in the amount of $194,700 >> movember makes the motion. Is there a second? >> Second.
308>> Member Anderson second the motion. The pending question is the adoption of the that the board of education award the invitation to 6-002 landscaping services to Russell Landscaping in the amount of 194,700. Is there none that this requires a recorded vote? Dr. Whitaker will now call the role. 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. >> Hi. >> Board member Anderson. >> Hi. >> Board member Hearnen. >> Hi. >> Board member. >> Hi. >> Chair Sultan. Miss Tally. The tally stands at five eyes, zero nos, and zero abstensions. >> I have it. And the motion is carried. >> I have one more recommendation.
309Do I have permission to read the recommendation? It is recommended that the board of education award the invitation to bid 26-003 custodial services to intercontinental commercial services in the amount of $875,000. I have a motion to approve the recommendation that the board of education award the invitation to bid 26-003 custodial services to intercontinental commercial services in the amount of $875,53. >> Board member Hernand makes the motion. Is there a second? >> Second. >> Member seconds the motion. The pending question is the adoption of the motion to approve the recommendation that the board of education award the invitation to bid 26-003 custodial services to intercontinental commercial services in the amount of $875,563. Is there any discussion? >> The this is an annual contract. >> Yes. >> And a fiveyear so this will be 875 per year
310for five years a fivey year renewal. What was the per year value on the business? >> Okay, >> so it was uh environmental services. It was 1.3 >> 1.3 a year. So this represents four or $500,000 worth of savings annualized. >> Yeah, there's a different scope of work also. >> Got it. >> Okay. Thank you. >> You any further discussion? >> Since this requires a recorded vote, Dr. Whitaker will now call the role. 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 Chair, >> I. >> Board member Anderson, >> hi. >> Board member. >> Hi. >> Chair Sultan, the tally stands for five eyes, zero nos,
311and zero abstensions. I >> And the motion is Thank you. Dr. Whitaker, please introduce the next agenda item. >> Chair Sultan, an executive session item was added to the agenda at the beginning of the meeting. May I read the recommendation? >> Yes, please. >> It is recommended that the board of education approve the settlement of Gonzalez v. Frederick Woolly and CSD in the amount of $15,000 and authorize the superintendent to sign all documents to effectuate the settlement as approved by the school board attorney. Do I have a motion to approve the settlement of Gonzalez versus Frederick Woolly and CSD in the amount of $15,000 and authorize the superintendent to sign all documents to effectuate the settlement as approved by the school board attorney? >> I move. Bo member US makes the motion. Is there a
312second? >> Second. >> Board member Arier seconds the motion. The pending question is the adoption of the motion to approve the settlement of Gonzalez versus Frederick Woolly in the and CSD in the amount of $15,000 and authorized superintendent to sign all documents to effectuate the settlement as approved by the school board attorney. Is there any discussion? Hearing none. Since this requires reported vote, Dr. Whitaker will now call the role. Or 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. Wer, please proceed. >> Chair Sultan, >> I. >> Vice Chair, >> I. >> Board member Anderson. >> Hi. >> Board member Hearnen. >> Hi. >> Board member. >> Hi. >> Chair Sultan. The tally stands at
313five eyes, zero nos, and zero abstensions. >> The eyes have it. And the motion passes. Dr. Whitaker, please introduce the next item. Sheriff Sultan, I would like to call on Mrs. Amanda Lynch, chief of staff, to present two policies for first read probably. It'll be about 6:30 and we'll have to go to public comment and then come back and she'll do the six policies for second read. >> Right. Good afternoon once again, board chair Dr. Silton, vice chairs, estee members of the board, student representative Vatro, and superintendent Dr. Whitaker. Today there were two policies for first read. They were discussed in pre-work last month and is being presented for first read today as you can see on the slide. One policy is an existing policy with revisions and one policy is proposed as a new
314policy. First is policy IB charter schools. This policy was discussed in pre-work last month in response to updates to the Georgia State Board of Education rules which necessitated revisions to this existing policy. No new changes have been made to the version that was presented last month, just the red lines from last month. May I read the recommendation? Yes, please. The recommendation being made is that City Schools of Decator Board of Education accept policy IBB, charter schools for first read. Do I have a motion to approve the recommendation of policy IB charter schools for first read? Board member Anderson makes the motion. Is there a second? >> Second. >> For member, seconds the motion. The pending question is the adoption of the motion to approve policy IVB charter schools for first read. Is there any discussion?
315Hearing none since this requires a recorded vote. Dr. Whitaker will now call the role. Board members and 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. >> Hi. >> Vice Chair UTS. >> Hi. >> Board member Anderson. >> Hi. >> Board member H. Hearnden. >> Hi. and board member area I >> sure sultan the tally stands with five eyes zero nos and there abstension the eyes have it and the motion is carried second is policy LEDA parental involvement in education this policy was shared as pre-work last month having been identified for consideration due to its prevalence in other metro area districts based on the board discussion last month the words guardian
316or guardians was added throughout the policy where parents or parents was used No other changes were made to the version presented last month. May I read the recommendation? >> Yes, please. >> The recommendation being made is that the city schools of Decator Board of Education accept policy LEBA, parental involvement in education for first read. Do I have a motion to approve the recommendation of policy a parental involvement in education for first read? >> So move. >> For member makes the motion. Is there a second? Board member Anderson second the motion. The pending question is the adoption of the motion to approve policy LEBA parental involvement in education for first read. Is there any discussion? Hearing none. Since this requires recorded vote, Dr. Whitaker will now call the role. Board members, when your name is called,
317please 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, >> I. Board member Henden. >> I. >> Board member. >> Hi. >> First all the tally stands are five eyes, zero nos, and zero abstensions. >> The eyes have it and the motion is carried. >> Thank you, Mrs. Lynch. We encourage the public to review these two policies which will be posted in assembly. Please continue with Do you want to >> try to get as many continue with our policies for second reaction? All right, we have six policies on the agenda for action. These policies were all discussed in the work session last month and have been
318available for public comment. First is policy G Aeb, sexual harassment of employees. 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 that city schools city schools educator board of education approve policy GAB, sexual harassment of employees for action. Do I have a motion to approve the recommendation of policy GAB sexual harassment of employees for second read action? >> For member us makes the motion. Is there a second? >> Second. >> For member area seconds the motion. The pending question is the adoption of the motion to approve the recommendation of policy GAB sexual harassment of employees for second read action. Is there any discussion? Hearing none. Since this requires a recorded vote, Dr. Whitaker will
319now call the role. Board members when your name is called please respond with I. If you are in favor, know if you are 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 Hearnen. >> Hi. >> Board member Erier. >> Hi. >> Chair Sultan. The tally stands at five eyes, zero nos, zero abstensions. >> The eyes have it. And the motion is carried. >> Second is policy recess unstructured break time. One public comment was received asking why it did not include a number of unstructured minutes. As shared in the work session last month, the number of minutes is addressed in the regulation. No changes have been made to the version presented last month.
320May I read the recommendation? Yes, please. It is recommended the city schools of Decator Board of Education approve policy IEDA recess unstructured break time for action. Do I have a motion to approve the recommendation of policy recess unstructured break time for second read action? >> Remember us makes the motion. Is there a second? >> Second >> for member Anderson. Seconds the motion. The pending question is the adoption of the motion to approve the recommendation of policy EDA recess unstructured break time for second read action. Is there any discussion? Hearing none 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.
321>> Chair Sultan >> I. Vice Chair Ut. >> Hi. >> Board member Anderson. >> Hi. >> Board member Honden. >> Hi. >> Board member. >> Hi. >> Chair Sultan. The tally stands at five eyes. Zero no zero. The eyes have it. And the motion is carried. Service policy IKDB device concepts complaint resolution process. One public comment was received. It stated these seem like common sense guidelines and procedures. No changes were made to the version presented last month. May I read the next recommendation? >> Yes, please. It is recommended the city schools of Decator Board of Education approve policy IKBB, divisive concepts complaint resolution process for action. Do I have a motion to approve the recommendation of policy I KBB divisive concepts for second read action? >> So move. >> Board member US makes the motion.
322Is there a second? >> Second. >> Board member Anderson seconds the motion. The pending question is the adoption of the motion to approve the recommendation of policy IKB divisive concepts for second read action. Is there any discussion? >> I'd like to note that I know we are adopting this policy because it's required by state law. Personally find the term divisive concept objective and potentially having a chilling effect on teachers. Um, also note that there's a safe harbor there to protect teachers and want to encourage our teachers to continue doing honest teaching about historical and racial injustices to uphold our values on diversity and >> thank you for those comments. >> I agree thoroughly. >> Further discussion. >> Well said. >> Since this requires a recorded vote, Dr. Whitaker will now call the rule board members.
323When 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, >> I Tracy, I mean, board member Anderson, >> hi. >> I >> board member. >> I chair alter stands have five eyes, zero nos, zero abstensions. >> I have it and the motion is carried. Fourth is policy ICSA, curriculum guides and course outlines. 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 educator board of education approve policy ICFA curriculum guides and course outlines for action. Do I have a motion to approve
324the recommendation of policy curriculum guides and course instructions for second read action? >> So movember Hearnen makes the motion. Is there a second? >> Second. or member seconds the motion. The pending question is the adoption of the motion to approve the recommendation of policy ICFA curriculum guides and course outlines for second read action. Is there any discussion hearing? None. Since this requires a recorded vote, Dr. Whitaker will now call the role. Board members and 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 in control. Dr. Whitaker, please proceed. >> Chair Sultan, >> I. >> Vice Chair Oaks, >> I. >> Board member Anderson. >> I. Board member Hearnen. >> Hi. >> Board member. >> Hi. >> Chair Sulson. The
325tally stands at five eyes. Zero nos. Zero extensions. >> The eyes have it and the motion is carried. >> This is policy. Iscd school volunteers. No public comment was received on this policy and no revisions have been made to the version presented last month. May I read the recommendations? Yes, please. >> It is recommended that city schools of Decator Board of Education approve policy IFC, school volunteers for action. I have a motion to approve the recommendation of policy if CD school volunteers for second read action. >> So move >> for member US makes the motion. Is there a second? >> Second. >> Member area second the motion. The pending question is the adoption of the motion to approve the recommendation of policy CD school volunteers for second read action. Is there any discussion? Hearing none
326since it's required to sec a recorded vote. Dr. Whitaker will now call the role. Bo 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. >> Hi. >> Board member Ari. >> Hi. >> Sheriff Sultan. It stands to have five eyes, zero nos, and zero abstensions. The eyes have it. And the motion is carried. Finally is policy KM, visitors to schools. 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
327Schools of Decatur Board of Education approved policy KM, visitors to schools for action. So I have a motion to approve the recommendation of policy KM, visitors to school for second read action. >> So moved >> for member US makes the motion. Is there a second? >> Second. >> For member Anderson seconds the motion. The pending question is the adoption of the motion to approve the recommendation of policy KM, visitors to school for second read action. Is there any discussion? >> Um, I know that I'm about to present on a resolution we're working on and we the board did receive an email um of a community member asking for an update to this policy that specifically reaffirmed um remember right now I don't know if anyone remembers but in addition to that that's relevant to the
328resolution. So um just that idea as it is and we'll talk about that later. >> Any further discussion? >> So this requires a recorded vote. Dr. Whitaker will now call the role. Board members and 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 Stalton. >> I vice chairs. >> Hi. >> Board member Anderson. >> Hi. >> Board member Herman. >> Hi. for a member >> I sultanally stands at five eyes, zero nos and zero abstensions. >> The eyes have it and the motion is carried. Thank you, Mrs. Lynch. Um public. >> Yeah. >> All right. Thank you. Moving on to public comment. The following information is included in the board in the
329board policy manual and members of the public also acknowledges 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 board 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 CSD 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 a specific number of additional speakers. The time limit for all speakers will be 3 minutes. Persons speaking during
330public comment will not be permitted to yield the floor or transfer unused time to other speakers. Comments during public comment should not be addressed to should during public comment should be addressed to the board of the body and not to any individual board members. At the chair or 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, cheers, 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 at any time speakers comments begin to verge into areas of hate speech or
331defamation, 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 of any comments made during public comment. Instead, a member of the administrative team will follow up with persons speaking at the board meeting. Dr. Whitaker, will you please call our first speaker? The first speaker is Yulan Jang I believe on Zoom. >> Hi everybody. Um my name is um Yulan Jen and I'm a CSD parent. Um thanks you to the board for the opportunity to provide public comment. Alongside being a CSD parent, I'm also a member of space safe spaces to learn a coalition of concerned parents, attorneys, and
332advocates who are focused on the rights of immigrant communities and students in the metro Atlanta area. Um, I'm submitting this comment to strongly urge the board to pass the resolution that's going to be presented later. Um, as well as passing and adopting a comprehensive written policy that protects our students and families from the threat of immigration enforcement actions. Um, I very much appreciate um, this resolution and I want to thank the folks here who put in the work to draft this and again urge the board to pass the resolution. Um, but again with federal guidance being rescended for sensitive locations, our schools are just no longer automatically protected from immigration rates that we've seen in our state and nationwide. And I think we should take decisive enforceable policy actions alongside this resolution. A formal written
333policy would give teeth to any resolution that might get passed in the visitor policy amendment by ensuring compliance with the law and equal enforcement by all CSD staff. This is particularly necessary and important as a clear policy will prevent any surprises like those that could lead to dangerous situations that we have seen occur in our state and nationwide in front of students. Any threat of an immigration enforcement operation on school grounds causes deep trauma and disrupts learning environments for all students. Um I earlier sent two options to the board via email for draft policy language options. Encourage you to read through those options and give it serious consideration. Um, in particular, I'll also note that one example is a recently passed uh policy by a Georgia school district that's very comprehensive. To be fully protected
334and in compliance with what is legally required, I urge the board to implement a policy that includes the following critical components. Requiring that ICE agents present a valid judicial warrant before being allowed to enter any private areas of school property. Appointing legal counsel to handle all inquiries or visits from ICE agents, ensuring that staff do not feel pressured to volunteer information. prohibit the collection of information about students or families immigration status and strictly protect student records from disclosure to ICE under FERPA and establish a policy to notify parents immediately if an agent attempts to contact their child or access their information. Um, thank you for your time and consideration. I yield back. >> Thank you. The next speaker is Moren Meyers. Good evening. I am a resident of the city of Decar and a parent
335of a child in the CSD schools. I'm also a professional archaeologist. Last week, I sent the board a detailed proposal for a nocost archaeological survey of the proposed ECLC property. As stated in that proposal, there's a high potential for archaeological remains here. As you know, Beacon Hill was the location of a thriving African-American community during the post-emancipation area era that included nine churches, multiple markets, schools, and residences, most of which were destroyed in the mid 20th century. There are few to no other similar resources in the city of Decar. Additionally, there's a potential for earlier indigenous archaeological remains in this area as well. The proposal I sent you last week detailed the way the survey would be conducted undertaken by local professional archaeologists as a volunteer opportunity done through a partnership between two professional archaeological
336organizations which I oversee. The proposal also details the history of this land, the lack of African-American archaeological resources, and not just Decar, but the entire state of Georgia, and the high likelihood of encountering African-American indigenous remains in the proposed site. I want to emphasize that this is a unique opportunity to engage CSP students and history in their backyard. This survey would be undertaken on the weekends. all the professional archaeologists volunteering work full-time jobs, myself included, at no cost to CSD. It would incorporate students and the community. It would work alongside Beacon Hill descendants and residents, working with them in tandem to understand, record, and remember Decator's past. It would show students that CSV values of history, and it would teach them the value of preserving and honoring that heritage. Archaeology creates a sense of place
337for those who engage in it. Because of this opportunity and because of the potential integrity and significance and the high potential for archaeological remains in the green space and because of the lack of previously recorded or preserved African-American sites in Decar and the county and the state, we urge the CSD to agree to a due diligence archaeological survey of this property. I understand that since no federal monies are used for this undertaking that section 106 of the National Historic Preservation Act of 1966 as amended likely does not apply. However, because of the high potential for archaeological remains and the potential for human remains, a due diligence survey of this land would ensure that significant archaeological resources are recorded and artifacts preserved while engaging students in the community. I urge the CSC to not destroy the
338remaining pieces of its important African-American history and to instead to take this opportunity to identify and preserve that history and use what is learned to strengthen the community's legacy. Thank you. >> The next speaker is Ben Brewer. >> Good evening board and superintendent Whitaker. My name is Ben Brewer and I'm a parent of two children in the Decator schools. Majority of the board and superintendent superintendent's adoption of meled by district council failure and leadership. Our current president Congress and institutional norms to fund priorities. The superintendent of the board adopted legal advice to use the PFA issue a $52 million bond, a mechanism whose legislative intention was clearly to fund only the purchase of Legacy Park. As a loophole to avoid asking taxpayers directly, our president bypasses Congress by adopting your legal council's advice. This board
339bypasses the voters. When our president is challenged, whether that be through courts, members of Congress, or the press, the administration ignores them, threatens, defies them, or fires them. Legal counsel under your supervision and endorsement threatened to hold bond interveners liable for a10 to$15 million shity bond if appeal if they appealed a ruling on the bond issue. In response to the AP HPC application made the majority of the board sent a defiant letter to the city commission regarding permitting. As a result on March 16th every single member of the city commission felt the need to vocally challenge this board and its actions. Mayor Power said, "You've destroyed um all the trust the city has built." Commissioner Arno called your conduct a gross violation of our values, our traditions, our processes, and done an extraordinarily bad faith.
340The school board's attorney responded to board members questions during the March 27th board meeting about whether a referendum on the bond is needed by calling the um needed under proposed legislation and calling it Monday morning quarterbacking and placing handcuffs on the boards on the board. The majority of the board responded with effective silence by vi by by voting not to have a referendum. The lack of critical review of your council's advice is the same surrender of duty we see from Congress and their responsibility to overseas executive branch. The board's legacy will not be building an early childhood learning center. The board will be remembered as the board that allowed Trump style attacks and tactics to govern our school district. There is a lot to change, but the board can start by firing your current council.
341The next speaker is Christina Ward. >> Hey guys, how's it going? Thank you. Um, I'm Christina Ward. I'm a member of the uh Beacon Hill Grassroots Coalition. So, I think you know why I'm here. Um, I was just wondering if you could read this for me. >> I can read it. Yes, >> you can read it out loud so everybody can hear it. That's not the point of this commentary >> that the board members cannot >> um Soh, you wore this shirt to a >> Just to be clear, we addressing specific board members. Yeah. >> Okay. So, this shirt was worn by a board member at a fundraiser and everybody it's on the front of a um dictator's post. Everybody can see it. Um we wore this three days after a town hall meeting where
342community members like myself, teachers and students who you represent um stood up. They gave compelling and passionate statements against this project. Um you mocked some of them >> ma'am. Ma'am >> okay some of them were mocked. >> Well ma'am if you your comments address to the board as a whole not to individual board members. Um, you're welcome to give comment, but I just want to reiterate the policy, the board as a whole, please. >> Um, thank you. >> Some of them you guys belittle with sarcastic comments. Um, but mostly, and this does go for all of you, um, you just sat tight lipped and dismissive of people that were speaking. Uh, you didn't even applaud or thank the young students who bravely stood up and gave their personalized speeches to you guys. you just stared
343at them. Um, I don't know what that says about the board, but I know it doesn't uplift the kids that you represent. Um, I thought it was disgraceful. I thought it was hateful. It was dismissive. Um, and now back to the shirts, which I think the joke is on you all because every single person in this room understands. So, I don't know what this statement was supposed to like underline in public. Uh we all understand and we recognize the historical patterns of supremacy that have led us to where we are in this process. A select few refuse to listen to the majority and a select few refuse to hear our concerns and honor a fair and respectful process. And all for what? Monetary gains, accolades, names on plaque. And how is any of that worth
344the pain that you are subjecting this community? Statement on this shirt is one of intellectual supremacy blaming and shaming the learner. It dismisses context. Although I said earlier the joke is on you because we all know the context and suggests that the learners in the situation are inferior to your superior IQ and knowledge. Empathy and proves what we already all know that you are a gatekeeper and you're in a position of power and you're using that power to exclude and devalue the people who are put in position to serve. >> The next speaker is Thomas Moore. >> Okay. Um this is not going to be totally fair. Sorry, Thomas Moore. Um, this isn't going to be totally can't respond, but I would like to start with a joke. Um, so why did the jellyfish refuse
345to ride on the roll? Because he like um so uh moving from that um um I recently uh recently received a letter that in part called for resignation of several members of the school. Um I was part of the group that drafted that letter. Um and I um sent that letter from my email here. Um outside of that, I'm amazingly unremarkable. Um so you can imagine my surprise when I heard that um some members of the board had been calling members of that group which I sort of take take uh myself or include myself as being unhinged or maybe um now I know you have uh my email address and and I have been to a lot of these meetings so you you certainly I hopefully recognizing. Um, but outside of a a member or
346two, I haven't really had a conversation with any of you. So, it was doubly surprising when I found out that you would notice that as a bench. Um, oh, I just thought of another joke. Um, so why did the board member refuse to um call me names to my face? Sorry, I forgot the punch line. Um, I think it was funny. Anyway, um, but all that to say, I think I'd love to live in a world where we can have difficult conversations face to face. Um, and I understand that the impetus perhaps should be on me to reach out, but this is also dialogue is a two-way two-way street. Um, and I certainly hope that we can get to that point where we have those difficult conversations and we're not reduced to um talk about
347people. The next speaker is Rudy Colberg. >> Hello board. So a week and a half ago, a group of over 600 community members sent this board a letter expressing serious concerns current state of CSD and the board for the extensive efforts to engage openly and constructively for months. The letter acceptly called for the resignation of several board members including leadership, change in legal counsel asking you to conduct an independent investigation of CSD and board actions including conflicts of interest, financial oversight, adherence to the charter and compliance with open meetings and open record laws. Given the gravity of these matters, it's disappointing the community has not received a response. We respond to the statement on behalf of one of the board members. which lack much substance and repeated claims the board has engaged constructively. But it
348is precisely the overwhelming sentiment of the community the board actually has not engaged constructively. In that letter stated that a restoring nation would disrupt ongoing work of the board. It seems the board is often averse to doing real work. Only two members of this board consistently do the work of bringing strong governance, accountability, oversight of CFD and pushing to uphold Roberts close the border and open meetings. This board outsources much of its work to lawyers lobbyists are repeatedly says including several of you at the March meetings that they will do the work of community engagement on the UCLC once shovels are in the ground. At the recent community meeting, the board also said he can only do the work to go after philanthropic funding once shovel in the ground. By the way, anyone who has
349pursued a capital project knows that is an incorrect statement. It's actually best practice to have significant committed and publicly disclosed pledges before construction starts. The entire city commission HBC that the cab delegation have to chastise you for not doing the work, not engaging with them or the community, not acting in good space. In October, the PFA called you out for not doing the work of community input and only doing the bare minimum that they asked you for. And in response to that letter and in response in that response letter, it all stated that public service requires perspective and accountability. I agree. also add the Georgia Constitution requires more of you. It explicitly requires that public servants are trustees and servants of the people and at all times amendable to them. Board actually had perspectiveility or
350sound trustees that did not dodge accountability, not dodge governance, not dodge rules that govern you. take seriously the request from the community. They will take action the request for resignation investigation. >> That's all the speakers. >> Thank you. >> We would like to thank all of the speakers for taking the time to be here tonight. As board members, it is important for us to hear the concerns of our community. We will take your comments into consideration. Right. Going back to we got it. We did all introduce the next. Dr. Reer, can you please introduce the next Carol Sultan? I would like to call on Mr. Jarvis Adams. Chief operations officer of >> Good evening board chair Dr. consult vice chairs, esteemed board members, student board representative Bosra, and superintendent Dr. Gimma Whitaker. We are pleased
351to present an update on the new early childhood learning center and DHS expansion. While this project falls under organizational effectiveness and excellence, it equally lives in student success in all areas. Understanding the importance of educating our youngest learners. Tonight we will speak about location, transparency, and design. In this presentation, our first comprehensive board presentation on the new Early Childhood Learning Center was in September 2024 titled The Promise of Beacon Hill. Honoring the community's history has been part of our work and will explain the power of placemaking and how we plan to continue honoring it. I'll reset on community engagement that has informed our architectural design principles. Then we'll reshare the building a look at the instructional spaces. Mr. Adams will now come forward to share the importance of the location not only for early learning
352but also for the Beacon Hill community. >> Good afternoon board. In 2017, the city schools of the purchased a West Trinity property with a long-term vision to support student learning through building an early childhood learning center. This location has been a strategic asset to the district for nearly a decade. It is particularly valuable due to its close proximity to the Decada Housing Authority and the high school. But this land is not only valuable to City Schools of Decada. It is also deeply meaningful to the Beacon Hill community. We have heard from current and current and former residents that this space represents history. memory and lived experience. For some, it isn't even described as sacred and we respect that perspective. As we moved into the design phase, our architecture partner GMC introduced placemaking as part of
353the design process in response to community feedback from community board meeting, ensuring that this ensuring that the building reflects the history and identity of Beacon Hill. Placemaking is how that history will live on through this building through murals, storytelling elements, preserve walkways like a historic alley, green spaces, and intentional areas where the history is not just remembered but experienced. As part of the process, GMC identified opportunities to engage artists, organizations, and students, including the Kennesaw State University chapter of National Organization of Minority Architects, Architecture Students as a possible future learning and participation opportunity. This is not a direct partnership with the city schools of the cada but a designed support resource to ensure that the work is thoughtful and community informed. I have personally made multiple attempts to connect with the Beacon Hill elders who
354have spoken publicly regarding Beacon Hill. I have shared examples of similar placemaking work and invited them to conversation to hear their ideas on placemaking. While I have not been able to connect for a meaningful conversation, I will continue that outreach and I am also engaging current Beacon Hill resident elders to ensure that the community voice helped shape the work. Placemaking is not a finished product. It is a process and we are committed to doing it the right way. Next, Mrs. Burton will walk up walk us through the broader community engagement that has shaped this project. >> CSD has heard from stakeholders in planning this project. The start of the design phase, our architect GMC needed to better understand the cater to ensure that they were reflected in the building's design. The GMC created process was
355called PAST. CSB asked board members to identify Decar constituents who could share expertise in early learning, green space, pediatrics, and safety to provide a more representative view of Decar values. CSD also identified staff from College Heights and the Frasier Center as well as high school staff and actual DHS high school students. During the past during this process, past participants completed a survey and from that survey, a word cloud was created. The largest words were the most frequently mentioned words. Here you'll see families and children are at the forefront of this project. This is our priority and was the priority of the past participants. From there a vision statement was created. This vision statement is with a focus on child development. The project envisions an inclusive, accessible, safe and sustainable campus. This design will embrace community
356diversity and foster a sense of belonging and well-being for all children, families, caregivers, and educators. The campus will serve as a vibrant and adaptable community asset for current and future gener generations. This vision has been driving the design along with the guiding principles. At the end of the path process, the following principles were identified. Inclusive and accessible design, safety and security, sustainable net zero design, natural light and comfort, architectural harmony and fit, flexible community spaces, and child oriented design and standards. And while the entire community did not participate in the past process, these design principles do reflect DeCar's values and interests. We then repeated a similar process at the joint meeting of the City Schools of Decar Board of Education and the City of Decatur Commission in October of 2024. To increase transparency, two-way communication
357continues during the board community meetings and superintendent listening sessions. I want to begin by saying the most common feedback that we've heard from all of these community engagements is that everyone supports early learning. Everyone, hands down. However, we've heard directly from stakeholders about the sustainability and green space and using that feedback, we made multiple design revisions, including expanding green space and reducing parking on Octo on August 12th, 2025. We even brought forward a design that was that was two stories but proved to be more expensive. And notably, as Mr. Adam shared previously. We heard directly from the Beacon Hill community members and have responded with a commitment to placemaking. We also heard a request at the January 2020 20 January 22nd, 2025 community meeting to increase spaces at the new early learning center to accommodate
358all children at the Frasier Center. From that comment, we've made the commitment to make sure every child at the Frasier Center has a guaranteed spot before enrolling others. We've also heard from mothers needing child care so they can return to work. And while not a formal CSD communication reflected on this slide, I spoke with multiple families at the back to school bash in July 2025 that were eager to get more information about the new early childhood learning center. PSD has followed every process put in place by the city. We've received feedback from from city leaders and heard public comment during city meetings. We heard very clearly that the facade and the design didn't look decor. We took that back to the architects and that resulted in different building materials. We added setbacks in the building
359design so it looks and feels more like Decar which also ensured that we adhered to downtown zoning ordinances. We preserved as many trees as possible specifically along commerce and trees were noted in the past word cloud and also shared in conversations at the city. At the PFA meeting, I received questions about building utilization and about moving prek into K2 buildings. We've reached out to decal to understand what's possible and we're looking into this. We do listen and do make adjustments when feasible. We have provided numerous updates to the public throughout our own CSD board meetings. And at these meetings, there is also public comment. During public comment, we heard and early learning center. Those lockers are for the DHS high school students. We listened, but we aren't removing them because they're needed. As a public
360school district, we consider community input along with other factors to do what's best for at times. This may feel like CSD hasn't listened, but we have we've also heard concerns about costs where our design was compared to others across the United States. We heard the community question the cost per square foot during public comment. We went back to our construction team at Parish and you've heard from them directly on February 10th, 2026 to explain their pricing compared to St. Thomas Moore, Alamosa, Colorado, and UAB. Specifically, that this building is priced to market. And again, I want to reiterate that the most common feedback we've heard from all of these community engagements is that everyone supports early learning. Everyone, in fact, no one has said that they don't support early learning because high quality early learning
361is life-changing for children. The first three years of life represents a singular highstakes window of opportunity where the brain's architecture is built at a staggering rate forming essential cognitive and emotional foundation for children. I'm excited and encouraged that our community believes in early learning. Mr. Adams will come back up to reorient everyone on the design. Thank you, Mrs. Burton. I'll take a few moments to reorient us on the design and how it reflects the principles and feedback we have discussed. This is not a new design, but a reminder of how the site is intentionally planned to support students, staff, and the broader community. You will see that a portion of the property is used to expand Electric Avenue. We heard concerns about congestion and as good neighbors, we made the decision to give up part
362of our property to improve the traffic flow and access on Electric Avenue. The playground is located within the interior of the building to enhance student safety, aligning with our safety and security design principles. And finally, you will see green space that can be used by the public after school hours. Of course, supporting our commitment to flexible community spaces. The Early Childhood Learning Center does include office spaces and these are consistent consistent with what you would expect in any school building across the city schools of education. Both Mrs. Burton and I have served as principles across elementary, middle, and high school. And I can assure you that these spaces are standard in school design and are necessary for a building to function effectively. In total, there are nine primary offices. You see them outlined there and
363support spaces including the librarian's office, clinic, the bookkeeper, the records room, instructional They hold space for conferences and itinerate staff such as speech pathology and also support groups like babies can't wait a security office and front office support. These spaces support the day-to-day operations of school leadership, student services, instructional support and family engage engagement use these spaces. Board member Aria, you may recall our recent visit to Glenwood Elementary. When we walked into the media center, the librarian's office was housed inside of that space. An instructional coach, even though she wasn't there that day, her office is located very nearby. This is consistent with what you'll see here. In addition, you'll see a small number of offices outlined in green um office space identified for existing staff who are currently working out of district owned houses
364that we are planning we are planning to sell. These are not new positions. These are current employees who will need appropriate workspace. This represents a very small portion of the overall building footprint. This is not a central office building. It is first and foremost an early childhood learning center designed to support children, families, and staff. I'll also want to acknowledge the current conditions at the Frasier Center. Anyone who has visited knows that the space is limited and no longer meets the needs of our program. This new facility provides a modern, appropriate environment for our youngest learners, including the children of our staff. Our teachers deserve a space that reflects the quality of care and learning we expect across the district. When you look at design, when you look at the design, we hope you see
365a focus on child development, an inclusive, accessible environment that reflects the K's values and serves as a vibrant space for both students and the community. Thank you for the opportunity to share this update on the early new early childhood and learning center and DHS expansion. At this time, I am joined by our partners from GMC, our architect, Paris Construction, our construction managers at risk, Jeff Prime with Extension Program Management and Assistant Superintendent, Mrs. Burton. We're happy to answer any questions that the board may have. I'm going to start with a statement because when someone I emailed and I said I would share um you know while I appreciate the work that's been done uh the first moment I saw this I was stunned. Um I feel like it doesn't align with anything that the community
366has shared. It feels more like let me go back in time and show you what happened. This would have been great in September 2024, but in September 2024, we had a board meeting in which the first presentation of the EPLC, because I just pulled it up, was actually called capital planning. We did not have a detailed con. We would have Oh, you know what? One of the past sessions had already taken place. It was rapid fire past session. In fact, the first meeting, as I think Miss Burton shared, was September 2024. one of the two past sessions purportedly informing this that had already taken place. And so while I do appreciate it and it may be ne necessary context for some people I I'm sorry I'm sorry to the people that have spent detailed time
367coming to the community detailed time sharing their concerns and I appreciate the fact that everyone shares the same um commitment to all our students and early learning but that's not what this is about. And in fact, I'm a little befuddled by some of the explanations because if in fact this input had actually included people, then how did we even get to a facade in a design that did not look like a hater? And so again, I'm not trying to be pedantic, but I am trying to follow along. And then I so appreciate the email that mapped out the square footage because this is even more per perplexing to me. And I'm not in construction, but when I look at it, what I see is four categories. One is um institutional, and that's another issue because
368hey, it's early learning, but it's a daycare, but that doesn't matter, but it does matter for permitting. That's not good enough for me. Uh so we have institutional, then we have um education, business, and assembly. And when I count up the number of people that I assume is the maximum number of people that this building can hold, this building will actually house more people for business and assembly than I believe it will house for the children for whom this is being built. What I read is 267 max for institutional. We're apparently building this for 150 children. So that means there's an extra 117 that someone can chime in. I'm sure they're staffed. Then we're allotting 56 for educational. So that means that we're allotting 56 students. I heard about the lockers and I'll come back
369to that. And then we have eight observation rooms for 56 students. I'd love to see how someone map that out logistically. Eight observation rooms. If it's 56 max, unless of course we're going to have um triple the number of students enroll in early childhood education. But I looked at Georgia DOE again today to confirm and maybe this program will grow. But there are a lot of logistical things here that I have issues with. So I you know educating young children. Yes, I have heard that everyone supports that. Although I have also heard some people ask realistic questions of how we will meet our charge to pay for the K through 12 education that we are legally bound to do while also offering early childhood education. But I have accepted that as an ethos and I
370do support that. But I just don't understand what this building is. Sorry, those are my just initial comments. >> So let's break it down. Institutional includes media center and cafeteria. So it serves both bodies. Is that correct? So the 150 students are in the classroom would by definition need more space. Institutional. So we're counting things like cafeteria, media center, etc. That's one. Um, number two, I I think more than anything I what where are we pulling the numbers on only 56 kids? I mean, I'm sorry, James. I emailed specifically for the design with square footage and Dr. Whitaker sent that. So, I pulled up this email and that's exactly what I'm looking at because I spent a lot of time just like I did before the October vote looking at the space because I wanted
371to make sure if I was approving any financial investment, I understood what I was paying for. And so, I am referring specifically to what we were emailed and it maps out the maximum number of humans and it categorizes four different categories. I think it's under plumbing fixtures. So that's where I saw 56 because from the beginning I've been asking about CTAE because from the beginning I have been saying how many students high school students are even coming here and then I just practical questions like how do we go from three three year olds to one four-year-old class but that's we're not even there yet because I still don't I cannot support spending money on this of this facility. >> So, board member Anderson, just to make sure that we can answer your question. >> Well,
372I think I've just complained more than us, >> right? I'm sorry, but it's important. >> Give us give us question number one and let's answer them. >> Well, so question number one is 56 students. That's what we have here for educational 56 in total. Now, you know, >> just I'm assuming I don't know. We've always been told it's a learning lab. >> I mean, I I would just for the public to be clear, we're not talking about zero to prek. You're talking about the high school students. >> These kinds of this kind of data would have been really helpful at the outset because transparency just shouldn't be that confusing. >> You speak to the So, I hear the question, how many students is this facility supposed to students that will not earn FTE points because
373they're already >> 56 that are in teaching and learning pathway that are coming. >> We have more students than 56. >> No, we do. I looked it up. I'm just saying that according to the building categories, we have 267. This is under plumbing fixtures tabulation and it specifically says group one institutional square footage. Uh-huh. >> So, we wouldn't I think a PE class can be up to 45 student 42. We would we don't have to maximize every building. So, just say our elementary schools. Westchester has 125 kids. One community circle is 200 300. >> No, I I totally understand that. I think I'm still back to the fact that we've been told this is an early learning center. And I think to your point, Hans, about the public being confused, it's an early learning center
374that is adding x number of seats. So that was the first point of confusion because we all I'm sorry, let me calm down. Just that we've heard many public comments and this has been a an issue for our community for more than a year now. So to back up, when it started in September 2024, it was called a capital plan. It was not identified as an ECLC. It was embedded in a presentation one month after the past session began. And then we went through for the first few months in the fall trying to figure out the funding model. And it would be this braided model because we were going to have tuition paying students and non-tuition paying students and modified tuition. And in the meantime, then the confusion came along because well really we're taking
375kids that we already have at the Frasier Center and putting them here. So, in terms of new children that will be served, what is that number? That's what we're building. And then we're bringing the CTA kids, even though they're not going to earn FTE money, into this building. And I don't think we've ever actually discussed how many CPAE students will benefit from this particular facility. And so therefore I deduce by the education category here that we are expecting 56 high schoolers in there. I think we have 92 or 105 according to Georgia DOE. It appears that thus far like we're looking at the five-year budget trajectory that the number of students in early childhood education in sophomore year goes down by senior year. I suspect that's because students have to choose particular pathways. Maybe they're
376going to choose IB diploma or maybe they're going to choose something else. So from the lab school component, it is very unclear to me how this facility is being used. >> Hi and um I can help clarify a little bit about home fixture um and occupant load for the building. >> Yes, you are correct. the education portion that's uh part of the institutional education. Education is for the high school students. That's what institutional is for daycare youth. Um the educational purpose that we've designed for is the learning lab is that the classes will still partake in the uh Decar High School and will come to the school at different um time periods to be able to learn by walk by viewing. Um we also have the instructional multi-purpose room that is designated for assembly but
377can be used for educational purposes as well. Um so that 56 that you're looking at um to clarify so pulling fixture tabulation um is not a number to use for occupancy load. Um the occupant load is the maximum allowable occupant in a room sling. Uh we won't design for everyone to be you know shoulderto-shoulder in a room. Um, and we also want to make sure that there's an opportunity to for students to move around and access the space inside. So, plumbing fixture calculations can be used to determine how many lavatories we have for each occupant type. Um, I yeah, I'm actually kind of proud of myself. I think I kind of help myself, but it sounds like there's a lot of space for these CTA kits because they can't be in an observation room and
378in the multi-purpose instructional space room or the huddle room at the same time. And so, you know, I'm still landing on the fact that this building, and I don't think that has anything to do with you, um, is much bigger uh, than I believe it needed to be. And I do not feel like I have seen an analysis of the space used specific to the humans that'll be using this. So I appreciate your kind of affirming what I read about the plumbing fixture and extrapolating that to people. But that was it. What you're saying is that you're estimating that we would have 56 high school students at any given point in a in a day in a week and a how how do you how how are we to interpret that number 56 that she's
379quoting? What do we do with that or do we do anything with it? Does it >> do it what are we planning for? >> The 56 is solely to determine how many planning fixtures is needed for that occupant type. But you didn't make that up, right? You were given a number or is it based solely on space? Like if I was having my house, I know that I'm not going to have a hundred people using my bathroom. >> So, it's based on the actual floor plan. We've designated we want the observation rooms to have a certain amount of space for say 8 to 10 students each. Now, the actual square footage in the floor plan might allow for more. >> Okay. So, that that's where I'm going with this. We have eight observation rooms that
380can accommodate 8 to 10 students. That just seems entirely superfluous to me until I am given numbers that show we have hundreds of ECLC kids because 8 to 10 in a room with eight rooms is 64 to 80. And obviously these ECLC students, the ones that are in CTAE, unless we're changing the program, they're not full-time CTA students. So they're only going to the new ECLC for one or two class periods, but we seem to be building it if you're looking at six or seven class periods and you multiply that by 80 for a much larger group of students who are doing CCIP observations all day. >> So Dr. uh ME students do you anticipate we would have just or how many do we have currently? Yeah. So, we have right over a hundred. >>
381Yeah. Yeah. And so, we have one classroom um for our high school CTA students. That's seen down at the bottom left. Um and then we do have observation rooms um connected to all of our spaces. Um, in the design, we were intentional about having one observation room, being able to look into two spaces, um, two classrooms, uh, to conserve space. So, we weren't just having individual observation rooms for every single room. We tried to be really smart about putting it kind of in the middle, so one space that you could see two of the classrooms. Um, so those are the instructional spaces that the high school students would be using. >> So I think what I'm hearing is that she's saying that room is designed to accommodate anywhere from 8 to 10 high schoolers. And
382if we don't have 8 to 10 high schoolers in there all at once, is there some room to potentially is some of that space wasted? And is that an opportunity to maybe trim some of that space? >> Well, such as space, it's cost. I mean, my understanding from our September meeting when we had two different designs of the building was to free up green space was, oh, if we do this, we increase the square footage and therefore we increase the cost. So, I would argue it's not just wasted space, it's money spent. >> Well, I just want to make sure I'm understanding the numbers correctly. I don't want to I don't want to equate a light fixture to a human if I'm not understanding the numbers. So if we have if we have a hundred
383students that need that are going to participate in this program, this is where we are now >> and we have space for 80 of them at any point in time to be in the observation rooms. >> Is that like they come over for a period in the morning all 100 students or this is spread out over the course of the day? Yeah. So I am bringing over several classrooms, maybe 20 students at a time over into the building. >> Sure. Right. Yeah. So you're bringing over a typical class size. So let's just say it's 25 high school students. >> So So then to board member Anderson's point, >> if we design those observation rooms to be for five people as opposed to eight to 10, that buys space back, right? like that in reduces cost
384theoretically. I hate to go back on what I said, but it is for four to six, not 8 to 10. I'm sorry. >> Four to six. >> But the principle still stands that we are having that number way >> um past when we should have. >> The fact that we are actually now publicly discussing the use of observation rooms is just mind spinning to me. They we this was presented I think I asked two months ago or was it I I can't even keep up but it's just the fact that we have eight observation rooms and we're only asking now how >> I don't think we're talking about removing observation >> but let's be clear as well the early learning kids now are going to Fraser center correct so somehow our CPA E students right
385now don't have observation rooms and now I've yet to be told that their program credentials are compromised because they don't have observation rooms. >> Well, I mean, I think it's it's safe to say that that that you can deliver a higher level of instruction if you have the observation rooms, right? >> I appreciate that, but we're not the experts in that. >> No, no, I'm actually looking to the expert to help provide us a perspective on that, right? I mean, the addition of observation rooms presumably is included because it increases the quality of the instruction that we can provide. Sure. We were when we went to Grand Rapids, we saw the observation rooms um and I received feedback that that was desirable. they, you know, are doing some really great things. Um, and you know,
386in our, um, probably it would be our board retreat. Um, those were some things that we talked about and that was feedback that I received that we appreciated the observation rooms and that that brought value to this design. >> So, relative to the other space that I'm seeing here, the middle part is the playground area. The larger like purple and green areas are the >> indoor play and adaptive play. >> Okay. So, how where are the observation because you have the office space highlighted I think purposely because the office space or the administrative space have been a a a point that community members had given us feedback about. But where are the observation rooms? Um in ter >> they are orange rectangles. So if you see the yellow are the classrooms and then you see
387the um the orange rectangles that I think Mr. Melton is pointing out um those are the observation rooms. >> Okay. So to be clear, >> there is a higher quality of early childhood education training um by having high school students observe the students versus working with the younger students that's been taking place I believe in the Fraser Center for I don't know how long. been something that's been studied or assessed to determine that >> um there are a couple of early learning standards that we've been following throughout the >> students sorry CTA students being able to observe uh children in the classroom without interfering and being able to observe their natural uh actions and can also interact. These observation rooms also have uh countertops so furnishing and as as well as that they have the
388um microphone for them to be able to interact with the students when desired. So they can also microphone in as needed and of course enter the room. Um but this is because of the standards that we're following. This is proven to be uh beneficial for those observant not to be able to interfere with their natural activity. Thank you. I would add most teacher preparation programs or once you get into a school of education, you don't jump typically don't jump straight into student teaching. You're going to go through a phase of going to a school, observing a elementary, observing a high school, observing a middle school. You kind of find your niche, your niche, and then you start doing more volunteer hours part of your school of education. That's um traditional route education, school of education
389at the university level and it it for K12 it include it starts out with observation you know and I respect that and I know my role as an operational I just logistically don't see how this has really been um planned from step A to step B and >> well to piggy back off that maybe a question for you guys um I think the the task process has also been a point that's been um kind of that has been criticized by a lot of community members. Um this is my >> and board member Anderson um I've this was my first experience with the past process. Um but I guess my question is in building a school as opposed to building some other type of development, a house, other government building. Is this the way that that
390this type of that that community feedback is usually solicited through this type of a process um versus um through community meetings or survey design? Um I know that that a past hype process is actually in this book by design, but is that what we should have expected or looking back in hindsight should it have you done it any different way or >> um we path is to go in tandem with any of the ongoing feedback that you guys traditionally observe like the board meetings and the community. Our path process is intended to be a more direct way to interact with the stakeholders and constituents that are going to be utilizing the project. >> So yes, this has been proven to be effective in shortening the design time because you're able to get that direct feedback
391straight from the very beginning of the process. >> Um I'm sorry, did that answer? >> Yeah. Okay. >> Mr. Prime, Mr. crime um actually has been a part of the city schools of Decar builds uh tally. So I >> pretty much every facility that we have >> every facility >> so since 2007 I'm involved with pretty much all the major capital projects including the new it's new projects in and tally being one of them. Um the past project pro process that we've seen for this particular project is probably the most in-depth um that we've used starting from a start to finish. Tally would be pretty close to it because it was also a groundup um process as well. Um but and FA would be the other one that went through that process. um like expansions
392at Oaks, we would have a very similar public process where we'd bring in the community, get their input, and use that to kind of determine and give input back to the board and back to staff for how we move forward. But it was always tied to the purpose of what we were building. Are we building classrooms? Are we building a new are we renovating to get a new uh in the case of Beacon Hill where we expanded to get a new um uh cafeteria and kitchen because the one that we had was inadequate and then and classrooms. So the purpose was always driven by what the needs were for educational support institutional and other kind of requirements. in some cases they were there to to upgrade the life safety standards um and security systems that
393were there. >> A question for you. >> Yes ma'am. >> Um so since you syndicator and use the path process I'm just wondering and what I understand is the path process is one mechanism for us to get feedback um and then it's on us whether or not we utilize it all of those things. Um I'm just wondering in your perspective, have you seen this amount of push back from the community um on a project like this? >> No, ma'am. I've not seen this level of push back um on the projects that we've done. Um, I will also be honest with you, I I I've not seen as much work put into responding and answering and providing the input that was necessary to to try to answer the questions that were coming forward perspective >> from
394my perspective >> from your own. Okay. So, I'm the newest board member, so I kind of got into this in the middle of it. I just started in January and so I have some thoughts. Um, for me it seems like the circumstances have changed significantly since October when the ECLC vote happened. I was not part of the vote and I I just based on what I'm seeing because it just seems very unusual. Um, I think we need a reset. Enrollment is declining. We have this SB33 bill um that will reduce tax revenue. The SLOs is not guaranteed. Housing prices are depressed. the economic and demographic assumptions may not be, you know, the same. Our fellow commissioners have called this process a violation of Decator's values. We've had calls for resignation from the board, intervenor leg
395litigation, an HPC application, even our state delegation supporting our referendum to kind of put a pause on this and give the voters um our constituents a a a chance to weigh in. From my perspective, and again, I'm new here, this is not normal, and it just does not seem like a small group of loud individuals because I know that can happen too, and we don't want to have a distorted perspective. So, I I just think that we owe this community a genuine reset. I don't I'm worried that we're really eroding public trust more by digging in. And I just I mean, I'm not saying I don't want this ECLC at all. I just am looking for a way for us to compromise and collaborate more to rebuild that trust. Um I just think, you know,
396we need to have an honest accounting of what has changed and a willingness to listen, not to defend the past decisions. And therefore, I move that we do the independent archaeological study of the site be conducted before any further action. we've been offered from community members to do this for free with community input. I from what I've heard it would take two to three days maybe on the weekend. I think that would be a good starting point. So that's what I would like to see and I I make a motion for that. I I think as a response to that, I really need some context or some detail around what this what this concept of reset means because that gets said a lot and you know you have a whole team of people that are
397are working on this project. I what what does that what does that I mean you said it. What does that mean exactly? >> I think starting with the archaeological study seems like the most logical thing for me. Um, and then just what I've heard and listened to from city commission meetings and the HPC meetings. Um, trying to see and work if we can look at having more green space and engaging the Beacon Hill elders more directly on the placemaking, not just this Kennesaw group, um, that we haven't even really firmed up on. I I just want our community to come together, not to be divided on that. >> I think from from where I sit, it feels like there's two there's two distinct uh groups in the in the comm I mean there's there's more
398but broadly speaking it feels like there's two distinct groups in the community and there is a a group of people who adamantly do not want this building been built regardless not on that site not built right I disagree with that perspective ignoring the specific of the building just do not want any cement coming out of the ground on that site at all ever. And there's not a whole lot of space to negotiate there, right? Like that's that's pretty binary conversation, right? those that support having an early childhood learning center but are uh very vocal in wanting us to rethink scope and cost. Mhm. >> Um I'm much more right I do very much support having an early childhood learning center and and ensuring that we can deliver this uh need because it is fundamentally a
399need within our community to these kids. So, I'm I'm open if what we're talking about as a reset is having a conversation about scope, footprint, and cost, 100% open to having that conversation. Open to having that conversation now. We can be specific. Board member Anderson started talking about some uh interesting ideas of the building. Um, but if we're having a conversation about binary no build whatsoever on that site, then that there's not there's no negoti there's not something to engage with there. That's not something >> I think I think that's a critical point that maybe the city has not been as um as straightforward as where um for people who are interested in there not being any build on that site um or that we can maximize green space. We can go through and we
400can look at this and like and have a an open discussion about ways to improve the design. But if if the goal here or the end point of this discussion is that we this land is not developed, I think we need to go and pull up what the the deed says that there's not a pathway where we can have this land continue to sit vacant like that. If we if we do then ultimately we have to have a conversation about where the housing authority plays in that and does the land go back to the housing authority. And if if if I may and if that is the case then I think you have a couple of pathways. The housing authority gets the first look and they can decide if they want to develop houses on
401that land or they could decide that they don't. But I think that that maybe there is some fundamental lack of being direct that that we should not continue to have the land just sit vacant like that. If it if the housing authority wants the land back, we decide that we don't want to build on it. Then then that and I believe that the deed is up on the website, it has been, then the housing authority gets the first look. So if that's what the community is asking for, then I think we need to be clear about what the ask is. They could say no. They could say it's not in their budget, they don't want to do it. And then if they don't then I don't I think people also then the community needs to
402realize then there's not a pathway then where it just becomes a public park. I don't know of any boards of education that are managing public parks. I don't know where that pathway is either. >> Okay. Well, I have a couple comments if I can now. >> Yes ma'am. Um so I am a mediator also an attorney and so I feel I got a lot of situations where people come to the table with veryision but it's amazing what you can do in mediation and actually getting people once you get them to the table to move closer and to um compromise. And so I still have hope and I'm not taking maybe a position that they have said at their word at this point because like I've heard you too Hans that there are a lot of
403people I think who are in the middle who want to see a compromise and to see this happen in a better way and so um I think by engaging with them um we can there may be some outliers there but I still have hope and have seen amazing things happen in mediation. Um, and so I think really truly engaging with these people um, and not assuming things and you we can get them closer like a good compromise. Maybe everybody doesn't get exactly what they want, but we can get to a better place. And I just don't know that I've seen that happen. Again, I have a shorter view being on the board than everyone else, but um, I just wanted to add that. Well, fair fair enough. I think there's there is there is appetite
404for compromise if that's possible. I I think it's worthwhile having a conversation right now about specific things that we'd like to see done on the plan based on the feedback that we have heard from community. No, I'm sorry. And I'd like to speak because one, I don't appreciate that this discussion of compromise started, Hans, with egrouping people. And I think the problem that we have had through much of this process is that we didn't have a systematic way to synthesize information. And while I can appreciate you the identification of the past session as sounding detailed or um I can't remember what terminology you used, the fact remains that it started with the board which was always perplexing to me. So it wasn't a past session like here decator focus. It wasn't advertised anywhere. It was
405limited to board members making suggestions. So that already limited what was going to happen. And then I'm trying to figure out a world in which in these past sessions that didn't include CSD staff effectively half of the square footage is for business and assembly. So in addition to the humans that are counted in the plumbing fixture, there are four categories of square footage. And if I'm reading this correctly, it's effectively half and half. Half goes to institutional and educational and the other half goes to business and assembly. And so, yes, I think we I hope we all agree that our school district and our students are better off in a community in which we are working together. I mean, that shouldn't even have to be said. Um, but I am not comfortable with our deciding
406what to handpick removal now in the purported name of compromise because what I feel like I just learned up here is we have not really had a thorough analysis of the CTA use of this building as one and then >> no no no that's not that is incorrect actually they gave us a set of numbers based upon the current enrollment within CTAE that is covered by the facility as designed right that is actually what we just saw. What we are having a conversation about is how much is needed at a specific point in time, but the design is reflective of the existing CTA program. No, what we were were observation rooms and I remember this because I went to Grand Rapids because I so appreciated the way in which we were walked around that building
407um so that we got to understand the inception of the building, not just you know a mural over here afterwards. I mean the the woman walked us through how you know the sloping part of the building to model the river and then if we look at the design of this room because we're considering the components here and then we went over to this play area because we have this union that does this kind of boat working whatever. Um but I thought what I understood right now is that we have a 100 CTAE students. The eight observation rooms I did not hear that they were linked to the number of CTAE students. What I heard was that they were planned in a way that you could see two classrooms. >> That's what I heard. I heard
408that as well. She was saying that in order to maximize instruction, they're linked to two classrooms. But I also did hear that the size of them was based on making sure that they could hold about four students, which is a reasonable number >> based on the number of students we have and the number of students that could hold and that would be observing at one time like two students per class, two students class, >> right? But we're still back to I've never seen any um presentation of those numbers. So, you know, James, I think you were on SLT. It is it's not rocket science when it comes to planning classes, right? It's based solely on the number of students. That number of students will determine whether a class or a program makes and then you
409have to put a certain number of students in a classroom. So, you know, I'm not trying to be a pain here because if in three years it turns out that there are 300 CTA students using ECL, then maybe all those observation rooms are necessary. But right now with a hundred students and not necessarily all sitting in the observation room, it does not sound like a good use of space translation money. And that's just one. And then there's the business because there's a CSD business. I mean we could just run the calculation very quickly right you got four to six base of four to six and you got you know eight rooms right so maximum number of students that are in there at any one time in eight rooms right >> that's basically yeah that's basically
410two classes >> how many teachers teach CPA conceivably it's one teacher and so the kids are only going for one class period I I really think we need to ground ourselves in what the scope of this conversation is though because I really do think it's important to get into those specifics. Obviously the cause of the concern. Um and to me that is the thing that you know I had skepticisms about and now I really feel like all my questions have been answered. I feel like you know um people often misunderstand like the kids are smaller but there's like just more capacity that they need. They can't be like 24 to a room. It's usually like six to 10. So that's like a reason why a building like this needs to be big. Those are things
411that I understand after you know having been part of these discussions for almost two years and that is something that we need to communicate with the community. I think the issue here is public trust. I think a lot of people if they actually had trust in this board and felt like this information was available to them would actually be very on board with this divide in the same way I am. You know cost per square foot 2026 like everything is way more expensive than it was even three years ago. Um, so like that is a conversation I want to have so that everyone is sold on the price, but like indisputably like this we supposed to break ground on this in December. Every year that this doesn't happen and this ECLC has been built, those
412are students not receiving education and like that is our purpose here and I think everyone on the board agrees on that. I think the majority of our sensible community members agree on that. And so, you know, like we need to have a separate conversation about public trust. I think we keep diverging a lot of our conversations into public trust, which is also something we want to work on and I would like to see more verbal commitment to that. But, you know, right now it's 7:49. So, um, like I I would just like everyone to maybe articulate like what we are trying to accomplish right now. And to me, I think that is a conversation, you know, about scope and and costs. And maybe I like and and a testimony from y'all over, you know, some
413of the nuances that community members have been bringing up about costs, but like what is the actual concern right now? Are we just going to base specifics? Are we trying to pause the process? In my opinion, I don't think we should like I don't know. But just opening the floor just to ground ourselves back in what we're trying to do today. >> Can I have some? >> Yeah. >> I do. >> Wait, hold on, hold on, hold on. Everybody speaking at once. Board member Harden. >> Thank you, Nia. >> Um, I think the point is to it's a good timeline of all that happened because when I hear and talk to community, so many of them are saying you know, well, I don't know the timeline or I'm a new board member, right? And just
414the thing that I think of when you start paying attention, you see so much more is out there. So, I appreciate that. I think that was goal one. Um, I think goal two was to kind of level set on um and I appreciate Han saying like we are amenable to to compromise and making it work for community members as long as educating our children. I mean, it's not about uh a plaque or I I don't I don't care, but just we we have a we have a reading gap in a particular part of the schools that manifests itself up. We can send you to see the data. I've been sitting here since a open letter in 2019 from the Vegan Hill Alliance that called it out. I encourage everyone to go read it. And um
415I've been a board member for seven years. we haven't done anything about it until this superintendent got hired and said like, "Hey, we actually have a a tool forward." And so I I think as long as we are in agreement that we can do that, I don't I don't really care. Um the things that bother me are that I don't phrase used like full steam ahead like the green space has increased. It could increase more for sure, but it has increased. The cost I think has been overblown. Someone said that Splast is unlikely. Um, if every voting member of Decar voted against SPLS next year based on last year's num last time we passed it numbers, it would pass overwhelmingly because we have to vote with Dicab County. It's anticipated to bring in about $9
416million that we are supposed to ear or has it been nine Dr. Broom? Okay. The SPL has average $9 million that we need to earmark for capital improvements. Um, I don't think that if we went full steam ahead with this board, there's no reason to expect that taxes would increase on any one indicator as a result of this ECLC. Period. Point blank. I can I can say that confidently. As long as I'm on the board, there's no reason your millage rate should go up to sustain this ECLC whatsoever. And and the math is just there for that. I'm up for conversations about moving it, but I just I wanted to level set on that um more than anything. >> Okay. The one thing >> I know. >> Yeah. >> Yes. Board member and then Jarvis.
417Thank you. >> Okay. So, I did mention at the law at the end of my statement that I moved that an independent archaeological study on the site be conducted as a starting point before any further action. I think it's really important to honor the land, see what's there. I mean, you've heard from an archaeologist, archaeologist in our community who's willing to organize and do this for free, which I think is an amazing opportunity to get the community together, to get our pick together, and preserve what history is there. What better way to honor it? And it's it's only two to three days what I've heard looking back at Mers in the court. But um so that seems like a good place to start for me. And that's the motion I'm asking for. >> Anyone second?
418>> I second that. >> I mean, we have a motion on the floor now. So, we're going to address the motion. >> Jarvis did speak earlier and then we were all talking. >> No, no. I just Robert's rules of order is a motion has been made and properly seconded. I think we have to address the motion. That is correct. >> Yeah. >> Now we have to now is there any discussion? Uh the question is I in reading that pathway I'm unsure what we would do with the data. I'm also um I'm also I would be I would wonder um how that would impact um the team's ability to proceed. I don't know what the data would be or how it would be harvested, who would be responsible for it. Um I mean yes, you can
419do it. Sure. It would take a weekend, but then like any data harvesting or research project, you have to do something with the data and be responsible for it once you find it. >> So, um those questions um remain. >> Yeah. >> Well, even if it's presuming that it's free, but but I think I think uh I am willing to have a conversation about what it would look like. I'm not at a point where I'm willing to commit to doing it. Right? If I mean, for example, and I'm not suggesting this is the intent, but this very much could be the the driver is to to do it with the intent of trying to find a reason to stop the building from being >> I don't >> Well, so so I that I I understand
420that you don't see it that way. And so that is why I'm saying I'm happy to have the conversation to explore what it might be and we can this is the beginning of the mediation that you talked about and let's sit down meet with the people let's have the conversation let's come to an understanding if everyone around the table is agreeing some form of a school gets built I'm willing to absolutely have that conversation and do the archaeological work. If the objective of the archaeological work is to actually stop the building from being built, I'm much less comfortable doing it. >> So that I mean you're putting out a prerequisite that there has to be agreement. I'm understanding that this isn't a way to stop a building, but for I wasn't even contemplating that. I'm
421just thinking, especially if we're doing placemaking, this seems to tie into that and also honoring the beacon hill. I mean there may be human remains, there may be buildings like you know remains and artifacts there. It's one of the rare sites that we have in the southeast. >> All of that may be true. I think then the question is if you if we get that data, who is responsible for it? Who ultimately um does that fall on the city? Does that fall on us? I think maybe we need um we I think rather than making a decision today that maybe um how much of that falls on the board of education versus the city. Yeah. How do we do that? >> Maybe we need to answer. >> I don't because it sounds like you know
422I don't want it to slow things. >> Um so if we can I guess figure out a step or a goal maybe to have a meeting about that. >> Absolutely. So >> do you want to withdraw your motion or do you want us to vote? >> Is your motion just to pursue looking into what this would entail? >> I want to leave it that nebulous. Okay. I I'm >> I'm sorry. I'm still confused because >> we talked about that. I think for example, there was a mention somewhere about almost expediting and we don't want to slow things down, but hey, we might be willing to change and there's the community and so we have another meeting in a month. Um I think the HBC just met. We know what the legislators voted on and so
423I just trying to figure out what exactly this is supposed to result in. I mean I know how I feel. I think the building is too big. I think it is costing too much money. Plain and simple. I do not think we have gotten enough um of the data points we should have to justify the size of that building with some of the influence there. I also hear the need for early learning. I would like everyone to have input in that and I feel like the sooner we could sort this stuff out then maybe um the better. >> If I may actually sort of remember Anderson much of this conversation really belongs in the outside, right? And so I I think we're not done discussing all of that. uh if we are we are facing
424a vote as to whether we should move forward with doing James not just exploring but the vote the motion is to perform the archaeological study >> and so um if we could get to if your concerns are as you as you mentioned that we're not really sure the entire scope or what that actually means I think we should figure that out. It sounds like we have Miss Meyers here and I've heard her state that at the city commission they're willing to do it for free and it would take two to three full days of work and we could collaborate with our students in community which I think sounds amazing. >> I just think with respect like that that's that's just like an independent community member like that's just not like process like you don't know
425a lot of details. Um, to me, I mean, I totally agree with honoring history, but to me it seems like, you know, I was a little suspicious of like getting kids together to dig up what could be like indigenous. I feel like there's like sensitivities to that that we should know about before we like proceed with something like that based off of like helpful comments. >> I know. I wish we could get Mers to your point. I mean, when Dr. Myers was speaking, I was excited like this sounds like a really cool process I would be excited to do with it. I'm all on board if you were just like can we look into more about this and what that would happen and get some answers. Okay. >> Yeah. All all in for to randomly
426say like yeah I agree to that is I'm supposed to let me reframe my >> well you already have a second so you can withdraw it. You can withdraw withdraw it at this point and restate it. >> Thank you. to withdraw the motion. >> I withdraw my motion and reframe it as can we make a commitment. >> No, no, no. We can't. We have to each of us have to consent. You're saying that each individual one of us have to consent. Okay. >> Okay. So, one >> I consent to withdrawing the motion. >> Consent. >> There's a majority to remove. So, okay. So, the motion is which I'm not going to tell you now. I move to restate my motion. Can we make a commitment in the next week to meet with the archaeologist and
427the city commission to figure out some of these details? >> We also throw the details. >> Yes, absolutely. I love that. Yes. um to plan a meeting to figure out how we can do this. >> Right. So for clarification, the motion on the table is to commit to organizing a meeting within the week. >> Within what would be fair? Two weeks. What do you think, Carmen? >> To organize or to hold? >> To hold or organize? >> Organize, please. >> There's no way you can you can hustle up anybody in a week. >> Okay. It's April 14th. So, the motion is to commit this board and thus the administration to organizing a meeting uh over the next two weeks to explore the architectural study. >> It's my motion, H. >> I'm just trying to make
428sure that I'm just trying to make sure. I just want to make sure that we're all clear. >> So, yes, organize a meeting within two weeks. We want to have the archaeologist, city commission invited, and our beacon hill elders. >> Okay, >> does that sound fair? That's it. Organized >> to discuss a special call meeting between city schools educator board, city commission, >> Beacon Hills, you and an archaeologist >> inviting Yeah. All of it have to be it. If there is a >> meeting special meeting if there is a Okay, I'm ready for it. >> One second. I don't know if I can come, but I'll second it. >> No, >> sorry, I'm not. And now the discussion >> this motion. >> Is there any discussion? >> Yes. >> In the spirit of compromise to
429stay a motion to hold a special call meeting within two weeks inviting the city commission, our Beacon Hill elders, and our archaeological experts in the community who have offered to do this for free to see that we can do it quickly. Well, I think am I allowed to edit that? I mean, I'm not trying to pantic, but I think the whole point of doing it quickly, it sounds like we want to >> wait. Motion has changed. >> Maybe maybe we should maybe we should maybe I offer a compromise. If this if this is Lorine, if this if this is feasible, maybe instead of putting this in the form of a motion, maybe we can just um if we're all committed to it, we can just have Jarvis reach out to the archaeologist also to maybe
430Andrea Arnold and >> see if they can maybe they get together first >> and then and then um from there bring us in, share data with us. Okay. I think is what I'm hearing what I think I'm hearing is that you're asking is for commitment between the board of education, the city commission, and the archaeologists to at least understand where this is going, the Beacon Hill elders to see where this is going. And maybe the first step should be with those operational folks. And then we could come in after at least once they've gathered some data and then we can step in. >> Yeah. Once they have the facts. >> Once they have the facts. >> Okay, that sounds fair. I agree with this motion. Is that clear? >> It's not a motion. So you
431would indicate >> now you have to withdraw your motion >> and we would be just directing the administration. >> Okay. I withdraw the motion with the intent. >> I consent to the withdrawal. >> Consent, >> but we're making a commitment. >> Consent. Okay. All right. >> This is very good training for Robert Mills of order. Right. >> Yeah. >> Exactly. I do have a little information that may shed a little light on. I'm going let Kal from GMC talk first. >> Sure. >> So, I I know there the historical preservations committee met today this evening. Um I just wanted to highlight our relationship with the city of Decar. Um they've been involved in the very beginning of the process. Um I'm just reading from the meeting minutes in March of 2024. agreement with the historic
432preservation specialist. Um, and this is stemming from uh the design process that we've been through um and why there is not currently an archaeological study and that is because we are not in the historic uh preservation district. Um and so we in that meeting we um met with the historic preservation specialist and she said that when discovered to inform so uh to contact historic preservation if evidence is found or if archaeological evidence is found. So I just wanted to shed light on that and that's why it's not been part of the process because it's not um constructed by the city um and that's part of our meeting that we had with them. Okay. Because corre correct me if I'm wrong if you don't know that's okay because technically the the basin is is field right
433and back there this is historically considered separate. Is that right? That was my gather from reading. >> Uh no >> I'll have to say I'm not sure. >> Okay. Okay. I was just confused by the lines and something was shared about like the historical Beacon Hill was was where they built the soccer field and and back towards the churches over there. But if I'm wrong I could be wrong. This is not my area. I thought you might >> So I think >> so historically when you've gone to the effort to to bring an archaeologist in to do their analysis the outcome of that is been has been very specific. You are asking them to do an analysis to determine whether or not there are historical features, attributes, components that either need to be preserved as
434is, so therefore you can't build on it, or to be extracted and reallocated in some type of historical manner, >> right? So, and and and there's all kinds of different ways of doing that. I mean, it can start with like I'm doing a school right now for a private school and we started with a ground penetrated radar study to see if we undercovered anything that was curious to us and if we had found something then we would have brought in someone such as uh Dr. Myers to basically do that level of analysis on. So all I'm asking is in your motion, we need to have that level of specity in there so that we understand what the outcome you're trying to achieve by bringing in and doing that level of analysis. >> Okay, that's helpful.
435And I think now that we've us having Jarvis do a little more fact gathering with us talking to hopefully we can get that information because I I am not an archaeologist even though I studied anthropology and I think it was like a survey particular type of survey. I don't know. >> Can we get her? >> Let me not. >> Let me just add the two things I wanted to add just for knowledge. >> So, once a week I'm I eat lunch in my office and I walk the Beacon Hill community. I talk to current Beacon Hill residents. >> Tomorrow at noon, I have two moms coming over here to talk to me. One has a set a set set of twins that are 10 months. The other one has a 2-year-old that are in dire
436need of child care. Now, there's there's a trust inside of the beacon of current residents of the Beacon Hill community on what city schools education is going to do, >> right? Mhm. >> And so when you start thinking about like what has historically been done, delay, distract, deny, those are strategies to slow progress. And that's how to some people some communities I don't know what when when the board says the community there's there's other communities that don't feel that don't come here. I walk in neighborhoods and I listen to them. That's that's one I talk to weekly. Um, the other one is the elders that I reach out to live in my neighborhood and I've reached out multiple times to no effect. Four houses down past my neighbor house. Make a left. Go two more
437houses. I'm knocking on the door. No. I think to Nia's good point, we have to figure out what the end of the end point of this conversation is. If we're all committed to um making sure that this project gets built, then maybe um we need to make sure that the team is is aware of that. If if there is another discussion about what we want to do with that space, then we need to have that, like I said, it is not from the way that I read that deed, it is not feasible for it to just stay vacant like that. It would have to be at least it would have to be first look sold back to the housing authority. If they pass, then it goes for sale. And I think it's also important for
438people to realize that the city does not have any first um obligation to buying that land versus anybody else. >> Sure. I think what I need to understand because I believe when I asked in November, I was told effectively just paint. So am I hearing that strangely or luckily um in April now five months after I was asking her six months there is now a willingness or an ability to actually change the design of the building because to answer your question Mia that's what I need to know. >> I think that it's always within our purview to direct the administration to consider elements of the design. uh and I think that in to answer Nia's direct question to us which I think was a very good one uh talking about that scope and the price
439and the cost is something that I'm I personally am willing to be flexible on delaying the project and stopping the project and not building the building I'm not flexible on. >> Yeah, I agree. I'm not flexible on that. But I think I can also see where the administration is coming from. I can see where uh where Mrs. Burton said she felt that how the observation rooms are laid out, where she where she where she came where she's coming from. If ultimately the meeting in the middle at this point is to is to trim some of that space or is to look at the office space design, then I am willing to have those conversations. Absolutely. I can but I can see where she was coming from or where Dr. Richard was coming from when the
440design was created. Absolutely. Um but I think if it's something that delays the project or stops it alto together that's not where my that's not what I'm thinking. >> Can I ask a clarifying question of the board? Yes. Are we looking at trying to cut the building to save cost? >> Yeah, I think so. I think that >> so one of the >> footprint and cost, >> right? And so one of the one of the watch outs and I have a team that can maybe speak to it a little more not in particular numbers is we have Parish Construction under contract for a time period >> with a guaranteed maximum price and we have a price per square foot for our gas prices are going up. Um, and that price per square foot. I'm not
441a I bring Paris Construction up to talk, but I don't know what the price per square foot is going to be with what we have them under contract for. >> Understand that, too. >> In my mind, that's not a reason to build a building that is uh larger than the board thinks it needs to be, right? It's worthwhile to take a look. Yeah, >> it's a watch out. It's something for us to be careful for. But I think that our direction I would like to see our direction coming out of this to be look at moving some of this stuff out of the building and you know get us a number under this amount. Um I uh I hear uh the question on whether or not this building is sized as needed um for the
442amount of students that it's to serve, teachers to serve um and activities to serve. Um um so we um have done and I want to highlight PAS as well all of the together to ensure that this building is serving those purposes. We are designing per building code standards but also per early learning standards. Um, and making sure that each student has the amount of space to grow and learn and thrive in a certain square footage of a infant one-year-old, 2-year-old, three-year-old, or four-year-old classroom. Um, of course there is an amount of square footage allotted to restrooms, janitorial spaces, hallways, things of that nature that accumulate when the square footage is either increased or reduced. So, um, I guess what I'm trying to say is when you are looking at ways to reduce square footage, there's
443not a direct there may not be a direct correlation to the amount of square footage reduction because we still have to account for that recolleating factor. >> So, can I ask to I will never understand how two multi-purpose space units are crucial to early learning. >> I totally hear what you're saying in terms of the sizes for a program, right? Um I'm personally still not um I'm not satisfied if it were my money I was spending that observation rooms it's possible I would I haven't seen the numbers there but huddle rooms lounges multi-purposebased rooms I right now have no clear understanding of how those are crucial so um the two multi-purpose rooms this is ear for early learning but also for all wraparound services that it needs to serve meaning for educ educational opportunities for
444parents and other community members. So that multi-purpose room and that entire most of the section on that east portion is to allow for people to come in and participate in lectures, community engagement and things of that nature. So this is also serving the community in that way. >> Presumably that would be happening after school though, right? And so then they could be able to use the instructional multi-purpose room on the other side of the building because it's after school. they wouldn't be in it. >> And just as a a followup question to Mrs. Burton, they they do some of that now where some kids um come in and get services after school or do they not have some programs like that already set up at College Heights where they do some programs if kids are
445not already enrolled in the school? Well, I feel like uh you're talking about mommy and me classes. Uh mommy and me classes that would happen potentially for those that are enrolled and for those that aren't enrolled, right? That's what we heard at >> and Grand and Grand Rapids. It was how not every person is going to enroll their child, but they still do need the learning of how to develop a literacy rich brain and that's part of that wraparound support. Um uh right now there are things such as learning spaces that are uh that are in multiple libraries and things like that throughout the cab county that through United Way. And so those are the types of places and things that would occur potentially when school is happening and when school is not in session.
446>> I I appreciate that. But I I you know, again, I'm using the threshold of would I spend my daughter's college fund on this because we are basically not just supporting the early learning that we want to, but we're also making financial decisions that can affect other areas of spending. And so until I see otherwise, I don't understand how we did an assessment of um CSD space, especially because the CCL is right next to Wilson Center and right at the high school because that CTA kids will rough over here. So I personally would need to see more of the need there um to understand why the only way that that's going to happen is to have a second multi-purpose space. I'll just add the reason for that multi-purpose space. So that um portion of the
447building is um locked down and separate from the instructional component. And so that was designed really as continued community engagement opportunities um and community accessibility even during the school day. So again like parent classes and you know as one of the design principles in building our you know and making it community accessible that was the purpose in that multi-purpose room. While the multi-purpose room on the front to the bottom left is really a high school classroom. It can be used for multi-purpose um space. The huddle space is for those itinerant people, the folks that come in. So, a speech pathologist, a baby's can't wait. We didn't want to add an additional office space for them. Um the lounge is just a traditional teachers lounge. So, that's um would be typical in a um in a
448school building. So, that is the that was the purpose. It really is about community engagement and accessibility. Yeah, I love these ideas, especially what the superintendent said about having these programs um for the community, but I'm also wondering since we're talking about land right here and we have this wonderful, you know, Esther Rec Center, we also have DHA community space, maybe we can get creative, throwing some ideas out there. Yeah, >> I understand. I So if you go back to the original vision statement and principles. So I say that because the vision what you see is principle six says flexible and shared community spaces. >> That is what the community said that they wanted. So that's why it's in the design. uh community integration and engagement. go back uh to the past session. the first
449the slide before going keep going members of the DHA community that will ultimately be served who are traditionally marginalized who have needs that I know I don't have at this point in time in life but I know I had it at some I did. They do. Last week before break, board member or stood with me and listened to a student talk about what it meant to be really truly seen finally through wraparound support services provided by communities and schools of Atlanta who literally brought the room to tears. When you are talking about serving a community in need, it's not talking about equity, but it is actually doing it. Removing the barriers to being seen, to being safe, to being successful. >> Oh. Thank you for that. Um, Dr. Whitaker, I I would like to see
450if we can get to some concrete direction for the administrative team here. Can we go back to the footprint? Selling the houses will provide, I think, sufficient financing to find alternate space for those offices that we're saying we need in order to be able to sell. So, I'd like to see us take those extra offices out. That's the orange offices in the upper corner. That has been I understand fully the reason why the administration has asked for that, why that has been put in front of us. I understand the logic behind it, but I have to be honest from where I sit the juice is just not worth the squeeze right now. >> Okay. >> It has been consistently a point of contention within the community. I understand why the community is frustrated by it.
451I think there are alternatives right nearby these properties that we can look at for that. And so I'd like to see that come out. That should probably reduce some amount of uh I don't know whether we need fewer restrooms or what may need to be done based on that. But I think removing those offices also ends up removing some of the parking spaces that are set aside for those offices. So that shrinks the footprint. It shrinks the amount of asphalt that we have to pull. Right. Um, I don't I mean I think board member Anderson brought up some interesting questions around the number and size of the observation rooms. Uh, I I do think that that's not something that I that if there is flexibility there, let's be flexible about that. Um, >> I guess
452the question is to to Jarvis's point, if we go and pull those officers out, if we shrink the observation rooms a touch or cut them in half or pull out one or two, is this going to save us money? Um, or is it going to, you know, she has to go through redo the design, you know, all is it going to end up costing us more money in the long run? I I think I think the direction to the administration needs to be a little bit more generic but very very clear. Right. Let's get aggressive on what I mean. I we we're moving prek into some of the uh elementary schools on the north side. >> That's the first time I've heard that. >> No, no, we've we've been talking about this as a >>
453I think it'd be nice to share that because I've heard confusion among people. So, I I appreciate that sometimes we think we've been clear and we may have said it in a meeting, but I think there's some source of confusion there. There's even looking at this building, there's only one four-year-old class, and I don't know how to wrap my head around that. >> Yeah. And so, maybe I'm speaking out of term. My understanding has always been that we are looking at getting prek into some of the schools on the north side. Am I correct on that? >> Has that decision been made? So based on feedback we have heard in numerous places um and the interest in moving prek into K2 schools um Mr. Adams and I have both reached out to Zcal to see
454what that process is and the current process is that we can't add additional prek classes in the city schools of Decar but we can move them. Um, and so this is a a larger conversation that we have to look at the feasibility of moving into K2 schools. And that's something that we wouldn't consider for next school year because >> this building's not going to be built next school year either, right? >> Moving prek classes from college heights to Okay, this is the first time I'm hearing this and if it's a decision, I'm surprised. >> I think it was brought up. I mean, the problem >> no decision has been made. Literally all she said earlier in this meeting was that they've approached Decal about the possibility. They've not heard back and it is likely difficult.
455>> But but I think that's that's ultimately my issue. I I feel like we talk about prek over here and then some of us think we're doing it and some of us say we're not and we talked about early learning here and so therefore wait I think there was something about an observation room and so I just want the whole novel. I want each chapter of it clearly maps it out. Again, no one is disputing early learning. I love the fact that we can make spaces that might be needed, but we also have financial responsibilities. So, I really struggle with this idea that I I don't think anyone put a space in there for nefarious reasons. >> I do believe that we have space that we can eliminate and we can be creative about. >>
456So, I this is a direct question. If we if for I guess the two of you together, if we can pull out space, but it ends up being more expensive in the long run, is that more feasible? You get a smaller building, but because of the the the where we are in the process of this, we have to go back and redo the plans. The >> answer I thought you said the question >> the question is, is that more desirable if we get a smaller building yet it ends up costing more? because that's kind of I feel like the position we were in with that twotory structure got you more green space that costs more or are we okay with the it being a little bit larger to her point it meets all the specifications
457but it's it's still in the same price point >> so I just along I mean I'm going to be supremely hardressed to believe that the building that we have right now is going to be more expensive if we pull a fair bit of square footage out. I understand that there are going to be some adjustments, >> but but I mean I think getting us I would say this getting a smaller footprint building for the same price would be worth it. >> Okay. >> And I think that the direction needs to be get aggressive on price. Let's see what we can pull out. Let's see what we can do to bring down the numbers. >> I'm trying to get under the $20 million for the referendum because that's also floating out there. And then it makes
458me wonder, are we going to have money for the DHS? >> Being realistic. >> I mean, it does seem like a lot of this is in limbo until we until that legislation goes through. And it does seem like it probably will like default after I don't know. >> May 12th, I think is when the governor can sign it. >> Yeah. But like >> doing the exploration though is worth it, right? I mean, that's I think what >> could that be part of the special call meeting that we just talked about or like a deeper analysis? We're going to have a >> I think we would want them coming prepared with a perspective >> in >> I just don't understand how inducing square footage that reduces plumbing that reduces >> as >> wood and everything else
459is ever going to be more expensive. So >> So let me just kind of take a moment and express where we are in the process. So currently we have a completed design that has gone through all of the permanent uh requirements and then at this point approved of all permits with the exception of this HPC that's kind of hanging out there. Okay. So, the drawings you see before you have been through DOE reviews, they've been through the city reviews, planning, zoning, building, fire, um the cab wershed management. All of that has been accomplished and it's sitting there. Um and in addition, we've brought on a construction manager. They have taken those drawings and they've taken them out to bid and in some cases entered into contracts with subcontractors because the GMP was approved by the
460board and we are sitting that's where we sit today. So yes, we can go in and at your direction at any moment we can stop and we can redirect and we can redesign. But you got to realize there's going to be a cost associated with that and the cost is going to be twofold. It's going to be the redesign fees >> because now the permit that we just achieved is null and void and we have to start over with a new design and pay for the new design fees and then start the permit process over again. So, that's roughly a six-month process from start to finish um as far as the design. And then on top of that, you're going to pay for the construction manager taking that new set of drawings and going back
461out to market. >> Oh, and there's going to be escalation associated with that. So, I mean, in round figures, and I'm just round figures, we'd have to really get down to the to the nitty-gritty to know exactly. You're talking between one and a half and $2 million of cost that it would take to make any major changes to this design and go back through the process to get to where we are today. Now, I'm not telling you that to try to get you not to do it. I just want to want want you to know the facts of what you're going to incur if that's what you want us to do and if that's what needs to be done then that's the direction that we'll do but you need to understand the facts and the
462figures of what would come with that. I think that without knowing how small we can get the building, we can't make that determination. And so if the administration is capable of really pulling back, take the things like the office space out, take the things that are unnecessary, if you have opportunities or options to shrink, I mean less asphalt in the parking lot because you have fewer people in that building, right? all of these options without without having a sense of what all of that is. It might be easily worth $1.5 million in a couple of months of time. It might easily be worth that. But without knowing what we're talking about, if if all we're talking about is the 500 square feet of those offices circled in green, it's not it's a third of the
463building. It's probably worth it. And so without having a sense of how aggressive we can get, uh, it's hard to it's hard to answer that question. I think we can get a fair bit more aggressive. >> I mean, I'm I'm also comfortable with the idea that, you know, like there's been a ton of thought that and expertise that has gone into this current design. Like even with those observation rooms, like it makes sense to me that with the capacity of like students that will be in there, with the amount of classrooms, like you this this design makes sense to me. I may be agreeing the offic's point, but we also like have a standard of quality in this in this district. And I don't know if like I feel comfortable with the insinuation that we
464should like do everything in our power to like shave off a little bit more if if it's, you know, at the detriment of students and like agreed. I think I'm comfortable with if it comes out being if she's like shaking her head no to like all of these suggestions. But I think I'm I'm comfortable if we get the cost down. I would I would be uncomfortable signing off if it ends up being a significant month month delay. Yeah. >> If it ends up like we're end up having to go back through the permitting process where a six month to nine month delay, I don't think that that's worth it for a couple of office spaces. Um, I want to be clear that I'm willing to entertain any and all compromises because in the end at
465the end of the day, I want to get the kids in the building. I want them to have the space that they deserve. Um, the high school students and um the babies that need to get in there. Um, if we can get it down a million or two, I'm not going to die on the hill of an office space. I I will not. >> U, but if it ends up delaying us significantly, we've been delayed enough. Like, I'm not not that I'm not interested in. It would take roughly 10,000 square feet to get a million and a half or$2 million dollars out of this out of this job. So if you were going to commit to redesign and starting over, that's the level of square footage you would need to cut out just to break
466even on how much of change and cost to get us back to where we are today. If that makes sense. And that's just taking the square foot cost that we have today in our G times the square foot that we have there. Now granted to your point commission um is there are some site costs that go along with that too but square footage of the building as a result of it because the the point of the matter is any edits to what we have today requires us to go back to permit and start over. It's just the nature of the permitting process. >> And the permitting process is how long? >> So, it's roughly six months. That's we start we submitted we submitted in uh November of last year and got minus the HPC that's
467still kind of hanging out there. We um got the building permit approved um end of yeah early early March. So, so what we're saying is if we that upper corner there where the offices are, pulling that upper corner out, which will then eliminate seven additional parking spots, that requires a complete redo on our permitting. >> I mean, yes, >> I think we explore it. I think we get a clear answer on it. I hear what we're saying and but I think I think we need to have a clear answer on >> this point. Is that the only redesign we're considering? >> Yeah, because I just feel like >> I think we try to get 10,000 square. >> Yeah. Well, I'm just thinking the future if we're already going to do this. I don't want to
468expend more money. Um, but I want to get the archaeological survey done. I want the Beacon Hill elders to come and be at the table so we can talk about maybe some of the community shared spaces. Maybe they're green spaces. Maybe we find things in the archaeological survey that we can honor and can incorporate into the green space. This is it. this is the only redesign we're doing right now because then we're committing to other >> but that's what he's saying is that if we whatever changes we want to make you know maybe we need to be clear we need to be clear about the direction >> yeah exactly so >> are there other areas that I mean the office space we talked about >> yeah because I'm sorry but the fact that we're even
469talking about this now >> is just really unfortunate and again if we had possibly examined some of this earlier. So that's a problem. I'm sorry. Um but I'm looking again at the square footage. And so I just want to be clear because we have business and assembly. And so the business square footage is 7,996 and the assembly square footage is 3,252. Am I reading correctly that that is effectively half the building? Because the other square footage I see is institutional. That's 9,322. And then I see education is 1,116, which then I looked up the average classroom size to kind of figure out this. And it does seem to be spread out. I don't mean to keep harping on this, but I don't think anyone has figured out the schedule to know how those observation rooms
470are not going to be used probably most of the time just by logistics. And that is why it is so important to me to keep bringing that up because I worked in education. I started my 30th year last month and I could tell you about the different spaces that were great when they were created and I'm sure there were experts who thought it was going to work well, but they're not used. So, sorry, I went off my question. Am I correct about the 10,000 for business and assembly and the 10,000 for education? Can I can I if if you don't mind. >> Sure. >> What would what's going to really be helpful >> to us if we if we start this process is really clearly understanding what you want the building to do. So for
471one thing, so if it's an early childhood learning center, then there are very specific standards and code requirements that are dictated in the size of the classrooms, the fact that it has an adjoining restroom, all those kind of things that you don't get a chance to say yes or no to. >> So the the stuff in green is optional. That's not early learning. Correct. >> That's the outdoor play area which is a requirement to have the green highlight in the right hand corner. >> Right. So like for instance the green right here that is your mechanical electrical >> sir I'm talking about the highlighted boxes in the >> oh the highlighted green boxes >> those are I believe identified as >> and that's where I'm going business. >> So you also have a CTA function
472that's in this space. So it's a decision to make. Do you want to have CTA in here or not? because you're either going to put it in there and have the right space to support it and to meet the program that you know Miss Burton and others want to do or you're not. And that's the kind of input that we would have to have to know how to redesign it. >> So the stuff in blue would that be considered? So when I looked again at some of the square footage description there was CSV business and then it was called ECLC business. So the stuff that's highlighted in blue, what what are those? >> Okay. And so are you saying that those are Georgia DOE requirements or weight at the daycare? So it's some other institutions
473requirements or is it a blending of requirement and what we liked because that's a big difference. >> It's typical industry standards for providing those type of services to that age group of children. You wouldn't need those spaces. But the observation rooms in totality are um things that CSD chose. Those are not CPA requirements, nor are they ECL requirements. Am I >> I heard you say with a nice standard. The observation rooms were a part of the decision making process after we came back from Grand Rapids when we met across the way at Epster downstairs >> and we literally went through what did we see that we would like to see incorporated in the design right at that point >> that is where the observation room >> but to the question it's are the observation rooms
474a decal, an ECLC, or a CTA requirement, or those are simply something, as we learned two months ago, the board wanted. >> I'm also just wondering if we're considering moving prek to some north side schools, but I'm just hearing for the first time now, does that mean then that maybe we need to reook at enrollment here? Because thank >> we have we have the we have the student counts at each age group in each cohort. We we know that and >> we have those current numbers because you know we noted when through the >> case 2025 it was 1300 kids. I don't know that >> kids. Yeah. And so it's roughly again 250 kids per age cohort. So if it's zero to three then it ends up being a thousand kids as opposed to 1300.
475>> How many of those are DHA kids that we want to ensure that we're serving? >> Well, I don't know the precise >> number 67 when we started and then it changed to 50. >> I think what I'm hearing is that there's there's not a lot of free space that we could just you know willfully trim out here. the offices at in the corn the upper right hand corner there that are highlighted in orange they could go for that but then like trying to trim the the hallways or you know some of this is like the HVAC systems the media center like some of those are just industry standards and I think to Nia's point you know they we do you're going to build a building you have some some in we have some some
476district level standards here um we could take out one or two observation rooms but then I think what he's saying or the advice that he's giving us that if you want this to be a CTAE school, you have to have the CTAE level standards here. So, I think he's looking for us to say if this is what we want, this is what some parts of this may be what it's going to be. Now, he could go for those office areas. It like I said, it has been it has been feedback that we've gotten. People thought it was wasteful. They thought we could use the Wilson Center. We could use the EpsterJip. I get that. But other than that, you know, are we using our good time telling him to go back and try to trim
477the hallways in the media center? >> Yeah. And I guess I'm just also raising the question of um actual enrollment for zero to four if we're talking about moving prek to the north side elementary schools, which sounds like a good solution that our community members have brought up. Um, I would just also like to reook at the numbers from 0 to three that we want to make sure that we're serving from DHA. Um, currently because we know that enrollment is declining and this is pushing it out potentially another year. That would be my ask. >> I also I haven't heard any solid conversation from anybody in the administration about moving prek to the K to 2. Is that just been something that's been tossed around? But >> this um so it has been it was
478asked of me at the PFA. We heard it loudly at the K2 utilization. >> Um and so those are things that again in reaction to community feedback. We have been listening and looking into that. And so that was, you know, I'm sorry if I, you know, was confusing, but that is what I'm trying to communicate. Okay. >> We're still trying to figure it out essentially if >> is that why there's only one I I still can't wrap my head around why there's only one four-year-old classroom. So there three three-year-old classes >> and then what happens? >> I'm just trying to see and this is what I keep. I don't see how this has been thought. Okay. >> Ratios change from birth to one to two to three to four. So, um, when you're thinking about
479the number of children that would be able to combine into a space, you do have more. You can put two threes together almost to to get a four. Now, that's their ratio of student to teacher that is necessary when they're younger. So, it's more of a natural progression to have it there. Once again, this design was created a while ago. So if you move the foury olds out as well as other four-year-olds from college heights say right now right from the start that you have six classes and you're not going to earn or be given anymore and you can move them around. meaning one there, you could put three someplace else, three someplace else. That's a process. And no one is saying that we're going to engage in that process to move them for the
480beginning of the school year 26 27 meaning couple months from now. This was on at one point in time going to open in 27. So that if you were going to transition classrooms from college heights that are prek, you would transition those classrooms and then do all of that in type of move at one time. Because what we did hear from our current preK staff is please don't Eminem me throughout the school system because preK curriculum is not K2 curriculum and preK curriculum is not also birth through three curriculum. It's a separate curriculum and so they don't want to be individuals in schools. So, we're really balancing the feedback from our staff and what they need community to move together as well as those that would remain at college. >> You know, I think that's
481my issue with like the heart of this discussion is that if you were to take the amount of square footage that would increase like decrease cost enough to be significant like you are taking out the heart of a lot of like this design. like I don't see that there's like 10k square feet to take out that would that's like extraneous space aside from maybe the offices and I just I I believe that we have all these questions and I think they should be addressed one by one but like we should also we're not education experts and I I do think there has been a lot of thoughtfulness into what this current design looks like and so maybe using the resources we already have we could have like maybe a more comprehensive breakdown of each space
482and how it's used but even with the multi-purposes room multi-purpose rooms like in any building every room is not always going to be used all of the time but there still might be a need for them like not the high school there are classrooms used in every period um so I don't know like I I would like to see a breakdown but I I still believe like I I besides the offices I can't like point to somewhere else on the map but >> yeah I I agree with the spirit of your um feedback But to the very point you just made, that's my problem is this is money and it is space. And so the high school, you're right, there are high school spaces that aren't used right now. I don't understand enough of how
483we assess space to get here. I totally agree it was thoughtfully done. Um, but I I personally struggle with um agreeing to spend the amount of money on this building without having enough of that information that we asked for for K through2 utilization and that effectively happens to schedule your classes. >> I guess it was also money that this board maybe not you specifically but as a whole was willing to spend like you know six months ago because we really believed in this design. So is it are we changing because you know we're we believe that the community doesn't want to spend the money in their role and that's a question like are we buckling this pressure is maybe how I would see it maybe you wouldn't see it that way or do we believe
484there's extraneous cost where is that besides paying it off >> I think that's a great question and then the other question is how low do we need to get the cost okay if we get it down a million is that good or we need to get it down five million like at what point do we feel like >> I don't think the community is going to be I I I agree. I think I don't know at what point we would find a price point unless you have a number in mind. I'm not sure. I think I agree that if if space is not been well allocated, well thought out, well utilized, if it doesn't meet the mission and the spirit of the building itself, it should go. Um, but if it is if it is
485something like the nurses station, the uh media center, if it's the uh state requirements for the hallways, I think we're we're chasing our tails in that discussion. >> I mean, I think at this point, especially since we have this potential impending bill to pass that would impact, you know, us the referendum, right? And we have to we would have to get it under $20 million that could come out by May 12th. And you know, I hope I'm hoping we can do this archaeological survey and get on that path and gather more information from the community, from the elders that would hopefully inform this, right? I'm just wondering if before we tell them to go redo this, just take out X, Y, and Z, and then that's more work. And then maybe we change your mind
486again, then that's just more work for them to redo, which doesn't sound cost effective. It can be frustrating. So, I'm I'm thinking at this point, can we you don't like the word pause, but can we just try to do the archaeological survey, talk and collaborate with the people we've talked about, have our special hall meeting, and by May 12th, you know, that seems to be, you know, the date when we're going to find out. >> I just want to be clear that I'm not I'm not comfortable with the archaeological dig until I have a little bit more information. um until I understand exactly who's going to be conducting this research study, who's actually going to be gathering the data, where the data goes. Yeah. Who ultimately is responsible for the results? And then I think
487>> I'm happy to have um the administration go meet with these folks and then come back with some data, but I also need to be clear about how the results impact this project going forward. Um I think we need to separate um the archaeological dig and how the Beacon Hill elders weigh in on this project. I think the two are not completely married to each other. >> Well, it's a, you know, community meeting that we're asking Jarvis collaborate and coordinate. I think we asked for inclusive Beacon Hill elders, archaeologists in the city. Right. >> Well, like I said, he's I think we we told the administration to meet with these folks and then come back with some data. But I my thought is I'm I'm not I until I understand I I wouldn't sign I
488wouldn't say yes to a motion that pushed forward. But I also am not I really am not interested if in something that I'm interested in preserving the the land. I'm interested in hearing every option but I really am not interested in something that's going to push us out six or nine months. >> No, I'm I'm I don't want that either. Um, but I just think at this point there's so many different balls on the air that could impact this, including this CFA referendum that's potentially coming May 12th. So, I'm just wondering if we can table this discussion in giving specific direction because I don't want them to give them much direction to redo something and then we're going to come back in a few weeks and say, "Wait a second, redo it again." That doesn't
489sound efficient or cost effective. So that's my still I'm going to guess what the direction of the board is to administration. We're going to see how aggressive we can cut this building. Um get with parish construction, see what the possible impact on pricing would be without going back out to bid. um to get aggressive. It is going to Yeah. Brian has already told us it's going to be about 10,000 square ft. That is going to be a restart of the process u permitting. So I think Nia mentioned earlier we the original date we started talking about put the shovel in the ground in December. now April >> seven months behind our original schedule be a year back. But if that's the direction of the board, that's the direction of the board. But as clear as
490the board can be, the better we can come back to you all with what you want. >> So we're talking about I just just board members, we're talking about a six month delay for the office >> for any changes. >> Yeah. ideal scenario which I don't think these points >> cross so just acknowledging that >> but >> and and just and just so I'm clear and this is complete ignorance on my part I think maybe what board member US was saying was that he just wanted to see all of the options but you're saying that >> even that is is going to have to restart us through the clock >> that's yes she's nodding her yes I don't I don't see a scenario where we can cut square footage out of the building without having
491to go back to permit. >> Now, would we have to go back to watershed management? Possibly not. Possibly not. But the building process and possibly all are way back to planning and zoning for sure. >> And so the paro of what that looks like is what I'm saying. If we cut the seven offices and that takes out seven parking spaces, right? Does that add six months and $1.5 million cost to the project? Like >> we just achieved our land service permit. That means we have to go through the land disturbance permitting process. which you have to achieve the land disturbance permit before you even engage in the building permit process with >> so given that we are several people's points awaiting funding decisions right we like we can't act until we hear for this HPC
492thing and possibly PFA conversation that gives us about a month where >> without incurring additional cost um figuring out how we could, you know, meet people in the middle size conversations offices. I mean, I'm I'm not I don't I don't think you're hearing from anyone from the board like go spend a million dollars to restart the process. I think what I'm hearing is let's approach the archaeological, see what that looks like and come back with some more data and let's let's look at costs. And if in this meeting in May, we have more information about funding. Um, and more information about how that would look and some data. So, it's not just like headshakes, permits, but like, you know, no, we've looked into this. This is what it would cost. This is what this is
493how we would have to reset and that sort of stuff. I think I would feel like we were in a better place. >> Agreed. >> What? >> Yeah. May meeting we can't really do anything before then anyway >> and then >> and we decide once we get more information that hey maybe we'll do it again >> but I I think we're in loud agreement with >> what's the what's the direction >> I think the direction I heard was to look as responsibly and as aggressively as possible at the options of reducing the um square footage which effectively ideally could reduce cost and certainly open up space. Um I think that I know I would like to see some type that the board may not. So I realize this maybe not so much for y'all. Um
494but I I would like to see more thorough um estimates or projections of the use of this building or it's like you know what does PTA look like next year? But um offices I I think again um it wasn't clear to me whether the blue was you have to do it or the blue is that's typical and we like to do it. So um while I appreciate the high standard indicator, I also want to appreciate maintaining that high standard for all of our students in school buildings and I'm just not convinced financially. So I would like to see more assessment of spaces that are not required that we considered optional. other facts I think that would be really helpful since you know we're talking about pushing this out until fall eight to have this open
495right at this point that pushes us six months is um and I know I genu seeing the data especially the enrollment data from the DHA um in this race is 0 to four and seeing if you know we are able to push the prek to the um elementary schools that see things like that might be a way to also shrink this a little bit. And I know you're working on that, but maybe this gives us time to get those facts. >> So, I just want to make sure that I'm clear. If you came back with another design next month, that would not require you just the design itself wouldn't require you to go back to the permanent process or would >> no if you require us to develop it. >> Yeah, got literally move forward.
496>> Like block is not a >> Yeah, we can do that. >> Does that cost? >> We'd have to go back to them and and figure out what the time and would be for that. So, >> okay. Because I just I'm thinking if in a month then we're like, "Hey, do a little more." >> Got it. >> And in reality, I I want to keep bringing it up because there's cost there's cost to basically go back and do a redesign that you've got to recoup. >> Yeah. >> Somehow. And and the only way to recoup it on a building like this is to cut the is to keep cutting. And at some point you get to a point where it's cut down to a point where it's not operationally >> usable. Yeah. >> For the
497purpose that you've been trying to get to for it. I don't know what that is. >> I would say that is a boundary condition and we don't want to cross that direct but that's basically the amount of information we can provide you. Another caveat that we are GMP >> the guaranteed maximum price time. >> What's the timeline on that? >> It's already >> expired. We're passed it. >> We're past it. So, >> okay. So, we need a new one. >> Well, include it in the middle. >> We don't need a new one. >> We're not going to negotiate that from the table. I mean like that's going to be a new one. I'm not negotiating. >> Fair. But that's that's that is definitively >> the point the point of the comment is that we we
498are beginning to get at risk wells therefore us for their inability to hold the pricing because when they get pricing from these subcontractors and vendors, it has a time stamp on it. >> And when you get on the end of that time stamp, they can just hold them for so long. In addition that you know you know things have happened economy has changed international >> I won't >> all of this information we're looking to have provided in a month do you feel uh that you have the information to be able to act on administration >> I think that we need to bring you things at this special call meeting less than a month. >> Yeah. Like I'm I'm going to be honest because if you're saying okay just wait another six months. >> We're not
499saying that. >> But but but let me finish. What was stated was okay yeah just push it out another six months. That level of urgency is not the way that we address literacy. as a tier one function in the city schools of Decator. >> And so that means push it out another six months. You're already at a another six months. So there's a whole another cohort of children >> that do not have the access. That's the part that just pushing out another six months is the part that just gives me great pause. But so I will bring you something at this special call meeting in two weeks, right? >> Because >> okay, >> we need we need to know what the direction is, but I think it also needs to be clear to the administration
500the direction is not to end or pause this project. we we're going to come to some sort of >> it's going to be this design or the trim down design that you come to in two weeks. Is that what I'm hearing from? Is that what everybody's understanding? >> Yes, that is >> Yeah, that's okay. Okay. >> I mean, there's no other option, is there? So, I appreciate you're asking it, but that seems almost just Okay. Just wanted to make sure Oh yes, we sure do that computer. >> Thank you. >> Okay. Can I make a motion since it's 95 to postpone the two agenda? >> I'll second that. You've got to be joking. >> I didn't even know we weren't going to go till this late. Okay. >> All right. >> Uh, fair enough. >>
501Well, well, look, let me just just to so that we're precise. I I just want to be precise because I think it's a good conversation to have. We may postpone it, but it is going to be in the agenda next month. >> Absolutely. >> You're going to turn your agenda request in on time. >> It's going in today. >> I can right now for my Robert. >> A second. Any discussion? Hey, that's my job. Is there any discussion? Hearing none. All those in favor go >> I >> that motion to withdraw our agenda item >> and postpone it till the next meeting. >> Thank you. >> We do that. >> Yeah. >> Anderson voted on it. Correct. >> Yeah, we have all voted on voted. I think it's unanimous. >> All right. The eyes have
502it. The motion passes. >> All right. Dr. Whitaker, please introduce the next item. >> Sh. I would like to call on student representative Batra to share a proposed resolution of the board of education. >> I hope that we approach this with the things you know we would have. >> We're all excited about this. >> Last item. So um you know I was responding to concerns of students, student walkouts, community um interests. I really believe you know despite any of our fears about you know um saying it clearly uh we really need a resolution responding to the political moment we're in. And you know, safety isn't just about like um practical solutions, but it's also about students feeling safe and affirming that safety and making sure that the teachers and administrators who are supporting students like
503also are prepared for situations that I see as inequitable. Um so I was so grateful that as soon as I listed this, I was immediately connected with legal who helped me draft a resolution. I sent them a synthesis of my own thoughts and a lot of the existing policies. I know we had discussed um the Gwynette policy during public comment. So a lot of those bullet points were included in this current resolution. We also discussed maybe a policy or even adjustment to the visitors to schools guideline which currently lacks conversation about like the fourth amendment and the specific process for if law enforcement um came to school which I do believe is necessary. Um I also had asked for birthright citizenship language but um legal advice that tempate was currently in potenti sorry okay I'm
504super sorry um I didn't know that I was even okay um I I would like to see something about birthright citizenship added at this time um but I just wanted I have I'm prepared to re recommend a motion about passing this resolution um but I wanted to open up for any discussion. >> I am >> so you you support this resolution that's written that we got the other day. >> Um with the birthright adjustment would be my recommendation. >> Okay. And then um would you be so I read the Gwynette policy after you mentioned it and then someone else I think email we got some email maybe email plural that you may not not have been I not in addition to this resolution would like for us uh if the other members of the board
505are acceptable to introduce that version of that policy to our policy agenda for next week. Um if if that would be okay. I mean, the fact that they've taken a stand, I think that we have something else we can legally point to. What other members? >> Yeah, I think the GU policy I saw was very nice and I I agree. I'm really happy to support this resolution and I'll vote for it. Um, but I think a policy is stronger. Um, the res this resolution reaffirms what we already do. Um, but I think, you know, it it's not an enforcable policy. So, I really would love to see a policy. So, I totally agree with you. also noted, you know, importantly for me as a civil rights attorney that it doesn't include, this resolution doesn't include
506language um that explicitly says that we will, you know, only allow judicial warrants um issued by a court and not administrative warrants, which we know are happening. um who I to uh be you know that they don't carry the same legal authority and they shouldn't compel access to our buildings for our students. So, um, that distinction is constitutionally significant and to hear that from us directly. And so, while I support the resolution, I want to put the board on notice that I, you know, I'm raising this question about, you know, including the constitutionality of the warrants that would be allowed um and enforceable in our schools. I'm glad to hear that there's support for the guad policy because I really do think a policy will have for every child in our district belongs here and
507I think their record should be protected. So this board I hope will you know that resolution will >> show that in the policy >> when when you mention policy discussion next week >> Jim >> I meant month >> month so the next board meeting I mean if this meeting goes on any longer it'll be >> 10 o'clock >> but but but okay so so what we are saying is in the next board meeting we will uh we are asking the administration to bring to us language related to policy for us to consider. >> Are you moving to make a motion? >> No, you don't have to. >> Is that you don't have to? Okay, >> I don't have to do that. We all kind of nodded and uh Lynch is already working on it. >>
508Okay. >> So, um my discussion is so I am fully supportive of of frankly anything that uh student board member Patra has brought before us. Um, my comments are going to be much more just directed at her specifically. I am genuinely in awe of you as a person. >> I am I have learned things from you. Your approach, your moral clarity, your maturity. I am not speaking to you as a student right now. I'm speaking to you as a peer. >> So, thank you for the leadership that you have brought. Thank you for your hard work and I agree with it and that you um put so much work and effort and um I'm sure that the community does as well. So, thank you for all of your hard work. >> I appreciate it. I
509said I'd save my tears for next month. Yes. Um, so does that mean we want to pass this resolution tonight and then also work in a policy or >> may I recommend motion? >> Okay. Um, I'd like to recommend the board of education adopt the resolution to reaffirm its commitment to providing safe access to education for all students regardless of immigration status. >> Excellent. >> I second. >> Wait, that was I can't make a motion. She's making she's calling for the question. All right. We have a motion to adopt the resolution by the board to reaffirm its commitment to providing safe access to education for all students regardless of immigration status. >> So moved. >> Board member Arrier makes the motion. Is there a second? >> Second. >> Board member Anderson seconds the motion. The
510pending question is the adoption of the motion to adopt the resolution by the board to reaffirm its commitment to providing safe access to education for all students regardless of immigration status. Is there any further discussion? >> How will we communicate this resolution to the students >> in two languages? I hope like I hope there will be many languages um >> languages multiple. >> Yeah. Closer to 14. Yeah. Yeah. Yeah. Um I mean I I don't know the standard procedure. I would assume like the usual communications press release. Um >> I just I suppose so much of this is speaking to students that an email directly to them as the recipient maybe makes some sense. I don't know if the administration has thought about how we're communicating that, but I' I'd like for some effort to
511you know just be thoughtful about that. Could we also use that wonderful team group that >> presented so much in terms of so thank you discussion? >> Yes we can >> 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're opposed or saying if you wish to remain neutral Dr. Please proceed. >> Chair Sultan, >> I. >> Vice Chair, >> I. >> Board member Anderson. >> I. >> Board member Hearnen. >> I. >> Board member area. >> I sen eyes, zero nos, and zero abstension. The eyes have it. And the motion is carried. >> Oh goodness. Okay. Hold on. All right. The board future date. The board will host
512a community meeting on April 22nd from 6:30 p.m. to 8:00 p.m. at Decator High School in the Learning Commons on the Commerce side. The purpose of the community meeting is to engage in two-way dialogue between the board of education and the community. Topics include draft two of the FY27 budget discussed which was discussed tonight. The new early childhood learning center and board management oversight plan BOP. Our next board meeting will be held here at the Wilson Center on May 12th, 2026. There being no further business, this meeting is adjourned at 9:17